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Public Service Community School

Los Angeles Unified School District Single Plan for Student Achievement

Public Service Community School,

Los Angeles Unified School District Single Plan for Student Achievement

2011 – 2012 Implementation

Public Service Community School, SRHS#2

Superintendent John Deasy

Board Members Mónica Garcia, Board President Marguerite Poindexter LaMotte

Tamar Galatzan Steve Zimmer

Bennett Kayser Nury Martinez

Richard Vladovic


TABLE OF CONTENTS

DISTRICT AND SCHOOL INFORMATION ............................................................................................................................................... 1

School Program Identification .................................................................................................................................................................................. 1

School Site Council Composition ............................................................................................................................................................................. 2

Committee Recommendations and Assurances ...................................................................................................................................................... 3

Parent Involvement Committee Recommendations ................................................................................................................................................. 3

District Description and Core Program for All Students ............................................................................................................................................ 5

School Vision and Mission ....................................................................................................................................................................................... 6

COMPREHENSIVE NEEDS ASSESSMENT ............................................................................................................................................. 9

School Performance Meter ...................................................................................................................................................................................... 9

School Data Summary Sheet ................................................................................................................................................................................. 10

SPSA Evaluation ................................................................................................................................................................................................... 11

Comprehensive Needs Assessment to Determine Key Findings ............................................................................................................................ 12

High Schools—WASC Recommendations ............................................................................................................................................................. 15

DISTRICT PERFORMANCE METER MATRIX ....................................................................................................................................... 16

LAUSD LEA Plan Goals—School Achievement Goals ........................................................................................................................................... 17

Performance Meter Matrix—100% Graduation ...................................................................................................................................................... 18

Performance Meter Matrix—Proficiency for All ....................................................................................................................................................... 23

Performance Meter Matrix—100% Attendance ...................................................................................................................................................... 37

Performance Meter Matrix—Parent and Community Engagement ......................................................................................................................... 40

Performance Meter Matrix—School Safety / Organization / Support Structures ..................................................................................................... 44

TITLE I REQUIRED COMPONENTS ...................................................................................................................................................... 48

Components for Implementation School Wide Program (SWP) ............................................................................................................................. 48

PARENT AND COMMUNITY ENGAGEMENT ........................................................................................................................................ 50

Parent Involvement Policy ..................................................................................................................................................................................... 50

School Parent Compact ......................................................................................................................................................................................... 51

LOCAL DISTRICT MONITORING ........................................................................................................................................................... 54

FUNDING (BUDGETS) ............................................................................................................................................................................ 56

ATTACHMENTS ...................................................................................................................................................................................... 57


1

SCHOOL PROGRAM IDENTIFICATION

School Name: Public Service Community School, SRHS #2 Local District: 7

District CDS Code: 1964733 School CDS Code: 0124487

Initial Year: 2011-2012

For additional information on our school programs contact the following:

Principal: Dr. Angela Brathwaite E-mail address: [email protected]

Contact Person: Dr. Angela Brathwaite Position: Principal E-mail address: [email protected]

Address: 6100 S. Central Ave., Los Angeles, Ca. 90001 Telephone Number: 323-846-2125

Indicate which of the following Federal, State and Local Programs are consolidated in this plan: X Economic Impact Aid (EIA) School Improvement Grant (SIG) Cohort 1 X EIA-LEP (Limited English Proficiency) X Title I School-wide Program (SWP) X EIA-SCE (State Compensatory Education) Title I Targeted Assistance School (TAS) EIA-EDY (Educationally Disadvantaged Youth) X Title II Professional Development X SBCP (School Based Coordinated Program) X Title III English Language Acquisition, Language Enhancement, Quality Education Investment Act (QEIA) and Academic Achievement Program Improvement (PI) X LAUSD Public School Choice Year 1 Year 3 Year 4 Year 5+ Other:

The District Governing Board approved this Revision to Update the Single Plan for Student Achievement on:

11-30-11

Date

The Local District staff has reviewed the School Plan with the principal and agreed to support and provide feedback for implementation. Signature Signature

Local District Director of School Services Date Local District Superintendent or Designee Date


2

School Site Council Composition (SSC) EC 52012, 52852

* 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

Dr. Angela Brathwaite X Juan Aguilar X

Nancy Grab X Brigit Tello X

Irma Lemus X Xochilt Ribota X

Maria Sanchez X Karina Roldan X

Total number in each column 1 2 1 Total number in each column 2 2

Total number in Part A 4 Total number in Part B 4

Irma Lemus Teacher

Name of SSC Chairperson Position (e.g., Parent, Teacher) Signature of SSC Chairperson Date

Dr. Angela Brathwaite

Name of Principal Signature of Principal Date

The membership of the council shall be no fewer than 10 members.

The membership of the council shall be no fewer than 12 members. *


3

COMMITTEE RECOMMENDATIONS AND ASSURANCES

The school site council recommends this 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, and will monitor the plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process, and any other school programs or grants they choose to include.

2. 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/ Community

Staff

Compensatory Education Advisory

English Learner Advisory Elvia Rosales X 11-5-11

Gifted & Talented Education Program Advisory

UTLA Chapter Chair or Chapter Chair’s Designee Nancy Grab X 11-30-11

Other (list)

3. The content of the plan must be aligned with school goals for improving student achievement. 4. 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. 5. 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. 6. The school minimizes the removal of identified children during the regular school hours for supplemental Title I instruction. (Targeted Assistance Schools only)

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

Date

Attested: Irma Lemus

Typed name of SSC chairperson Signature of SSC chairperson Date


Typed name of school principal Signature of school principal Date


4

Parent Involvement Policy

Each school in LAUSD is required to develop a written parent involvement policy. This policy describes how the school will support and increase parent

involvement. The parent involvement policy must be developed with parents/community and include participation from all appropriate advisory committees

and be agreed upon by the School Site Council. The written parent involvement policy at Title I schools must include how parents will be informed of the

school’s Title I program requirements.

Schools not receiving categorical funds must develop a written parent involvement policy with the participation of parents and community members that

describes how the school will:

(a) engage parents in their children’s education

(b) inform parents that they can directly affect the success of their children’s learning

(c) build consistent and effective communication between the home and school

(d) train teachers and administrators to communicate effectively with parents

(e) integrate parent involvement programs with the Single Plan for Student Achievement (EC 11504)

Questions regarding this requirement should be addressed to the Local District Parent Ombudsperson or School, Family and Parent/Community Services

Branch at (213) 481-3350.

Committees Chairperson Check

Date of review by Committee Print Name Signature

Parent/ Community

Staff

Compensatory Education Advisory

English Learner Advisory Elvia Rosales

Council Chairperson Check Date of review and

approval by Council Print Name Signature

Parent/ Community

Staff

School Site Council Irma Lemus

Person(s) Responsible for Parental Involvement Activities at the School Print Name (s)

Signature(s)



5

Los Angeles Unified School District Profile

District Mission Statement The teachers, administrators, and staff of the Los Angeles Unified School District believe

in the equal worth and dignity of all students and are committed to educate all students to their maximum potential.

District Description:

PI Corrective Action:

The school institutes and fully implements the core curriculum that is built on State academic content standards, including providing appropriate professional development grounded in scientifically-based research for all relevant staff, that offers substantial promise of improving educational achievement for high priority pupils.

District Priorities:

• 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).

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

• Implement curriculum-based measures (i.e., Progress Monitoring) to inform instruction and maximize student exposure to that instruction.

District Core Program for All Students:

The core program of the District is built on the California State Content Standards and grounded in evidence-based pedagogy for effective delivery of those standards. Embedded throughout is the use of a comprehensive assessment program that guides instruction and immediate intervention. The District has adopted four culturally responsive and linguistically appropriate instructional strategies that are threaded throughout all PreK-12 content instruction. Instructional strategies include the use of advanced graphic organizers, explicit instruction in academic vocabulary, use of communal learning strategies such as Think/Pair/Share, cooperative learning, project-based learning, and the use of instructional conversations to actively engage students in learning. Differentiation, SDAIE strategies, and scaffolding are used to ensure instruction meets the needs of all students including gifted and talented students, students with disabilities, and English learners (both English Learners and Standard English Learners). Strong classroom management as outlined in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, preparing for transitions, and developing instruction that engages students in learning.


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School Vision and Mission Mission Public Service Community School will graduate students with the skills, attitude, and knowledge required to be responsible and respectful members of society. Vision PSCS students will demonstrate school-wide academic and social expectations:

� Critical Thinking � Problem Solving � Leadership � Citizenship

Current Research and Practice Students in the Public Service Community School will receive theme-based instruction and technology resources that enable students to prepare for careers in fields such as government, education, health care, human services, fire protection, and law enforcement. Public Service Community School teachers utilize common teaching strategies and practices: Cornell note taking, reflections after SSR (Sustained Silent Reading) and checking for understanding (think-pair-share and exit tickets). Teachers meet on a weekly basis in academic disciplines, small school staff and committees to collaborate on instructional practices and to review data surrounding instruction. Parents meet with teachers to collaborate on student achievement and to increase parental involvement with participating in building school-community relationships. Students collaborate with teachers and parents through the decision- making process within governing committees.


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School Profile Description

Public Service Community School (PSCS) is a new school under the pilot school model. It is located in Local District 7, in the Los Angeles Unified School District. PSCS follows the traditional calendar. We are identified as a PHBAO school in a low socio-economic area. Approximately 85% of the students at PSCS qualify for the free/reduced lunch. Our combined minority rate is 100%, with a total student population of approximately 294. We have a total of 94 English Language Learners. There are 23 students who are receiving special education services. All stake holders embrace the diversity of our community. Public Service Community School opened on September 7, 2011. As a new school our student population is comprised of 9th, 10th and 11th grade students. Many of our students came from Edison Middle School, Los Academy Middle School, Drew Middle School, Bethune Middle School, and Fremont High School. One reason for opening Public Service Community School was to relieve the overcrowding of Fremont High School. Ninety eight percent of our school population is comprised of Latino/ Hispanic students with a small number (2.0%) of African-American students. The families of our Hispanic/Latino families speak Spanish or a combination of Spanish and English at home. A large number of our parents speak only Spanish. The socio-economic base of the community is predominately low to lower middle class. Most residents are blue collar or unskilled workers. Classes at Public Service Community School are 83 minutes long, with a 30 minute advisory period. The school has an alternate-day blocked schedule, where students have 8 classes over 2 days. The purpose for this schedule is to provide students access to a learning environment where students can acquire academic and social skills in extended class periods and where students can have access to ELA and math intervention classes in the academic school day. The purpose of advisory is to provide a safe and low-pressure environment for students to learn Habits of Mind and reinforces academic and social skills. As of October 5, 2011, Public Service Community School had 19 classrooms and shared the following facilities with other 3 school sites: Multipurpose Room, Library, Cafeteria, Gymnasium and Parent Center. PSCS classrooms have LCD projectors, audio/video system, and a MAC computers and access to laptop carts. Teachers have a laptop computer and an iPad. The Public Service Community School has 13 classrooms teacher positions (including a Resource teacher and an SDC teacher). The school has one Principal, one Counselor, a Parent Community Representative and one Office Technician. PSCS shares the following positions with 3 other school sites: Site Operations Coordinator, SAA (School Administrative Assistant), Teacher-Librarian, Financial Manager, Dean, Athletic Director, PSA, Psychologist, Nurse, Parent Resource Liaison, Bridge Coordinator and custodial staff. The Public Service Community School is working on having an active parent center. Our parents and guardians have opportunities for involvement such as ELAC Advisory Committee meetings, monthly School Governance Council Meetings and ongoing meetings with various faculty members, such as with the principal, counselor, teachers and librarian. These meetings are to provide parents feedback on their child’s academic and behavioral progresses as well as support parents in goal development with students. The Public Service Community School sponsors several other community events throughout the year including a Community Barbeque, monthly Coffee with the Principal, Back-to-School Night, two PHABO evenings, Open House Meetings and awards ceremonies. Although we have a strong


8

and active group of parent volunteers, they represent a small percentage of our parent population. We continue to work toward increasing our parent involvement. The Public Service Community School promotes school culture through progressive discipline and school-wide instructional strategies. Progressive discipline is a multi-layered, collaborative discipline plan where teachers first address behavior problems individually with students in the classroom, then with parents, and, if needed, work together as an intervention team with parents, students and shared teachers. To support student learning and achievement, teachers implement school-wide instructional strategies in reading, writing and checking for understanding. To increase reading comprehension, teachers in PSCS incorporate reflection strategies after students complete SSR (Sustained-Silent Reading). To increase opportunities for students to write in class, teachers in PSCS use the Cornell notes taking system. To increase teachers checking for student understanding, PSCS teachers embed the strategies of think-pair-share and exit tickets. The Public Service Community School uses data from teacher-made formative assessments to inform instructional practices. Additionally, teachers use district periodic assessments to measure student achievement and determine student gaps in knowledge related to content area standards. Teachers and staff review attendance data to ensure students attend classes daily and schedule parent conferences based on attendance data. Teachers and staff review discipline data to determine the effectiveness of behavioral interventions and revise progressive discipline plans.


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COMPREHENSIVE NEEDS ASSESSMENT

Directions: Download the School Performance Meter and input the School Baseline Data. Upon determining the School Annual Targets, input the targets.

School Performance Meter

GOAL 1: 100% GRADUATION School Baseline School Annual Targets LAUSD Annual Targets

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. Four-Year Cohort Graduation Rate NA NA NA NA 60 63 70

B. Students On-Track for Meeting A-G Requirements NA 33 45 70 38 50 75

GOAL 2: PROFICIENCY FOR ALL School Baseline School Annual Targets LAUSD Annual Targets

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. English Language Arts, Elementary: Proficient & Advanced

NA NA NA NA 60 67 74

B. English Language Arts, Secondary: Proficient & Advanced

18.7% 26.8% 34.1% 40.6% 45 50 54

C. Mathematics, Elementary: Proficient & Advanced NA NA NA NA 69 75 82

D. Mathematics, Secondary: Proficient & Advanced 15% 23.5% 31.1% 37.9% 36 41 47

E. 3rd Grade Proficiency Rate in English Language Arts

NA NA NA NA 49 55 62

F. Proficiency in Algebra 21.4% 29.2% 36.2% 42.5% 38 47 55

G. Reclassification Rates 9% 12% 15% 18% 21 24 27

GOAL 3: 100% ATTENDANCE School Baseline School Annual Targets LAUSD Annual Targets

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. Percentage of students with 96% or higher attendance

94% 95% 96% 66 71 76

B. Percentage of staff with 96% or higher attendance 98% 99% 100% 69 74 79

GOAL 4: PARENT AND COMMUNITY ENGAGEMENT

School Baseline School Annual Targets LAUSD Annual Targets

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. Percentage of parents who talk with the teacher about their child’s schoolwork

70.5% 75.5% 80.5% 65 70 75

B. Parent participation on School Experience Surveys 49.6% 55% 60% 35 40 50

GOAL 5: SCHOOL SAFETY School Baseline School Annual Targets LAUSD Annual Targets

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. Instructional days lost to suspension 1 0 0 40,876 38,376 35,876

B. % of students who feel safe on school grounds (agree or strongly agree)

NA NA NA 86 88 90


10



11


Single Plan for Student Achievement (SPSA) Evaluation

Insert SPSA Evaluation here once completed.

NA

New Schools do not have the SPSA Evaluation for the current year.

The SPSA Evaluation will be completed during Budget Development, Spring 2012.


* Part of the Problem Solving Process –Problem Identification – Problem Analysis – Implementation Design – Response to Instruction and Intervention

12

COMPREHENSIVE NEEDS ASSESSMENT TO DETERMINE KEY FINDINGS Directions: Use a variety of data sources (i.e., AYP Report, School Data Summary Sheet, School Performance Meter, SPSA Evaluation, AMAOs) to complete the Comprehensive Needs Assessment. In the Analysis of Data column, guiding questions have been provided to help analyze the data and construct a response for the Key Findings column. The Key Findings will be used to determine school goals.

Check which groups or committees participated in this Needs Assessment. If box is checked, indicate date.

Data Summary Sheet

Analysis of Data Problem Identification *

School’s Key Findings Problem Analysis *

100%

Graduation

• Was the Graduation Rate met?

• What significant changes occurred in Grad Rate from one year to the next?

• What changes occurred in the 4-year dropout rate?

• What changes occurred with CAHSEE results?

• What changes occurred between grade levels in meeting A-G Requirements?

• What conclusions may be written based on the graduation rate?

• N/A

• N/A

• N/A

• 57.4% of students passed the CAHSEE in ELA 72.2% of students passed the CAHSEE in Math

• N/A

• One conclusion is that the percent of students is passing CHASEE is 14.8% in Math than ELA

CEAC Date:

X ELAC Date: 11-5-11

X SSC Date: 11-9-11

X Grade-level Teams Date: 10-13-11

Vertical Teams Date:

X Departments Date: 10-6-11

X WASC Focus Group Date: 11-15-11

X Other: INSTRUCTIONAL LEADERSHIP TEAM (ILT)

Date: 11-15-11

Proficiency for All

• Did the school meet all AYP requirements? If not, which areas were met?

• Was API met?

• What significant changes occurred in AYP ELA CST scores?

• What changes occurred in AYP Math CST scores?

• What changes occurred in 3rd Grade ELA

scores?

• What changes occurred in Algebra?

• What changes occurred in reclassification rates from one year to the next?

• Did the school meet the AMAOs?

• What factors explain the changes in proficiency levels over time?

• N/A

• N/A

• 18.7% of the students scored proficient or higher in ELA on the CST

• 15% of the students scored proficient or higher in Math on the CST

• N/A

• 21.4% of the students scored proficient or higher in Algebra on the CST

• 9% of students were reclassified

• N/A

• N/A

CEAC Date:


X SSC Date: 11-9-11

Grade-level Teams Date:


Departments Date:

WASC Focus Group Date:

X Other: Small School Community Meeting

Date: 11-15-11

100% Attendance

• How do attendance rates for students differ from one year to the next?

• How do attendance rates for staff differ from one year to the next?

• What factors explain these differences?

• 94% (+/-) is the percentage of students with 96% or higher attendance. We are a new pilot school and do not have previous data.

• Currently attendance for staff is 98%. We are a new pilot school and do not have previous data.

• N/A

CEAC Date:


X SSC Date: 11-9-11



Departments Date:

WASC Focus Group Date:

X Other: Small School Community Meeting

Date: 11-15-11



13


Data Summary Sheet



Parent and Community Engagement

• What change occurred in parents talking to their child’s teacher about their child’s schoolwork?

• What changes occurred in parent participation and ratings on the School Experience Surveys?

• What factors explain these changes?

• What conclusions may be drawn from conducting the School Experience Survey?

• Parent surveys indicate 70.5% of parents talk with teachers about their child’s schoolwork

• N/A

• N/A

• Based on the current survey, Public Service Community School needs to improve the following:

1. Increase the number of school trainings and workshops offered to parents to help increase student achievement

2. Increase the perception that office staff treats parents with respect

3. Decrease the number of students who feel threatened or bullied by other students at school

4. Increase the number of parents who know where the parent center is located

5. Increase the number of parents who volunteer at school

CEAC Date:

x ELAC Date: 11-5-11

x SSC Date: 11-09-11



x Departments Date: 10-6-11

x WASC Focus Group Date: 11-15-11

Other: Date:

School Safety/ Organization/

Support Structure

• What changes occurred to the suspension rates from one year to another?

• What changes occurred in instructional days lost to suspension?

• What changes occurred in student responses to school safety?

• What factors explain these differences?

• N/A

• N/A

• N/A

• N/A

CEAC Date:

x ELAC Date: 11-5-11



X Departments Date: 10-6-11

x WASC Focus Group Date: 11-15-11

Other: Date:

Additional Data

The number of students who have IEPs

• What conclusions may be drawn based on additional data?

• 13% of students in the school have IEPs School psychologist needed based on the number of IEPs

Program Improvement Schools will need to download the Adequate Yearly Progress (AYP) Report from the California Department of Education (CDE) website http://www.cde.ca.gov/index.asp to complete the Comprehensive Needs Assessment. The Resource Guide for Completing the SPSA may be downloaded from



14


Data Summary Sheet



the Federal and State Education Programs Branch website http://fsep.lausd.net for assistance.

Continuation Schools may use the Alternative Schools Assessment Measure (ASAM) when completing the Needs Assessment section of the SPSA.

When page expands, update the Table of Contents.


15

COMPREHENSIVE NEEDS ASSESSMENT High Schools

Western Association of Schools and Colleges (WASC) Recommendations (high schools only):

List the WASC Recommendations that correspond with the Key Findings in the data summary sheet (if applicable). Indicate Goal in

Performance Meter

NA

Graduation

Proficiency for All

Attendance

Parent & Community Engagement

School Safety/ Organization/Support Structures

NA

Graduation

Proficiency for All

Attendance



NA

Graduation

Proficiency for All

Attendance



New high schools may insert their Expected School-wide Learning Results here.

When page expands, update the Table of Contents.

Update Table of Contents if page is deleted.


16

Los Angeles Unified School District

Single Plan for Student Achievement

The goals have been provided as targets for guiding schools and resources to ensure that all students graduate college-prepared and career-ready in accordance with California Accountability Workbook and as approved by the United States Department of Education. .

AYP Targets: PROFICIENCY FOR ALL

* Participation Rate: • The school will achieve a 95% participation rate for all state assessments.

* API (Academic Performance Index): • All schools will meet the API goal of 740 for the 2011-2012 school year or for schools at or above 740

increase by 1 point from the previous year. The API goal for 2012-2013 is 770 or for schools at or above 770 show a 1 point growth from the previous year.

* Proficiency Rate: Elementary and Middle Schools—ELA: • 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 2011-2012 will equal or exceed 78.4% and for 2012-2013 will equal or exceed 89.2%.

Elementary and Middle Schools—Math: • The percentage of students scoring proficient or above on the California Standards Test (CST) and the

California Alternate Performance Assessment (CAPA) in Mathematics 2011-2012 will equal or exceed 79.0% and for 2012-2013 will equal or exceed 89.5%.

High Schools—ELA: • 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 2011-2012 will be equal or exceed 77.8% and for 2012-2013 will equal or exceed 88.9%.

High Schools—Math: • 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 2011-2012 will be equal or exceed 77.4% and for 2012-2013 will equal or exceed 88.7%.

Safe Harbor—Alternative Method: The percentage of students or subgroup(s) performing below the proficient level in ELA and/or Math decreased by at least 10% of that percentage from the preceding school year.

Annual Measurable Achievement Objective (AMAO) Goals: • AMAO 1: 56.0% EL students will score in the appropriate performance range on the CELDT in 2011-12; • AMAO 2: 20.1% EL students (less than 5 years) will score in the appropriate performance range on the CELDT in 2011-12; • AMAO 2: 45.1% EL students (5 years or more) will score in the appropriate performance range on the CELDT in 2011-12; • AMAO 3—ELA: 78.0% EL students will score in the appropriate performance range on the CST for ELA in 2011-12; • AMAO 3—Math: 78.2% EL students will score in the appropriate performance range on the CST for Math in 2011-12;

* Graduation: • Comprehensive high schools with grade level data have their 2010 graduation rates calculated using standard procedures. The graduation rate goal for all schools is 90% beginning with the 2010 AYP. Also beginning with the 2010 AYP, the new growth target structure requires all schools to meet the 90% goal by 2019 AYP.

Option 1: have a 2010 graduation rate of at least 90.0% Option 2: Meet its 2010 fixed growth target rate. Option 3: Meets its 2010 variable growth target rate.

PERFORMANCE METER Goals

100% Graduation:

• Percentage increase in Four-Year Cohort Graduation Rate • Percentage increase in Students On-Track for Meeting A-G Requirements

Proficiency for All: • Increase 3rd Grade Proficiency in English Language Arts • Increase Proficiency in Algebra • Increase Reclassification Rates

100% Attendance: • Increase percentage of students with 96% or higher attendance • Increase percentage of staff with 96% or higher attendance

Parent and Community Engagement: • Increase percentage of parents who talk with the teacher about their

child’s schoolwork

• Increase parent participation and ratings on School Experience Surveys

School Safety / Organization / Support Structure: • Decrease the instructional days lost to suspension

• Increase the percentage of students who feel safe on school grounds

* AYP Criteria


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Single Plan for Student Achievement

LAUSD LEA Plan Goals • All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.

• All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining

proficiency or better in reading/language arts and mathematics.

• All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

• All students will graduate from high school.

School Achievement Goals

Directions: Schools should determine 3 to 5 goals based on Key Findings developed from the analysis of data sources. Goals should be developed that will help improve the instructional program of all students to meet academic performance index and adequate yearly progress growth targets. Goals should be: Specific; Measurable; Attainable; Results-based (realistic); and Time-bound (SMART Goals*).

Indicate the data used to identify goal

.

Subgroup(s)

School SMART Goals:

Progress Monitoring Data to be used to measure student achievement

CST All Students Our goal for 2011-2012 is to have all students at a 26.8% proficiency and advanced rate in ELA on the CST Periodic Assessment Data CST Results

Student Report Cards

CST All Students Our goal for 2011-2012 is to have all students at a 23.5% proficiency and advanced rate in Math on the CST Periodic Assessment Data CST Results

Student Report Cards

My Data All Students Our goal for 2011-2012 is to have all students at a 94% student attendance rate Student Attendance Report

CELDT English Learners

Our goal for 2011-2012 is to have English learners at a 12% reclassification rate CELDT Results Student Report Cards

CST Results

* SMART Goals may be developed using the Resource Guide for Completing the SPSA which may be downloaded from http://fsep.lausd.net .

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


* Schools should use the AYP Targets and the Performance Meter to establish site based accountability outcomes. ** Schools may use the Resource Guide for Completing the SPSA for additional information and support in completing the Accountability Matrix.

2011-2012 S

Accountability Outcomes

Targets*

Subgroup(s) Instructional Strategies/Activities to Implement **

Identify strategies/activities within a multiare based on scientificallymeeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality learan enriched and accelerated curriculum (before, during, and after the school day). Include strategies for meeting the educational needs of

historically underserved populations.

If applicable, indicate actions to improve achievemProgram Improvement.

Percentage increase in the Four-Year Cohort Graduation Rate (AYP Target)

N/A

Increase percent of students meeting proficiency on the CAHSEE (AYP Target)

77.8% ELA 77.4% Math

English Language Learners; African

American Students; Hispanic;

Asian; Socio-Economically

Disadvantaged; Students with Disabilities

-CAHSEE professional development for teachers and staff conducted by PSCS English teachers and Math teachers. -Auxiliary intervention classes will be offered such as CAHSEE prep courses -Utilize CAHSEE supplemental instructional materials from Beyond the Bell during Advisory -Parent workshop on CAHSEE conducted by Parent Liaison and Community Representative

* Schools should use the AYP Targets and the Performance Meter to establish site based accountability outcomes. for additional information and support in completing the Accountability Matrix.

18

Los Angeles Unified School District 2012 Single Plan for Student Achievement Performance Meter Matrix

100% GRADUATION

Instructional Strategies/Activities to Implement **

Identify strategies/activities within a multi-tiered framework and that are based on scientifically-based research that will result in students meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality learning time such as through an enriched and accelerated curriculum (before, during, and after the school day). Include strategies for meeting the educational needs of


If applicable, indicate actions to improve achievement to exit Program Improvement.

Supplemental Resources/Proposed Funding Sources **

List the resources, funding sources, and amount needed to implement the data-based instructional strategies, activities,

and/or support.

Process for Implementation **

Identify informal and formal interim

measures/assessments (i.e., progress monitoring, schoolstudent work and grades) that are

indicators to measure the effectiveness of the instructional strategies

that address the school’s goals.

CAHSEE professional development for teachers and staff conducted by PSCS English teachers and Math

Auxiliary intervention classes will be offered such as courses

Utilize CAHSEE supplemental instructional materials from Beyond the Bell during Advisory Parent workshop on CAHSEE conducted by Parent Liaison and Community Representative

Tutor Teacher X Time- To provide a regular status teacher pay for tutoring and providing intervention to students outside of the basic assignment.

(Title I, EIA-LEP, Title III)

Professional Development Teacher, Regular- professional development outside of the basic assignment. (Title I)

IMA- Supplemental instructional materials and intervention (RtI2) materials. (Title I, EIA-LEP, EIA-SCE)

Parent Liaison- To assist in maintaining a program or a parent center or community center of a local school by providing various resources and information to parents through workshops, orientations, and training programs.

(Title I, EIA-SCE)

-Pre- and postdiagnostic-CAHSEE pass rates

Process for Evaluation of Implementation **

Identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are

indicators to measure the effectiveness of the instructional strategies/activities


Staff Responsible

Who is responsible for monitoring the specific strategies/ activities and/or

support?

Start/ Completion

Date

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

and post- CAHSEE diagnostic CAHSEE pass rates

-Principal -Fall 2011-Spring 2013



2011-2012 S


Targets*





Increase percent of first time pass rate of 10th graders on both parts of CAHSEE on the first attempt (API Target)

70%





-CAHSEE 10th grade Boot Camp during the instructional day by English and Math teachers for students who are projected not to be proficient based on previous CST data-CAHSEE 10th grade review during Advisory by Advisory teachers -Reduce 10th grade class size through auxiliaries in ELA and Math and provide intensive intervention to atrisk students to meet grade


19


100% GRADUATION







and/or support.






Community Representative-

To perform liaison role between the school and the community. (Title I, EIA-LEP)

Teacher Auxiliary- To provide pay for a secondary, register-carrying teacher to be assigned to teach one additional class period for at-risk and low performing students for intervention classes related to CAHSEE, ELA and Math

(Title I)

grade Boot Camp during the instructional day by English and Math teachers for students who are projected not to be proficient based on previous CST data

grade review during Advisory by

rade class size through auxiliaries in ELA and Math and provide intensive intervention to at-risk students to meet grade-level standards

IMA- Supplemental instructional materials and intervention (RtI2) materials. (Title I, EIA-LEP, EIA-SCE)

Teacher, X-time (PD)- To provide pay for

a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP)

Teacher Auxiliary- To provide pay for a secondary, register-carrying teacher to be assigned to teach one additional class period for at-risk and low performing students for intervention classes related to CAHSEE, ELA and Math

(Title I)

-Pre- and postdiagnostic-CAHSEE pass rates





Staff Responsible


support?

Start/ Completion

Date


and post- CAHSEE diagnostic CAHSEE pass rates




2011-2012 S


Targets*





Percentage increase in students on-track for meeting A-G Requirements (Performance Meter Goal)

33%





-All students receive information on Athrough advisories -Students will meet with counselor to review required classes to satisfy A-All students complete Aparent/guardian -A-G workshop for parents in Parent Center conducted by Counselor, Parent Liaison and CommunityRepresentative -Signed student pledge to graduate from high school facilitated by Parent Liaison.-Curricular field trips to colleges/universities will be offered to promote a college-Limited Contract Teacher will analyze data with students to help them create Individual Graduation Plans (IGPs) -Bridge Coordinator will monitor and support students with IEP to ensure A


20


100% GRADUATION







and/or support.






All students receive information on A-G requirements

Students will meet with counselor to review required classes to satisfy A-G requirements All students complete A-G checklist that is signed by

G workshop for parents in Parent Center conducted by Counselor, Parent Liaison and Community

Signed student pledge to graduate from high school facilitated by Parent Liaison. Curricular field trips to colleges/universities will be offered to promote a college-going culture Limited Contract Teacher will analyze data with

ts to help them create Individual Graduation

Bridge Coordinator will monitor and support students with IEP to ensure A-G requirements are met

Teacher, X-time (PD)- To provide pay for

a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) -Purchase of full-time counselor- To provide individual and group counseling and guidance to students in the academic, personal/social, and career domains; connects students with appropriate resources related to graduating and matriculating to post-secondary education. (Title I)

Parent Liaison- To assist in maintaining a program or a parent center or community center of a local school by providing various resources and information to parents through workshops, orientations, and training programs.

(Title I, EIA-SCE)


To perform liaison role between the school and the community.

(Title I, EIA-LEP)Curricular Trips- To supplement the instructional program to improve academic achievement for participating students

(Title I)

-Data reflecting students on-track for meeting Arequirements-My Data-Report Cards





Staff Responsible


support?

Start/ Completion

Date


Data reflecting students track for meeting A-G

requirements My Data Report Cards




2011-2012 S


Targets*






21


100% GRADUATION







and/or support.






Clerical Overtime- To provide clerical assistance for office tasks related to programs that support low achieving and at-risk students. (Title I) Custodial Overtime- To provide custodial support for buildings and grounds activities related to programs that support low achieving and at-risk students.(Title I) Maintenance/Operations Supplies- Supplies used as the direct result of parental and intervention activities beyond the school day. (Title I)

Purchase of a Limited Contract Teacher- To provide mentoring to novice teachers; to work with at-risk students in understanding graduation requirements which will include assisting them in completing Individual Graduation Plans (IGPs); to work collaboratively with the principal and teachers in analyzing student achievement data. (Title I)

Bridge Coordinator (and Differential)- To provide support and monitoring of supplemental special education activities; provide professional development for special and general education teachers





Staff Responsible


support?

Start/ Completion

Date




2011-2012 S


Targets*






22


100% GRADUATION







and/or support.






on effective strategies, accommodations and/or modifications; provide support and direction related to the integration of special and general education at the school site. (Title I)

Maintenance of Equipment (Copier)-

Maintain copier equipment used to support instructional and/or professional development activities. Make and model number of the equipment to be serviced: (Title I)





Staff Responsible


support?

Start/ Completion

Date



2011-2012 Single Plan for Student Achievement



Targets *


Identify strategies/activities within a multibased on scientifically

meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality learan enriched and accelerated curriculum (before, during, and after the school day). Include strategies for meeting the educational needs of



Increase percentage of students in grades 2-11 scoring Proficient or Advanced on the CST in ELA (AYP Target)

From 18.7 to 26.8%





-Teachers will provide professional development to other colleagues on researchstrategies during weekly teacher professional development meeting. -Teachers will review and analyze CST data during weekly professional development. -Teachers will provide English Language Arts instruction in English classes, which meets alternating days. -Teachers will provide to students instruction on CST skills gap analysis in Advisory.-Parent informational meeting and workshops will be developed with the Parent Liaison and Community Representative so that parents will understand and know how to support students with learning content standards.

Accelerate the performance of significant subgroups in ELA (AYP Target)

Prof/Adv CST ELA 09-10 10-11 Change African-

ELs 19.3% to 24% SWD 0% to 5% Socio- Econ Dis 21% to 26%

English

Language Learners; African

American Students;

-Teachers will provide English Language Arts instruction in both English classes and in intervention classes, which meets d-Teachers will provide instruction using the following strategies: -Reflection activities after Sustained Silent Reading


Single Plan for Student Achievement Performance Meter Matrix

PROFICIENCY FOR ALL


23


Identify strategies/activities within a multi-tiered framework and that are based on scientifically-based research that will result in students

meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality learning time such as through an enriched and accelerated curriculum (before, during, and after the school day). Include strategies for meeting the educational needs of




List the resources and funding sources needed to implement the data-based instructional strategies,

activities, and/or support.




indicators to measure the effectiveness of the instructional strategies/activities th

address the school’s goals.

Teachers will provide professional development to other colleagues on research-based teaching strategies during weekly teacher professional development meeting. Teachers will review and analyze CST data during weekly professional development. Teachers will provide English Language Arts instruction in English classes, which meets alternating

Teachers will provide to students instruction on CST analysis in Advisory.

Parent informational meeting and workshops will be developed with the Parent Liaison and Community Representative so that parents will understand and know how to support students with learning content

Teacher, X-time (PD)- To provide pay

for a regular status teacher who attends training for outside of the basic assignment. The goal is to increase EL achievement. (EIA-LEP) IMA- Supplemental instructional materials and intervention (RtI2) materials. (Title I, EIA-LEP, EIA-SCE)

Parent Liaison- To provide various resources and information to parents.

(Title I, EIA-SCE)


To perform liaison role between the school and the community. (Title I, EIA-LEP) Teacher Assistant- To provide primary language support to ELs during core content instruction.

(EIA-LEP, EIA-SCE)

-Professional development evaluations-Teacher lesson plans-Sample skills gap analysis

Teachers will provide English Language Arts instruction in both English classes and in intervention classes, which meets daily. Teachers will provide instruction using the following

Reflection activities after Sustained Silent Reading

Staff Conference Attendance for AVID-

Funds for all expenses including travel for AVID Summer Institute, June 25-27, 2012 in Dallas, TX

(Title I, Title II)

-Student work samples-Student -CST results-Teacher lesson plans following



indicators to measure the effectiveness of the instructional strategies/activities that


Staff Responsible


support?

Start/ Completion

Date


Professional development evaluations Teacher lesson plans Sample skills gap analysis

Principal -Fall 2011-Spring 2013

Student work samples Student portfolios CST results Teacher lesson plans following

Principal

-Fall 2011-Spring 2013





Targets *






Americans 30% 33% 3% Hispanics 35% 39% 4% ELs 24% 29% 5% SWD 14% 18% 4% Socio- 36% 40% 4% Econ Dis

Re-classified EL 25.7% to 31%

Hispanic; Asian; Socio-Economically


(SSR) -Cornell Notes -Checking For UnderstandingExit Tickets -AVID WICR Strategies (Writing, InCollaboration, Reading) -SDAIE strategies-Teachers will attend AVID professional development training conducted by AVID trained personnel from LACOE and the AVID Organization-Implement technology to support classroom instruction: -Power Point presentations -Audio/Visual enhancement



PROFICIENCY FOR ALL


24














Checking For Understanding—Think-Pair-Share and

AVID WICR Strategies (Writing, Inquiry, Collaboration, Reading)

SDAIE strategies Teachers will attend AVID professional development training conducted by AVID trained personnel from LACOE and the AVID Organization Implement technology to support classroom

Power Point presentations Audio/Visual enhancement

Teacher Assistant- To provide primary language support to ELs during core content instruction.

(EIA-LEP, EIA-SCE)


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) General Supplies- Supplies purchased will be used to support: 1. the academic achievement of low performing and at-risk students; 2. professional development for teachers of low performing and at-risk students (Title I, EIA-LEP, EIA-SCE) IMA- Supplemental instructional materials and intervention (RtI2) materials. (Title I, EIA-LEP, EIA-SCE)

Day to Day Subs- To provide release time for teachers to plan analyze data and to target English Language Arts and Math content for low achieving students.

(Title I)

-Teacher peer reviews





Staff Responsible


support?

Start/ Completion

Date


Teacher peer reviews





Targets *






Increase percentage of students moving from one performance band to another on the CST ELA (API Target) Current Increase Adv 6.6 5%=11.6 Prof 12.1 5%=17.1 Basic 31.3 -5%=26.3 BB 28.7 -5%=23.7 FBB 21.3 -5%=16.3

5%(+/-) for each band





- Teachers will implement RtIinstruction: -Tier I—scaffold instruction so that students can access core curriculum -Tier II—differentiate curriculum to provideintervention for targeted students who are B, BB, and FBB -Tier III-provide intensive support for students who are B, BB, and FBB -Teachers will provide professional development to other colleagues on researchstrategies during weekly development meetings that will assist students in accessing core, providing interventions and intensive support for students. -Teachers will review and analyze CST ELA data to create access to core, interventions and intensive instructional supports for students



PROFICIENCY FOR ALL


25














Teachers will implement RtI2 tiered framework for

scaffold instruction so that students can access core curriculum

differentiate curriculum to provide intervention for targeted students who are B, BB, and

provide intensive support for students who are B, BB, and FBB

Teachers will provide professional development to other colleagues on research-based teaching strategies during weekly teacher professional development meetings that will assist students in accessing core, providing interventions and intensive support for students. Teachers will review and analyze CST ELA data to create access to core, interventions and intensive

tional supports for students




(Title I)

-Student work-Student portfolios-CST results-Teacher lesson plans following -Teach-Progress Monitoring Assessments (My Data, Periodic Assessments)





Staff Responsible


support?

Start/ Completion

Date


Student work Student portfolios CST results Teacher lesson plans following

er peer review Progress Monitoring Assessments (My Data, Periodic Assessments)

Principal






Targets *






Increase 3rd Grade Proficiency Rate in ELA (Performance Meter Goal)

N/A



PROFICIENCY FOR ALL


26


















Staff Responsible


support?

Start/ Completion

Date






Targets*


Identify strategies/activities within a multiare based on scientificallymeeting or exceeding proficiency on outcome measures in all

Indicate the increased amount of quality learning time such as through an enriched and accelerated curriculum (before, during, and after the school day). Include strategies for meeting the educational

needs of historically underserved populations.

If applicable, indicate actions to improve achievement to exit

Increase percentage of students in grades 2-11 scoring Proficient or Advanced on the CST in Math (AYP Target)

23.5%





-Teachers will provide professional development to other colleagues on researchstrategies during weekly teadevelopment meeting. -Teachers will review and analyze CST data during weekly professional development. -Teachers will provide Math instruction in Math classes, which meets alternating days.-Teachers will provide to students instructioskills gap analysis in Advisory.-Parent informational meeting and workshops will be developed with the Parent Liaison and Community Representative so that parents will understand and know how to support students with learning content standards.

Accelerate the performance of significant subgroups in Math (AYP Target) Prof/Adv CST Math 09-10 10-11 Change 09-10 10-11 Change African- Americans 30% 33% 3%

Hispanics 15.4% to 22.4% ELs 5.3% to 12.3% SWD 0% to 7% Socio- Econ Dis




Disadvantaged;

-Teachers will provide Math instruction iclasses and in intervention classes, which meets daily. -Teachers will provide instruction using the following strategies: -SDAIE strategies -Culturally relevant and high interest word problems -Cornell Notes



PROFICIENCY FOR ALL


27


Identify strategies/activities within a multi-tiered framework and that are based on scientifically-based research that will result in students meeting or exceeding proficiency on outcome measures in all areas.










indicators to measure the the instructional strategies/activities that


Teachers will provide professional development to other colleagues on research-based teaching strategies during weekly teacher professional development meeting. Teachers will review and analyze CST data during weekly professional development. Teachers will provide Math instruction in Math classes, which meets alternating days. Teachers will provide to students instruction on CST skills gap analysis in Advisory. Parent informational meeting and workshops will be developed with the Parent Liaison and Community Representative so that parents will understand and know how to support students with learning content


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) IMA- Supplemental instructional materials and intervention (RtI2) materials. (Title I, EIA-LEP, EIA-SCE)


(Title I, EIA-SCE)


To perform liaison role between the school and the community. (Title I, EIA-LEP) Teacher Assistant- To provide primary language support to ELs during core content instruction.

(EIA-LEP, EIA-SCE)

-Professional development evaluations-Teacher lesson plans-Sample skills gap analysis

Teachers will provide Math instruction in both Math classes and in intervention classes, which meets

Teachers will provide instruction using the following

SDAIE strategies Culturally relevant and high interest word problems



(Title I)

Teacher Assistant- To provide primary language support to

-Student work samples-Student portfolios-CST results-Teacher following-Teacher peer reviews





Staff Responsible


support?

Start/ Completion

Date


Professional development evaluations Teacher lesson plans Sample skills gap analysis


Student work samples Student portfolios CST results Teacher lesson plans following Teacher peer reviews






Targets*






Hispanics 35% 39% 4% ELs 24% 29% 5% SWD 14% 18% 4% Socio- 36% 40% 4% Econ Dis

15.6% to 22.6% Reclassified 20.3% to 27.3

Students with Disabilities

-Checking For Understaand Exit Tickets -AVID WICR Strategies (Writing, Inquiry, Collaboration, Reading) -Teachers will attend AVID professional development training conducted by AVID trained personnel from LACOE and the AVID Organization -Teachers will implement technology to support classroom instruction: -Power Point presentations -Audio/Visual enhancement



PROFICIENCY FOR ALL


28














Checking For Understanding—Think-Pair-Share

AVID WICR Strategies (Writing, Inquiry, Collaboration, Reading)

Teachers will attend AVID professional development training conducted by AVID trained personnel from LACOE and the AVID Organization

will implement technology to support classroom instruction:


ELs during core content instruction.

(EIA-LEP, EIA-SCE)


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) General Supplies- Supplies purchased will be used to support: 1. the academic achievement of low performing and at-risk students; 2. professional development for teachers of low performing and at-risk students (Title I, EIA-LEP, EIA-SCE) IMA- Purchase supplemental instructional materials and intervention (RtI2) materials such as visual aids, manipulative, leveled readers, learning games, computer software and realia to increase the learning of all of our subgroups that have scored FBB/BB. (Title I, EIA-LEP, EIA-SCE)


(Title I)





Staff Responsible


support?

Start/ Completion

Date






Targets*






Increase percentage of students moving from one performance band to another on the CST Math (API Target) Current Increase General Math Adv 1.9 7%= 8.9 Prof 13.2 7%=20.7 Basic 26.4 -7%=19.4 BB 39.6 -7%=32.6 FBB 18.9 -7%=11.9 Algebra I Adv 5.5 7%=12.5 Prof 15.9 7%=22.9 Basic 11.7 -7%= 4.7 BB 38.6 -7%=31.6 FBB 28.3 -7%=21.3

7%(+/-) for each band





- Teachers will implement RtIinstruction: -Tier I—scaffold instruction so that students can access core curriculum -Tier II—differentiate curriculum to provide intervention for targeted students who are B, BB, and FBB -Tier III-provide intensive support for students who are B, BB, and FBB --Teachers will provide professional development to other colleagues on researchstrategies during weekly teacher professional development meetings that will assist students in accessing core, providing interventions and intensupport for students. -Teachers will review and analyze CST Math data to create access to core, interventions and intensive instructional supports for students



PROFICIENCY FOR ALL


29














Teachers will implement RtI2 tiered framework for

scaffold instruction so that students can access core curriculum

differentiate curriculum to provide intervention for targeted students who are B, BB, and

provide intensive support for students who , BB, and FBB

Teachers will provide professional development to other colleagues on research-based teaching strategies during weekly teacher professional development meetings that will assist students in accessing core, providing interventions and intensive support for students. Teachers will review and analyze CST Math data to create access to core, interventions and intensive instructional supports for students




(Title I)

-Student work-Student portfolios-CST results-Teacher lesson plans following -Teacher peer review-Progress Monitoring Assessments (My Data, Periodic Assessments)





Staff Responsible


support?

Start/ Completion

Date


Student work Student portfolios CST results Teacher lesson plans following Teacher peer review

gress Monitoring Assessments (My Data, Periodic Assessments)

Principal






Targets*






Increase Proficiency Rate in Algebra (Performance Meter Goal)

7% English Language Learners; African




-Teachers will provide standardsinstruction in both Algebra classes and in intervention classes, which meets daily.-Teachers will provide tutoring during the instructional day during flex classes/au-Teachers will provide Algebra instruction using the following strategies: -SDAIE strategies -Culturally relevant and high interest word problems -Cornell Notes -Checking For Understandingand Exit Tickets -AVID WICR Strategies (Writing, Inquiry, Collaboration, Reading)



PROFICIENCY FOR ALL


30














Teachers will provide standards-based Algebra instruction in both Algebra classes and in intervention classes, which meets daily. Teachers will provide tutoring during the instructional day during flex classes/auxiliaries Teachers will provide Algebra instruction using the following strategies:

SDAIE strategies Culturally relevant and high interest word problems

Checking For Understanding—Think-Pair-Share

ICR Strategies (Writing, Inquiry,

Collaboration, Reading)



(Title I)

Teacher Assistant- To provide primary language support to ELs during core content instruction.

(EIA-LEP, EIA-SCE)

Teacher Auxiliary- To provide pay for a secondary, register-carrying teacher to be assigned to teach one additional class period for at-risk and low performing students for intervention classes related to CAHSEE, ELA and Math (Title I)


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) General Supplies- Supplies purchased will be used to support: 1. the academic achievement of low performing and at-risk students; 2. professional development for teachers of low performing and at-risk students (Title I, EIA-LEP, EIA-SCE) IMA- Supplemental instructional materials and intervention (RtI2)

-Student work-Student portfolios-CST results-Teacher lesson plansfollowing -Teacher peer review-Progress Monitoring Assessments (My Data, Periodic Assessments)





Staff Responsible


support?

Start/ Completion

Date


Student work Student portfolios CST results Teacher lesson plans following Teacher peer review Progress Monitoring Assessments (My Data, Periodic Assessments)






Targets*








PROFICIENCY FOR ALL


31














materials. (Title I, EIA-LEP, EIA-SCE)


(Title I)





Staff Responsible


support?

Start/ Completion

Date






Targets*






AMAO 1—Meet or exceed the percentage of ELs making annual progress in learning English (AYP Target)

2011-2012

Target 56%

English Language Learners

-Teachers will provide during professional development training on analyzing EL data -AMAO 1 Benchmarks -SDAIE strategies to for limited English Learners -Teachers will analyze EL data during professional development opportunities to plan lessons that will support EL students -Teachers will provide interventions that focus on language development, including language forms and functions that incorporates components from the High Point Curriculum



PROFICIENCY FOR ALL


32







List the resources and funding sources needed to

implement the data-based instructional strategies, activities, and/or support.




indicators to measure the effectivenesthe instructional strategies/activities that


Teachers will provide during professional development analyzing EL data

AMAO 1 Benchmarks SDAIE strategies to for limited English Learners

Teachers will analyze EL data during professional development opportunities to plan lessons that will support EL students

Teachers will provide interventions that focus on language development, including language forms and functions that incorporates components from the High

Tutor Teacher X Time- Tutoring and providing intervention outside of the basic assignment. (Title I, EIA-LEP, Title III) Teacher Assistant- To provide primary language support to ELs during core content instruction.

(EIA-LEP, EIA-SCE)




(Title I)

-Student work-Student portfolios-High Point Curriculum Assessments-ELD Portfolios-CELDT -ELSSA Data-Teacher lesson plans following -Teacher peer review-Progress Monitoring Assessments (My Data, Periodic Assessments)





Staff Responsible


support?

Start/ Completion

Date


Student work Student portfolios High Point Curriculum Assessments ELD Portfolios CELDT ELSSA Data Teacher lesson plans following Teacher peer review Progress Monitoring Assessments (My Data, Periodic Assessments)






Targets*






AMAO 2—Meet or exceed the percentage of ELs scoring early advanced and advanced on the CELDT (AYP Target)

3% Increase English Language Learners

-Teachers will receive professional development training on analyzing EL data -AMAO 2 classifications -SDAIE strategies and best teaching practices for English Learners who have attained some proficiency in English -Teachers will analyze EL data during professional development opportunities to plan lessons to meet the linguistic needs of students -Teachers will provide interventions that focus on language development that incorporates components from the High Point Curriculum to support students reaching esrly adv. And adv in CELDT



PROFICIENCY FOR ALL


33














Teachers will receive professional development training on analyzing EL data

AMAO 2 classifications SDAIE strategies and best teaching practices for

English Learners who have attained some proficiency in

Teachers will analyze EL data during professional development opportunities to plan lessons to meet the linguistic needs of students

eachers will provide interventions that focus on language development that incorporates components from the High Point Curriculum to support students reaching esrly adv. And adv in CELDT


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) Teacher Assistant- To provide primary language support to ELs during core content instruction. (EIA-LEP, EIA-SCE) Tutor Teacher X Time- Tutoring and providing intervention outside of the basic assignment. (Title I, EIA-LEP, Title III) General Supplies- Supplies purchased will be used to support: 1. the academic achievement of low performing and at-risk students; 2. professional development for teachers of low performing and at-risk students (Title I, EIA-LEP, EIA-SCE) IMA- Supplemental instructional materials and intervention (RtI2) materials. (Title I, EIA-LEP, EIA-SCE)

Day to Day Subs- To provide release time for teachers to plan analyze data and to target English Learners.

-Student work-Student portfolios-High Point Curriculum Assessments-ELD Portfolios-CELDT -ELSSA Data-Teacher lesson plans following -Teacher peer review-Progress Monitoring Assessments (My Data, Periodic





Staff Responsible


support?

Start/ Completion

Date


Student work Student portfolios High Point Curriculum Assessments ELD Portfolios CELDT ELSSA Data Teacher lesson plans following Teacher peer review Progress Monitoring Assessments (My Data, Periodic Assessments)






Targets*






AMAO 3—Meet or exceed the percentage of ELs scoring Proficient or Advanced on the CST (AYP Target)

ELA 67% Math 67.3%


-Teachers will receive training during professional development training on analyzing EL data -AMAO 3 Targets -SDAIE strategies and best teaching practices for English Learners who are attaining proficiency in English -Teachers will implemeandAVID WICR Strategies (Writing, Inquiry, Collaboration, Reading) -Teachers will attend AVID professional development training conducted by AVID trained personnel from LACOE and the AVID Organization -Teachers will analyze ELdevelopment opportunities to develop strategies. i.e. SDAIE, Access to Core. -Teachers will implement technology to support classroom instruction and provide visuals for EL’s -Power Point presentations -Audio/Visual enhance



PROFICIENCY FOR ALL


34














Teachers will receive training during professional development training on analyzing EL data

AMAO 3 Targets SDAIE strategies and best teaching practices for

English Learners who are attaining proficiency in English

Teachers will implement , SDAIE, Access to Core, andAVID WICR Strategies (Writing, Inquiry, Collaboration, Reading)

Teachers will attend AVID professional development training conducted by AVID trained personnel from LACOE and the AVID Organization

Teachers will analyze EL data during professional development opportunities to develop strategies. i.e. SDAIE, Access to Core.

Teachers will implement technology to support classroom instruction and provide visuals for EL’s


Tutor Teacher X Time- Tutoring and providing intervention outside of the basic assignment. (Title I, EIA-LEP, Title III) Teacher Assistant- To provide primary language support to ELs during core content instruction. (EIA-LEP, EIA-SCE)



Day to Day Subs- To provide release time for teachers to plan analyze data and to target English Language Arts and Math content for low achieving students. (Title I)

-Student work-Student portfolios-ELD Portfolios-CELDT -ELSSA Data-Teacher lesson plans following -Teacher peer review-Progress Monitoring Assessments (My Data, Periodic Assessments)





Staff Responsible


support?

Start/ Completion

Date


Student work Student portfolios ELD Portfolios CELDT ELSSA Data Teacher lesson plans following

cher peer review Progress Monitoring Assessments (My Data, Periodic Assessments)






Targets*






Increase EL reclassification rates at the elementary, middle, and high school levels (Performance Meter Goal)

25% Increase

Will in crease

from 11 students in

2010-2011 to 13 students in

2011-2012


-Teachers will provide Interventions on Saturdays and/or after school for students not meeting the State standards. -Counselor Identify students who need to take CELDT -Counselor ensures students are in an intervention program and appropriate placement. -Teachers will receive professional development training on analyzing EL data -Reclassifying students/Criteria -SDAIE strategies and best teaching prEnglish Learners who need to reclassify-Monitor EL’s w/ EL Monitoring Roster-share importance of reclassification w/students and parents.



PROFICIENCY FOR ALL


35














Teachers will provide Interventions on Saturdays and/or after school for students not meeting the State

Counselor Identify students who need to take the

Counselor ensures students are in an intervention program and appropriate placement. Teachers will receive professional development training on analyzing EL data

Reclassifying students/Criteria SDAIE strategies and best teaching practices for

English Learners who need to reclassify Monitor EL’s w/ EL Monitoring Roster share importance of reclassification w/students and


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) Purchase of full-time counselor- To provide individual and group counseling and guidance to students in the academic, personal/social, and career domains; connects students with appropriate resources related to graduating and matriculating to post-secondary education. (Title I) Tutor Teacher X Time- Tutoring and providing intervention outside of the basic assignment. (Title I, EIA-LEP, Title III) Clerical Overtime- To provide clerical assistance for office tasks related to programs that support low achieving and at-risk students. (Title I) Custodial Overtime- To provide custodial support for buildings and grounds activities related to programs that support low achieving and at-risk students. (Title I) Maintenance/Operations Supplies- Supplies used as the direct result of parental and intervention activities beyond the school day. (Title I)

-Student work-Student portfolios-ELD Portfolios-CELDT -ELSSA Data-Teacher lesson plans following -Teacher peer review-Progress Assessments (My Data, Periodic Assessments)





Staff Responsible


support?

Start/ Completion

Date


Student work Student portfolios ELD Portfolios CELDT ELSSA Data Teacher lesson plans following Teacher peer review Progress Monitoring Assessments (My Data, Periodic Assessments)







PROFICIENCY FOR ALL


36





Targets *


Identify strategies/activities within a multiare based on scientificallymeeting or exceeding proficiency on outcome measures in all areas.

Indicate the increased amount of quality learthrough an enriched and accelerated curriculum (before, during, and after the school day). Include strategies for meeting the educational


If applicable, indicate actions to improve achievem

Increase percentage of students with 96% or higher attendance (Performance Meter Goal)





A school wide Attendancemaintain and increase School's -Student Monthly/Biperfect and good -Home phoneteachers -Nurse providesworkshops for parentsattendance -Teachers conduct home visits for students with chronic absences

-Psychologist will be available for at

who are in need of additional support to meet attendance expectations -Counselor and Limited Contract Teacher will be available for students who have more than 4 absences -Teachers will monitor and note attendance within the first 15 minutes of class

Los Angeles Unified School District Single Plan for Student Achievement Performance Meter Matrix

100% ATTENDANCE


37









Process for Evaluation of Impl





Attendance System is in place to increase School's Attendance Rate: Monthly/Bi-Annual Awards assemblies for

good attendance school wide phone calls by Advisory and core content

provides supplemental services including parents and students to increase

Teachers conduct home visits for students with chronic absences

Psychologist will be available for at-risk students

who are in need of additional support to meet attendance expectations

Counselor and Limited Contract Teacher will be available for students who have more than 4

Teachers will monitor and note attendance within the first 15 minutes of class

Purchase fulltime Nurse- To provide illness and injury follow-up; staff development in health-related issues and health-related counseling; school and community health-related information groups and projects (classroom health presentations, health-information, resources for administrators and classroom teachers); follow-up on health factors identified as potentially contributing to students poor academic achievement. (Title I, EIA-LEP) Purchase of full-time counselor- To provide individual and group counseling and guidance to students in the academic, personal/social, and career domains; connects students with appropriate resources related to graduating and matriculating to post-secondary education. (Title I)


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP)

Purchase of a full-time Psychologist- To provide individual, group and family therapy targeting students who are at-risk of school failure due to social, behavioral and emotional problems;

-Progress Monitoring Assessments (My Data, Periodic Assessments)-Student Attendance ISIS




ddress the school’s goals.

Staff Responsible


support?

Start/ Completion

Date


Progress Monitoring Assessments (My Data, Periodic Assessments) Student Attendance ISIS






Targets *







100% ATTENDANCE


38














provide community referrals, linkages and collaboration with District and community resources to address students and family needs and to participate in the schools Coordination of Services Team (COST) and Student Success Team.

(Title I)

Purchase of a Limited Contract Teacher- To provide mentoring to novice teachers; to work with at-risk students in understanding graduation requirements which will include assisting them in completing Individual Graduation Plans (IGPs); to work collaboratively with the principal and teachers in analyzing student achievement data.

(Title I)





Staff Responsible


support?

Start/ Completion

Date






Targets *






Increase percentage of staff with 96% or higher attendance (Performance Meter Goal)





-Principal will recognize teachers and staff with perfect attendance monthly-Staff celebrations to recognize stcollaboration and work ethic at the end of each semester.


100% ATTENDANCE


39














Principal will recognize teachers and staff with perfect attendance monthly Staff celebrations to recognize staff attendance, collaboration and work ethic at the end of each

-Staff daily sign in





Staff Responsible


support?

Start/ Completion

Date


Staff daily sign in Principal -Fall 2011-Spring 2013



PARENT AND COMMUNITY ENGAGEMENT



Targets *

Subgroup(s) Instructional Strategies/Activities to Implement


meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality an enriched and accelerated curriculum (before, during, and after the school day). Include strategies for meeting the educational needs of


Indicate actions to increase parental involveme

Increase percentage of parents who talk with the teacher about their child’s schoolwork (Performance Meter Goal)

70.5% Parents of all student subgroups

at the school.

-Community Representative will contact parents to offer and inform them of school - Parents, staff, teachers, and community representative will communicate with parents about the Parent Center location and services. -Teachers will conduct parentBack to School Night activities, and activities to increase opportunities for parents and teachers to interact -Parents and students will participate in studentconferences -An annual orientation will occur before the start of the school year to allow parents to meet their cand discuss expectations for student success. -Advisory teachers will make a phone call to parents during the first two weeks of the school year to establish open communications. -Newsletters, Calendars and the Scprovide frequent communications to parents to ensure home support for English Language Arts and Mathematics. -Multiple communication methods will access different modalities and access points, including Connect ED, which will be used t




40





Indicate actions to increase parental involvement.





Identify




Community Representative will contact parents to offer and inform them of school trainings and workshops.

Parents, staff, teachers, and community representative will communicate with parents about the Parent Center location and services.

Teachers will conduct parent-teacher conferences, Back to School Night activities, and Open-House activities to increase opportunities for parents and

Parents and students will participate in student-led

An annual orientation will occur before the start of the school

allow parents to meet their child’s teacher, review their schedules

discuss expectations for student success.

Advisory teachers will make a phone call to parents during the

two weeks of the school year to establish open communications.

Newsletters, Calendars and the School Website will provide frequent communications to parents to ensure home support for English Language Arts and

Multiple communication methods will access different modalities and access points, including Connect ED, which will be used to update parents on school

General Supplies- Supplies purchased will be used to support: 1. the academic achievement of low performing and at-risk students through parent training; 2. professional development for teachers of low performing and at-risk students to support parent involvement (Title I, EIA-LEP, EIA-SCE) IMA- Supplemental instructional materials and intervention (RtI2) materials for parent workshops. (Title I, EIA-LEP, EIA-SCE)


To perform liaison role between the school and the community. Services include participation as a neighborhood resource adviser to principals, teachers, parents, or project personnel concerned with school-community relations.

(Title I, EIA-LEP)


for a regular status teacher who attends training for outside of the basic assignment in support of parent engagement. (EIA-LEP) Clerical Overtime- To provide clerical assistance for office tasks related to parent engagement and outreach (Title I) Custodial Overtime- To provide custodial support for buildings and grounds activities related to parent

-Teachers will submit a summary of their phone calls and/or meetings with parents during the first two weeks of school -Teachers will submit logs of parent attendance to teacher conferences, Back to School Night activities, and Openactivities -The school will select/elect parents, teachers, parent support staff, and an administrator to serve on the School Family Action Team (SFAT) and give input to the SPSA and suggestions formethods to improve communication with parents.





Staff Responsible


support?

Start/ Completion

Date


Teachers will submit a summary of their phone calls and/or meetings with parents during the first two weeks of school

Teachers will submit logs of arent attendance to parent-

teacher conferences, Back to School Night activities, and Open-House activities

The school will select/ elect parents, teachers, parent support staff, and an administrator to serve on the School Family Action Team (SFAT) and give input to the SPSA and suggestions for methods to improve communication with parents.







Targets *






activities, provide timely and pertinent information.

Increase parent participation and ratings on School Experience Surveys (Performance Meter Goal)

49.6% Parents of all student subgroups

at the school.

-Teachers and staff distribute surveys to parents through advisories -Advisory teachers monitor the collection of parent surveys -Teachers, staff regularly call parents to increase parent participation on surveys -PSCS teachers and staff will interact with parents through community meetings, school events and home visits to increase ratings on school experience survey -ELAC committee will rate School Experience Survey and identify areas of need -The Parent and Family Cwill serve an important role in breaking down barriers, addressing issues of parent self-esteem, and providing knowledge and information to parents in a language they can understand. -The school will fund a categoricommunity representative who will work together to survey teachers and identify specific activities that parents can participate with to support the school’s instructional program. The CPA’s direct service




41










Identify




activities, provide timely and pertinent information. trainings (Title I) Maintenance/Operations Supplies- Supplies used as the direct result of parental and intervention activities beyond the school day. (Title I)

Teachers and staff distribute surveys to parents

Advisory teachers monitor the collection of parent

Teachers, staff regularly call parents to increase parent participation on surveys

teachers and staff will interact with parents through community meetings, school events and home visits to increase ratings on school experience survey

ELAC committee will rate School Experience Survey and identify areas of need

The Parent and Family Center and the Parent Resource Liaisonwill serve an important role in breaking down barriers, addressing

esteem, and providing knowledge and information to parents in a language they can understand.

The school will fund a categorical program adviser and

representative who will work together to survey teachers and

specific activities that parents can participate with to support the school’s instructional program. The CPA’s direct service

Categorical Program Adviser Provide services that support parent workshops and trainings, including conducting professional development activities, teaching, demonstrating lessons, and program evaluation activities, including the facilitation of effective instructional programs related to parent engagement. (Title I, EIA-LEP) School Advisory Committee Expenses Expenses paid will be used to support operating costs including (1) parent training allowances for reimbursement of child care and mileage, (2) refreshments, and (3) supplies. (Title I, EIA-LEP) General Supplies- Supplies purchased will be used to support: 1. the academic achievement of low performing and at-risk students through parent training; 2. professional development for teachers of low performing and at-risk students to support parent involvement (Title I, EIA-LEP, EIA-SCE) IMA- Supplemental instructional materials and intervention (RtI2)

-Advisory teacher rosters noting participation of returned surveys -Call logs to parents -The ELAC committee and The School Family Action Team will annually review School Experience Survey data to analyze progress Performance Meter Goals.

-Parent, teachers and staff will be surveyed based on progress toward Performance Meter Goal 4





Staff Responsible


support?

Start/ Completion

Date


Advisory teacher rosters noting participation of returned surveys

Call logs to parents

The ELAC committee and The School Family Action Team will annually review School Experience Survey data to analyze progress toward meeting Performance Meter Goals.

Parent, teachers and staff will be surveyed based on progress toward Performance Meter Goal 4







Targets *






responsibilities include coordinating and providing parent involvement workshop activities will work with the Community Representative whose responsibilities include serving as a neighborhood resource adviser to principals, teachers, parents, or project personnel concerned with school -The CPA and Community Representative will make phone calls, distribute flyers, conduct workshops to encourage parent engagement, volunteer recruitment and improved connections between the school and the home




42










Identify




ude coordinating and providing parent

workshop activities will work with the Community Representative whose responsibilities include serving as a neighborhood

adviser to principals, teachers, parents, or project personnel with school-community relations

The CPA and Community Representative will make phone calls, distribute flyers, conduct workshops to encourage parent engagement, volunteer recruitment and improved connections between the school and the

materials for parent workshops. (Title I, EIA-LEP, EIA-SCE)


for a regular status teacher who attends training for outside of the basic assignment in support of parent engagement. (EIA-LEP)


(Title I, EIA-SCE)


To perform liaison role between the school and the community. (Title I, EIA-LEP)Clerical Overtime- To provide clerical assistance for office tasks related to programs that support low achieving and at-risk students. (Title I) Custodial Overtime- To provide custodial support for buildings and grounds activities related to programs that support low achieving and at-risk students. (Title I) Maintenance/Operations Supplies- Supplies used as the direct result of parental and intervention activities beyond the school day. (Title I)

Non-Capitalized Equipment Purchase 2 computers for the Parent and Family Center for parental use towards creating documents meant to increase parental and community involvement:





Staff Responsible


support?

Start/ Completion

Date







Targets *









43










Identify




Make-Lenovo IBM

Model-M Series

(Title I)





Staff Responsible


support?

Start/ Completion

Date



2011-2012

SCHOOL SAFETY / ORGANIZATION / SUPPORT STRUCTURES



Targets *


Identify strategies/activities within a multiare based on scientificallymeeting or exceeding proficiency on outcome


needs of historically underserv


Decrease instructional days lost to suspension (Performance Meter Goal)

No more than 1 day will be lost

to suspension





-Implementation of a schoolpolicy that will include a Counselor and other staff support to reduce the number of suspensions: -Implement a tiered and progressive intsystem that focuses on respect, responsibility and redemption and finds alternative for suspension behaviors -Include parents, teachers and other support staff as partners in the discipline policy -Parent Resource Liaison and Community Representative will provide parent trainings in the Parent and Family Center on intervention services, resources and effective strategies in dealing with atrisk behaviors -Teachers will review suspension adata to create and revise disciple plans -Utilize Advisory to discuss student concerns and behavioral issues -Create gradepromote clear communication between gradeAdvisories -Modeling and defining appropriate student behavior by having teachers stand at their doors during passing periods -Student Code of Conduct displayed throughout the school and made available to parents during registration and throughout the year in the ParentFamily Center and school office. -Random metal detection will take place on a daily basis -Random locker searches will take place on a daily basis

Los Angeles Unified School District 2012 Single Plan for Student Achievement Accountability Matrix



44












indicators to the instructional strategies/activities that


Implementation of a school-wide positive discipline policy that will include a Counselor and other staff support to reduce the number of suspensions:

Implement a tiered and progressive intervention system that focuses on respect, responsibility and redemption and finds alternative for suspension

Include parents, teachers and other support staff as partners in the discipline policy

Parent Resource Liaison and Community Representative will provide parent trainings in the Parent and Family Center on intervention services, resources and effective strategies in dealing with at-

Teachers will review suspension and behavior data to create and revise disciple plans

Utilize Advisory to discuss student concerns and behavioral issues

Create grade-level Advisory Student Congress to promote clear communication between grade-level

and defining appropriate student behavior by having teachers stand at their doors during passing periods

Student Code of Conduct displayed throughout the school and made available to parents during registration and throughout the year in the Parent and Family Center and school office.

Random metal detection will take place on a daily

Random locker searches will take place on a daily

Purchase of a full-time Psychologist- To provide individual, group and family therapy targeting students who are at-risk of school failure due to social, behavioral and emotional problems; provide community referrals, linkages and collaboration with District and community resources to address students and family needs and to participate in the schools Coordination of Services Team (COST) and Student Success Team.

(Title I) Purchase of full-time counselor- To provide individual and group counseling and guidance to students in the academic, personal/social, and career domains; connects students with appropriate resources related to graduating and matriculating to post-secondary education. (Title I)


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) General Supplies- Supplies purchased will be used to support: 1. the academic achievement of low

-Decreased suspension rates -Schoolplans effectively implemented-Team Implementation Checklist-Discipline Policy with Rubric with Tiers of Interventions/Discipline implemented by teachers and support staff-Evidence ofof Conduct posted-Online Discipline Referral (ODR) -Wand and Locker Search Logs





Staff Responsible


support?

Start/ Completion

Date


Decreased suspension

School-wide discipline plans effectively implemented Team Implementation Checklist Discipline Policy with Rubric with Tiers of Interventions/Discipline implemented by teachers and support staff Evidence of Student Code of Conduct posted Online Discipline Referral

Wand and Locker Search



2011-2012




Targets *






-Counselor will be available to provide supplemental counseling services for students whohave challenges with following discipline expectations -Psychologist will be available for atwho are in need of additional support to meet discipline expectations -Closed campus will be enforced to ensure the safety of all student -Training will be provided to teachers in implementing positive discipline strategies and classroom management techniques

Increase percentage of students who feel safe on school grounds (Performance Meter Goal)





-Implementation of a schoolpolicy that will include a Counselor and other staff support to reducealign with the Student Code of Conduct: -Implement a tiered and progressive intervention system that focuses on respect, responsibility and redemption and finds alternative for suspension behaviors -Include parents, teachers and other support staff including a psychologist as partners in the discipline policy -Random metal detection will take place on a daily basis -Random locker searches will take place on a daily basis -Closed campus will be enforced to ensure the




45














Counselor will be available to provide supplemental counseling services for students who have challenges with following discipline expectations

Psychologist will be available for at-risk students who are in need of additional support to meet discipline expectations

Closed campus will be enforced to ensure the safety of all students

Training will be provided to teachers in implementing positive discipline strategies and classroom management techniques

performing and at-risk students; 2. professional development for teachers of low performing and at-risk students (Title I, EIA-LEP, EIA-SCE) IMA- Supplemental instructional materials and intervention (RtI2) materials. (Title I, EIA-LEP, EIA-SCE)


(Title I, EIA-SCE)


To perform liaison role between the school and the community.

(Title I, EIA-LEP)

Implementation of a school-wide positive discipline policy that will include a Counselor and other staff support to reduce the number of behaviors that do not align with the Student Code of Conduct:

Implement a tiered and progressive intervention system that focuses on respect, responsibility and redemption and finds alternative for suspension

rents, teachers and other support staff including a psychologist as partners in the discipline

Random metal detection will take place on a daily

Random locker searches will take place on a daily

Closed campus will be enforced to ensure the

Purchase of a full-time Psychologist- To provide individual,

group and family therapy targeting students who are at-risk of school failure due to social, behavioral and emotional problems; provide community referrals, linkages and collaboration with District and community resources to address students and family needs and to participate in the schools Coordination of Services Team (COST) and Student Success Team.

(Title I)

-Decreased suspension rates -Schoolplans effectively implemented-Team Implementation Checklist-Discipline Policy with Rubric with Tiers of Interventions/Discipline implemented by teachers and support staff-Evidence of Student Code of Conduct posted-Wand and Locker Search Logs





Staff Responsible


support?

Start/ Completion

Date


Decreased suspension

School-wide discipline plans effectively implemented Team Implementation Checklist Discipline Policy with Rubric with Tiers of Interventions/Discipline implemented by teachers and support staff

nce of Student Code of Conduct posted Wand and Locker Search



2011-2012




Targets *






safety of all students -Modeling and defining appropriate student behavior by having teachers stand at their doors during passing periods -Utilize Advisory to discuss student concerns and behavioral issues -Counselor and other staff will be visible during instructional times and passing periods -Student Code of Conduct displayed throughout the school and made available to students during registration and throughout the year in the schooffice. -Recognition assemblies for positive behavior -Utilize Advisory to discuss student concerns and behavioral issues -Create gradepromote clear communication between gradeAdvisories -Teachers will create Peer Mediation opportunities for students to engage in addressing issues about student behaviors and attitudes -Psychologist will create and antisexual harassment campaign




46














safety of all students Modeling and defining appropriate student

behavior by having teachers stand at their doors during passing periods

Utilize Advisory to discuss student concerns and ral issues

Counselor and other staff will be visible during instructional times and passing periods

Student Code of Conduct displayed throughout the school and made available to students during registration and throughout the year in the school

Recognition assemblies for positive behavior Utilize Advisory to discuss student concerns and

behavioral issues Create grade-level Advisory Student Congress to

promote clear communication between grade-level

Teachers will create Peer Mediation opportunities for students to engage in addressing issues about student behaviors and attitudes

Psychologist will create and anti-bullying/anti-sexual harassment campaign

Purchase of full-time counselor- To provide individual and group counseling and guidance to students in the academic, personal/social, and career domains; connects students with appropriate resources related to graduating and matriculating to post-secondary education. (Title I)


for a regular status teacher who attends training for outside of the basic assignment. (EIA-LEP) IMA- Purchase supplemental instructional materials and intervention (RtI2) materials such as visual aids, manipulative, leveled readers, learning games, computer software and realia to increase the learning of all of our subgroups that have scored FBB/BB. (Title I, EIA-LEP, EIA-SCE)


(Title I)





Staff Responsible


support?

Start/ Completion

Date



2011-2012




Targets *






Meet QEIA Accountabilities (if applicable)

• CSR

• Highly Qualified Teacher

• Misassignments

• Rule of 27

• Non-core average

• Teacher Experience Index

• Counseling Ratio (High Schools only)

N/A




47


















Staff Responsible


support?

Start/ Completion

Date



48

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

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

o Intervention program of tutoring will be available afterschool for students. o Students will have access to Saturday School

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

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

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

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

• Complete, analyze and monitor the Individual Learning Plan.

• Assure that recommended support services are provided.

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

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

• Contact Migrant Education Office for support. The following strategies will be utilized to meet the educational needs of Homeless Students:

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

• The Student Residency Questionnaire will be disseminated annually.

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

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

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

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

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

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


49

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

(continued)

4. Describe how the school will coordinate and integrate federal, state, and local services and programs. Participation in the School-Based Coordinated Program provides schools greater flexibility in using certain categorical resources to ensure that all students , including students with special needs, receive an enriched program. Public Service Community School will also offer the following:

o Student Success Team (SST) o Collaboration and Services Team (COST) o School is applying for School Based Coordinated Program (SBCP)

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

6. Describe how the school assists preschool children in the transition from early childhood programs to elementary school. (elementary schools only) N/A

7. (PI Year 1 schools only) Describe how the school incorporates a teacher mentoring program, i.e. utilization of school-site funded instructional support personnel. N/A

8. Describe how teachers are included in the decisions regarding the use of academic assessments that provide information on and that improve student achievement and the overall instructional program. Teachers are involved in the following activities:

• Training on the use of MyData to determine the progress of their students on periodic assessments and annual CST scores

• Use of CoreK12 and the development of assessments based on their lessons

• Collaboration among grade levels and departments on the assessment results and developing lessons

• Provide intervention for students not meeting grade level standards on the assessments


50

PUBLIC SERVICE COMMUNITY SCHOOL Parent Involvement Policy and Compact

A. PARENT INVOLVEMENT

1. Public Service Community School will hold meetings annually to inform parents of the Public Service Community School Parent involvement Policy and guidelines provided by Title I to

participate in the planning, review, and input in all school programs, including Title I.

2. The meeting will also include information about needs of the instructional program or changes in curriculum, high stakes testing dates, results, and impact on students and school.

3. A minimum of two meetings per semester will be held to include parents of attending students.

4. Meetings will be advertised 10 days in advance to facilitate ability of parents to plan schedule to attend.

5. The number and/or time of meetings will be added to facilitate parent participation as requested.

B. SHARED RESPONSIBILITES FOR HIGH SCHOOL STUDENTS ACADEMIC ACHIEVEMENT

1. Public Service Community School will jointly develop a school-parent-student compact that details the responsibilities of each of the three groups of stakeholders to support achievement

proficiency of students from all ethnicities and educational needs including EL, Migrant students, students with disabilities, and socio-economically disadvantaged students.

2. The compact will be revised annually by School Site Council members

C. BUILDING CAPACITY FOR INVOLVEMENT AND ENGAGEMENT 1. Public Service Community School will provide Professional Development opportunities for parents to increase their understanding of state/local assessments; federal, state, and local

compliance requirements; school-wide intervention and achievement programs, including reform of comprehensive school into Small Learning Communities; school rules; school policies;

and coordinator, counselor, or administrative personnel changes.

2. Public Service Community School will provide Professional Development for parents to increase literacy and technological skills that support their children’s educational achievement.

3. Public Service Community School will revise professional development program for parents as requested by parent councils ELAC, CEAC, SSC and other parent groups.

4. Public Service Community School will allocate one professional development workshop during banked-time yearly to train all certificated and classified staff about recommended techniques

to increase inclusion of and collaboration with parents to support student achievement.

5. Public Service Community School will develop a yearly action plan to focus on implementation and evaluation of school strategies to increase parent involvement to participate in the

education process of students.

D. ACCESIBILITY

1. Public Service Community School Title I funds will be allocated as necessary to provide transportation, childcare, and home visits to facilitate increased parent participation in school-wide

decision making and to better facilitate parental involvement.

2. Recommendations and input will be solicited and taken from parents as indicated in a specified agenda item in the SSC, ELAC, and CEA councils to focus training efforts in areas of need

requested by parents.

3. Public Service Community School will utilize local community-based organization (Volunteer Center of Los Angeles) resources and expertise to identify model approaches to parent

involvement and increasing parent capacity to involve and train other parents to participate at SV HS in support of student achievement.

4. A “Coffee with the Principal” will be held once a month to provide access to Administration and an informal forum for concerns and conversation.

5. Parent Training


51

Ongoing training for parents at Public Service Community School will be provided to include but not be limited to:

a. Adult classes in Mathematics and Algebra for parents

b. English and English as a Second Language

c. Computer classes

d. Smaller Learning Communities

6. Information and Networking for Parents and Community include:

Coffee with the Principal, Coffee in the SLC’s, CEAC Monthly meetings, ELAC monthly meetings, SSC Monthly meetings, Back to School Night, Parent volunteers, Individual Parent

Phone calls by staff and Faculty, Progress reports, Semester Grade Reports, Written notices, Parent Conferences as needed.

7. Other activities to bridge the gap between students and their parents include: Freshman Centre orientation and newsletters about academic brochures for students and adults.


52

PUBLIC SERVICE COMMUNITY SCHOOL School and Parent Compact

Our school philosophy is that families, students, and school staff should work in partnership to help each student reach his/her potential. As partners we agree to the following:

As a student I will:

• Believe that I can learn and will learn.

• Read for at least 30 minutes, five days a week.

• Come to class on time, ready to learn and with assignments completed.

• Set aside time every day to complete my homework.

• Know and follow the school and class rules.

• Follow the school's uniform dress code.

• Regularly talk to my parents and my teachers about my progress in school.

• Respect my school, classmates, staff, and family.

• Ask for help when I need it. ______________________ ___________ __________ Student’s signature Birthday Date _____________________ _______________ _____ Print Name Advisory Teacher Grade

As a parent/guardian or family member I will:

• Talk to my child regularly about the value of education.

• Communicate with the school when I have a concern.

• Monitor TV viewing and make sure that my child reads every day.

• Make sure that my child attends school every day, on time, and with homework completed.

• Support the school's discipline and uniform dress code.

• Monitor my child's progress in school.

• Make every effort to attend school events, such as parent-teacher conferences, Open House and Back-to-School Night.

• Ensure that my child gets adequate sleep, regular medical attention, and proper nutrition.

• Participate in school, home, and community-sponsored activities to meet my agreed-upon responsibility of 40 hours a year.

• Participate in shared decision making with school staff and other families for the benefit of students.

_________________________ ___________ Parent’s Signature Date

As a teacher I will:

• Teach and reinforce a rigorous standards-based curriculum as aligned to state standards

• Communicate performance progress and attendance to parents on regular basis

• Publish daily agendas available in class for easy student reference

• Provide necessary academic support and remediation so students can meet academic proficiency standards

• Communicate clear expectations, rubric, and grading scale before assessing students.

• Communicate major incidents of violence or disruption to parents and community in a quick and efficient manner.

• Communicate regularly with families about their child's progress in school.

• Provide assistance to families on what they can do to support their child's learning.

• Participate in shared decision making with other school staff and families for the benefit of students.

Advisory Teacher _____________________ ____________________ ___________________________ __________ Principal’s Signature School Site Council Chairperson Date


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PUBLIC SERVICE COMMUNITY SCHOOL School and Parent Compact

Nuestra filosofía escolar como escuela alternativa es que las familias, los estudiantes y el personal escolar trabajen en asociación para ayudar a cada estudiante a desarrollar su máximo potencial. Como socios, acordamos los siguiente: Como estudiante, yo:

• Creeré en que puedo aprender y en que aprenderé.

• Leeré durante al menos 30 minutos al día, cinco días de la semana.

• Estaré en clase puntualmente, listo para aprender y habiendo hecho mis asignaciones.

• Apartaré tiempo todos los días para hacer mis tareas.

• Conoceré y seguiré las normas de la escuela y de la clase.

• Follow the school's uniform dress code.

• Hablaré con mis padres y mis maestros constantemente sobre mi progreso en la escuela.

• Respetaré mi escuela, mis compañeros de clase, el personal y la familia.

• Pediré ayuda cuando la necesite. ____________________________ ________________________ _________ Firma del Estudiante Fecha de nacimiento Fecha _____________________________ ____________ ___________ Nombre en letra de molde Advisory Maestro Grado


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Como padre de familia/tutor legal o miembro de la familia, yo:

• Hablaré constantemente con mi hijo sobre el valor de la educación.

• Me comunicaré con la escuela cuando algo me preocupe.

• Supervisaré el tiempo que pasa mi hijo viendo la televisión y me aseguraré de que lea todos los días.

• Me cercioraré de que mi hijo asiste a la escuela todos los días, puntualmente y con las tareas hechas.

• Apoyaré el código de disciplina y de vestuario de la escuela.

• Le haré seguimiento al progreso escolar de mi hijo.

• Haré todo esfuerzo posible por asistir a eventos escolares como las entrevistas entre padres y maestro, las Exposiciones y la Noche de Bienvenida a la Escuela.

• Me cercioraré de que mi hijo duerma lo suficiente, reciba atención médica constate, y esté bien alimentado.

• Participaré en actividades patrocinadas por la escuela, la comunidad y en el hogar para cumplir con mi responsabilidad de 40 horas al año.

• Participaré en la toma de decisiones con el personal de la escuela y otras familias en beneficio de los estudiantes. __________________________ ____________ Firma del Padre Fecha

Como docente, yo:

• Enseñar y reforzar un curriculu rigoroso basado y alianeado con las normas establecidas por el estado.

• Cumunicar el progreso y rendimitento académico esudiantil a ambos padres y estudiantes

• Desarrollar lecciones, proveer agendas que serán disponibles en el salón de studio para major acesso estudiantil

• Proveer apoyo académico y correctivo que sea necesario para que nuestros estudiantes sean competentes y expertos en las normas académicas.

• Comunicar expectaivas claras, rubrica, y manera de calificar antes de evaluar a los estudiantes.

• Comunicar incidents de violencia mayores a padres y a la comunidad de manera rápida y eficiente.

• Me comunicaré constantemente con las familias tocante al progreso de su hijo en la escuela.

• Proveeré asistencia a las familias en cuanto a lo que pueden hacer para apoyar el aprendizaje de sus hijos.

• Participaré en la toma de decisiones con el resto del personal escolar y las familias para el beneficio de los estudiantes. Advisory Maestro _____________________ _____________________ ________________________ ____________

Firma de Director Firma del Presidente de la Fecha Junta Escolar

Local District MONITORING

A comprehensive and multi-level monitoring process will assist the Local District in evaluating the implementation of the Accountability Matrix and to inform future practice. Required monitoring includes the following:

1. The school and the Local District will participate collaboratively in monitoring, evaluating and reporting the efficiency of implementation of the SPSA. 2. Information about and access to the Single Plan for Student Achievement will be provided to school staff, councils and committees to ensure successful

implementation and to assist in the ongoing monitoring and, when necessary, modification process. 3. Provide a description of how management of authority was decreased.

Directions: Provide a succinct description of how the Local District will monitor the activities/strategies in the Accountability Matrix and determine what technical assistance and/or professional development is needed.

Description of Local District Monitoring Process

Principal Leads will insert a personalized monitoring plan to address the individual needs

Titles of Local District Support Team

Process and Timeline (Frequency) for monitoring the implementation of

instructional strategies/activities


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of the school.

The Principal Leader will meet with the Principal of Public Service Community School weekly to discuss the following:

o Professional development that focuses on Professional Learning Environments

o Supports from LD7 RtI2 team and Instructional Support Staff to

provide PD and build capacity on research and evidence-based strategies that would be used in the classroom as outlined in the school’s PD calendar

o Plans of actions for creating an infrastructure whereby teachers use multiple assignment data to design instructional and intervention practices for all learners

o Complex meetings with Principal Leader

Superintendent Administrator of Instruction Principal Leader RtI Team LD7 Instructional Support Staff


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BUDGET

Insert

Budget Pages found at:

fsep.lausd.net

Budget Funding

2011-2012 Assurances & Justifications Budget Pages


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ATTACHMENTS Directions: Attach materials which include the following:

Submit with Plan:

• SSC Approval of SPSA � Include copies of agenda and minutes verifying approval of the SPSA. � Include any written parent comments of dissatisfaction with the SPSA (SWP). � Documentation (i.e., agendas, sign-ins, minutes) must remain at school site for five years.

• SPSA Evaluation

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

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

• School Report Card (School Experience Survey for Parents) New Schools—insert the Analysis of School Experience Survey for Parents located in the Resource Guide for Completing the SPSA.

Retain at the School: • Small Learning Community Plan

• GATE Plan

• Grants Include plans for any grants received by the school.

• Safe School Plan

• Public School Choice Proposal

public service community school los angeles unified school ... · students. many of our students...

Documents