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Utah Street Elementary Los Angeles Unified School District

Los Angeles Unified School DistrictElementary School

Single Plan for Student Achievement


Los Angeles Unified School DistrictSingle Plan for Student Achievement

School Name: Local District:District CDS Code: 1964733 School CDS Code: Initial Year: 2004-2005 Date Revised:

This is an action plan to raise the academic performance of all students and improve the school's educational program. For additional information on our school programs:

Principal: Patricia CastroTelephone Number: (323)261-1171Address: 255 Gabriel Garcia Marquez St. Los Angeles, CA 90033E-mail address:Contact Person: Lisseett Hernandez Position: Categorical Programs Coordinator

The District Governing Board approved the School Plan on:

Indicate which of the following Federal, State and Local Programs are consolidated in this plan:x Comprehensive School Reform (CSR) x English Learners Programs (EIA-LEP) x Gifted and Talented Education (GATE) x High Priority Schools Grant (HPSG)

Immediate Intervention Underperforming Schools Program (IIUSP) LEARNLEARN/SBM

x Program Improvement (PI) School Based Management (SBM)

x School Improvement (SI)Special Education/Least Restrictive Environment (LRE)Tenth Grade Counseling

x Title I SchoolwideTitle I Targeted Assistance

x Title III English Language Acquisition, Language Enhancement, and Academic AchievementTitle IV Safe and Drug-Free Schools and Communities (SDFSC)Tobacco Use Prevention Education (TUPE)Western Association of Schools and Colleges (WASC) Other:

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Table of Contents

Table of Contents........................................................................................................................3Background of the Single Plan for Student Achievement........................................................5School Site Council Membership............................................................................................6Recommendations and Assurances........................................................................................7

Section One................................................................................................................................9Los Angeles Unified School District........................................................................................9

LAUSD Mission Statement:.................................................................................................9Los Angeles Unified School District Core Program.............................................................9Local District Profile...........................................................................................................16

Section Two..............................................................................................................................17School Profile..........................................................................Error! Bookmark not defined.

School Demographic Information.........................................Error! Bookmark not defined.Section Three............................................................................................................................21

Student Academic Achievement Data...................................................................................21Academic Performance Index (API) 2003 Growth Report.................................................21Adequate Yearly Progress (AYP)......................................................................................24Disaggregated 2003 CAT/6 Data.......................................................................................29

Guiding Questions....................................................................................................................30California Standards Test (CST)................................................................................333332California English Language Development Test (CELDT).................................................37Student Reclassification Rate....................................................................................414242Modified Consent Decree Least Restrictive Environment.........................................434444

Section Three (B)..............................................................................................................464646District Data Section................................................................Error! Bookmark not defined.

Aprenda Test.......................................................................Error! Bookmark not defined.English Language Development (ELD) Assessment Portfolios.................................464646Local Assessments....................................................................................................525251Language Arts Performance Assignment............................Error! Bookmark not defined.

Section Four......................................................................................................................565655Current Conditions, Findings and Barriers....................................................................565655

Component 1.............................................................................................................575756STANDARDS-BASED CURRICULUM, ASSESSMENT, AND RESEARCH-BASED INSTRUCTIONAL STRATEGIES...........................................................................575756

Component 2.............................................................................................................797976TARGETED PROFESSIONAL DEVELOPMENT...................................................797976

Component 3.............................................................................................................939391PARENT AND COMMUNITY INVOLVEMENT......................................................939391

Component 4.........................................................................................................10210299LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES...10210299

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Section Five................................................................................................................116116120ACTION STEPS......................................................................................................116116120

School Site Objectives and Benchmarks for Three Year Plan.............................116116120ACTION STEPS TO IMPROVE LITERACY.....................................................117117121

ACTION STEPS TO IMPROVE MATHEMATICS............................................122122123

ACTION STEPS TO IMPROVE THE ACHIEVEMENT OF ENGLISH LEARNERS.........................................................................................................................126126125

ACTION STEPS TO IMPROVE THE ACHIEVEMENT OF ENGLISH LEARNERS.........................................................................................................................128128126

ACTION STEPS TO IMPROVE ALL OTHER CONTENT AREAS...................130130127

ACTION STEPS TO CLOSE THE ACHIEVEMENT GAP................................133133129

ACTION STEPS FOR LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES.................................................................................................135135130

COMPLIANCE ITEMS FOR LEAST RESTRICTIVE ENVIRONMENT.............137137131

ACTION STEPS FOR LEAST RESTRICTIVE ENVIRONMENT......................138138132

ACTION STEPS FOR LEAST RESTRICTIVE ENVIRONMENT......................144144136

COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID-STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)........................................................................................148148139

ACTION STEPS TO MEET COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID-STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI).............................................................149149140

COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE IV, SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE)...............................................................150150141

ACTION STEPS TO MEET COMPLIANCE FOR CATEGORICAL PROGRAMS TITLE IV, SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE)...................................151151142

Section Six..................................................................................................................152152143Monitoring/Evaluation..............................................................................................152152143

School Site and Local District Monitoring of the Action Steps and Evaluation of the Single Plan for Student Achievement.............................................................................152152143

Section Seven.............................................................................................................155155145Single Plan for Student Achievement Assurances, Budgets, and Justifications...............155156146

Section Eight...............................................................................................................176174164ATTACHMENTS.....................................................................................................176174164

Section Nine................................................................................Error! Bookmark not defined.RESOURCES..........................................................................Error! Bookmark not defined.

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Background of the Single Plan for Student Achievement

The No Child Left Behind (NCLB) Act of 2001 mandates local educational agencies (LEA) to develop an LEA Plan that will be updated and amended annually.

In the spring of 2003, the District developed a single, coordinated, and comprehensive plan that describes the educational services for all students and establishes a focus for raising the academic performance of all students, including identified under-performing students, to achieve high academic standards. The LEA Plan will be used to guide implementation of federal and state-funded programs, the allocation of resources and reporting requirements.

Five performance goals, adopted by the California State Board of Education (SBE) as part of the accountability system to achieve the goals of NCLB were addressed in the LEA Plan. They are:

LEA Plan Goal 1 -- All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014.

LEA Plan Goal 2 --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.

LEA Plan Goal 3 --By 2005-06, all students will be taught by highly qualified teachers. LEA Plan Goal 4 --All students will be educated in learning environments that are safe,

drug-free, and conducive to learning. LEA Plan Goal 5--All students will graduate from high school.

The LEA Plan performance goals and Adequate Yearly Progress (AYP) objectives are now incorporated into the Single Plan for Student Achievement in Section Five, Action Plan Steps, as a guide in evaluating progress toward meeting the school’s objectives.

Senate Bill 374 (SB 374), effective January 1, 2002, requires each school operating state and federal programs funded through the Consolidated Application process, to consolidate all school plans required by those programs, and any other program a school chooses to include, into a single plan, known as the Single Plan for Student Achievement (Single Plan).

The Single Plan, developed with review, certification and advice of applicable school advisory committees and approved by the school site council, establishes a focus for raising the academic performance of all groups of students to state standards. As its name implies, the Single Plan for Student Achievement must coordinate the purposes and meet the requirements of each program funded and operated at the school to improve student achievement.

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School Site Council Membership

Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the school through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Names of Members

Prin

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Sch

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Sta

ff

Par

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unity

Mem

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Sec

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Patricia Castro X

Katherine Bowser-Aguilera X

Cesar CastilloChristine Bone X

Paul Delaney Cesar Castillo X

Julie MartinezPaul Delaney X X

Gloria RodriguezJulie Martinez X X

Marlene Sabio X

Sandra Elizondo X

Lucila Rufina X

Raul Cobos X

Gloria Rodriguez X

Numbers of members of each category 1 34 1 5

At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students. Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).

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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 districts must assure “that school site councils have developed and approved a 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 program 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 (Check those that apply):

X Compensatory Education Advisory CommitteeX English Learner Advisory CommitteeX Gifted and Talented Education Program Advisory Committee

II/USP/CSR Action TeamOther (list)

3. Any plans required by programs funded through the consolidated application must be consolidated into a single plan.

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

5. School goals must be based upon “an analysis of verifiable state data, including the Academic Performance Index, and the English Language Development test, and may include any data voluntarily developed by district to measure pupil achievement.

6. The plan must address how Consolidate Application funds will be used to “improve the academic performance of all pupils to the level of the performance goals, as established by the Academic Performance Index.

7. 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.

8. 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 Consolidated Application.

9. This school plan was adopted by the school site council on: May 24 , 2004 .

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Attested:

Typed name-Principal Signature Date

Typed name-School Site Signature DateCouncil Chairperson

Typed name-ELAC Signature DateChairperson

Typed name-CEAC Signature DateChairperson

Typed name and role Signature Date

Typed name and role Signature Date

These signatures should match the committees/groups checked on the previous page.

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Section OneLos Angeles Unified School District

LAUSD 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."

The fundamental goal of the Los Angeles Unified School District (LAUSD) is to improve student learning to enable all students to achieve high academic standards. To reach this goal and close the achievement gap, the district’s highest instructional priorities are:

Improved student reading and writing skills across all grade levels; Improved student skills and understanding in mathematics across all grade levels; and Focused professional development as the key to improving classroom practices.

Los Angeles Unified School District Core Program

The District’s core instruction program and adopted materials are aligned with the California content standards. The core program is the foundation for all instructional practice and assessment in every classroom in the LAUSD. Instructional practices utilize strategies to address the needs of English Learners (EL), Standard English Learners (SEL), and students with disabilities in the least restrictive environment.

Intensive professional development is provided to support the implementation of standards-based core instruction and incorporates initial training, coaching, lesson study inquiry groups, and on-line training. Through the district’s work with the Institute for Learning (IFL), the Principles of Learning help organize the district’s instructional focus by creating learning environments to ensure achievement of rigorous academic standards by all students.

ELEMENTARY LITERACY

The goal of the district’s elementary literacy plan is “literacy for every student by third grade.” The standards-based instructional program in grades K-5 uses one of three research-based reading programs. All adopted materials are anchored to the English-language arts content standards and promote effective teaching practices. Benchmark assessments provide ongoing information about student learning and effective teaching practices. The Standardized Testing and Reporting (STAR) program in grades 2-5 (with LAUSD optional testing in Grade 1) provides summative assessment of the basic skills of reading, spelling, and language.

Formative and summative assessments are used to plan instruction. Ongoing literacy progress is monitored through examination of student work; “learning walks”; end-of-unit, writing, and diagnostic assessments; teacher observations; and the annual administration of the California Achievement Test (CAT/6); the California Standards Test (CST); California Alternate Performance Assessment (CAPA); and Aprenda.

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The District’s first priority is to provide effective initial teaching aligned to the California content standards. Intervention begins in the classroom using a program of rich language and reading instruction. Additional intervention opportunities are offered to students through the Extended Learning Program (ELP), the English Language Acquisition Program (ELAP), the Emergency Immigrant Assistance Program (EIAP), summer school, and intersession.

In order to assure implementation of the District’s standards-based literacy program, professional development is mandated for all new and practicing teachers and administrators. Teachers attend either the five-day Governor’s Professional Development Institute (AB466) or a three-day workshop focused on the state standards, elements of the school’s reading program, and strategies for meeting the instructional, assessment, and intervention needs of diverse learners, including English Learners at various levels of English proficiency, Standard English Learners, students receiving special education services, and gifted and talented students.

Professional development is ongoing and differentiated. Teachers and administrators are provided opportunities to attend initial training as well as advanced and mastery level training to strengthen their knowledge and skills. Each local district offers monthly workshops to meet the identified needs of teachers and administrators.

A literacy coach is assigned to each elementary school to assist teachers with literacy instruction, and provide ongoing and differentiated professional development. The coach works collaboratively with teachers in the areas of content-focused coaching, lesson study (Institute for Learning), lesson planning and lesson reflection based on student performance evidence.

SECONDARY LITERACY

The district literacy program at the secondary level aligns curriculum, instruction, and assessment with the California content standards so that all students in middle and senior high schools are provided with learning opportunities that allow them to meet or exceed grade-level content standards. The focus of this program is the development of the habits of mind and major concepts in each discipline that students need to understand to meet standards; intensive and accelerated literacy instruction for the developing reader; adoption of textbooks in all content areas aligned with the California content standards; a professional development plan and literacy cadres at each school to support literacy in all content areas; and ongoing assessment and evaluation.

Literacy cadres, representing secondary teachers from all content areas, design standards-based content lessons focused on research based instructional approaches. Cadre members collaborate with other teachers in a given content discipline, to support improved instruction through lesson study, modeling, coaching, and reflective practice.

Intensive literacy instruction for students who have not developed fluency in reading and writing is provided using appropriate instructional materials and assessment during a double period instructional block. In order to provide additional and differentiated support for developing readers, teachers receive ongoing professional development designed to provide in-depth knowledge of the instructional program, the state standards, and research-based instructional strategies.

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http://www.cde.ca.gov/pd/ab466/materials.html


Professional development is ongoing and differentiated. All middle/high school teachers and administrators attend initial training as well as advanced and mastery workshops, including the five-day Governor’s Professional Development Institute (AB466) for middle school teachers and a five-day initial workshop for teachers of the Developing Reader and Writer’s course. Literacy coaches at each middle/high school provide ongoing content-focused coaching and support to teachers and literacy cadres implementing the Principles of Learning.

Continuous assessments to inform instruction include the analysis of daily student work, diagnostic assessments, and teacher observation and reflection.

Summative Assessments include the California Standards Test (CST), the California Achievement Test (CAT/6), the California Alternate Performance Assessment (CAPA), Aprenda, and the California High School Exit Examination (CAHSEE).

Progress in the development of English proficiency is documented in ELD Assessment Portfolios and yearly assessment of progress is measured on the California English Language Development Test (CELDT).

The district’s first priority is effective initial teaching aligned to the California content standards. First interventions are made in the classroom with a program of rich language and reading instruction. A second level of intervention for students at risk of not meeting grade-level standards is offered through the Extended Learning Program (ELP). Other interventions include bridging programs for identified grade 5 and 8 students, summer school and intersession, interventions programs for English learners, and intervention materials and strategies aligned to diagnosed student needs.

K-12 ENGLISH LEARNERS

English Language Development: The goal of the district’s English language development program is to provide consistent, rigorous opportunities for English learners to acquire high levels of academic English language for the purposes of communication and learning. The California English Language Development Standards form the foundation for the curriculum, instruction and assessment, and are aligned to the English-language arts content standards. English learners receive daily opportunities to acquire the language skills necessary for successful participation in the core instructional program: the receptive language skills of reading and listening that are critical for accessing information, and the expressive language skills of speaking and writing that are essential for communicating learning.

English language development (ELD) in the elementary schools or English as a second language (ESL) in the secondary schools is taught as a separate subject in addition to the content standards of other subjects. The standards-based curriculum and materials are structured to teach reading fundamentals and to develop the basic vocabulary of academic disciplines. To facilitate accelerated language acquisition in elementary schools, English learners are grouped by proficiency level for daily ELD lessons that are separate and in addition to English language arts, and are designed for the identified ELD level. Elementary ELD is taught by an

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authorized teacher, using one of four state-adopted ELD programs, for a period of not less than 30 to 45 minutes daily. Multiple assessment measures are used to monitor student growth in English, including teacher observation, a review of daily assignments, performance tasks, and textbook assessments. ELD Assessment Portfolio Records are used to document mastery of ELD standards and to collect samples of student work and assessments that demonstrate mastery.

To facilitate accelerated learning in secondary schools, students are assessed and assigned to the appropriate level ESL class for a two-period instructional block, taught by an authorized teacher trained to use the High Point textbook series, published by Hampton Brown. Ongoing assessment provides the basis for instructional planning. ESL teachers use the High Point Student Assessment Booklet for the appropriate ESL level to document student progress. Results are recorded on District ELD Assessment Portfolio Records following District procedures.

The annual California English Language Development Test (CELDT) measures yearly progress in listening and speaking, reading, and writing. The district benchmarks for adequate progress toward English proficiency are:

Elementary English learners will meet the ELD standards for one ELD level each school year and meet reclassification criteria within four to six years.

Secondary English learners will meet the ELD standards for one ELD level each semester and meet reclassification criteria within three to five years.

English learners are reclassified as fluent-English proficient (RFEP) upon meeting the following criteria:

California English Language Development Test: Assessed overall English language performance level of 4 or 5 with skill area scores of 3 or higher.

California Standards Test: Assessed academic performance scores within or above the range of scores identified as “Basic” on the English language arts section.

Teacher Judgment: The student works successfully in English as demonstrated by:- Elementary progress report marks of 3 or 4 in both English and math; successful

completion of standards for ELD Level 4 recorded on the ELD Assessment Portfolio. - Secondary marks of C or better in both English and math, or in ESL 3 or 4 and math.

Parental notification of eligibility for reclassification and parental consultation.

Core Curriculum: While the district’s first priority is effective teaching of English, successful English language acquisition depends upon many factors, including the number of varied opportunities to acquire and use newly acquired language skills within and beyond the classroom in meaningful contexts. The correlation between high levels of English language proficiency and successful learning in English in the core content areas defines each teacher’s responsibility to design instructional accommodations that make difficult core concepts comprehensible and offer additional opportunities for students to acquire academic language. Achievement of benchmarks in core subjects is linked to English proficiency. It is expected that English learners at the two lowest proficiency levels will achieve “far below basic” on the California Standards Test. At ELD Level 3, their scores will increase to “below basic,” and by ELD Level 4, they will score within the range designated as “basic.” As English learners reach

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ELD Level 5, it is expected that they will score at or above “basic” range, and as reclassified students their scores will continue to increase.

In addition to the benchmarks described, English learners in alternative bilingual programs are expected to meet all grade-level content standards in the primary language, scoring at or above the 50th percentile on a test of primary language arts and mathematics (Aprenda).

The Achievement Gap: It is understood that English learners with little or no English proficiency need more time than native-English speakers to meet grade-level benchmarks in English. Newcomers in upper grades with little or no previous schooling need even more assistance to catch up. Schools monitor student progress to assure that additional and appropriate learning opportunities are provided in English language development and in English reading, writing and mathematics so that students can close the achievement gap created by their initial lack of English within the time described above. Each school must write a plan of action or “catch-up plan” that describes how the school will monitor student progress, identify English learners in need of assistance, and provide additional services designed to assist them to catch up to native-English speakers before they incur irreparable deficits. The district provides intervention services for English learners, such as the English Language Acquisition Program (ELAP), the Emergency Immigrant Education Program (EIEP), as well as other summer and intersession opportunities such as the English Language and Intensive Literacy Program (ELILP). The district also provided materials, curriculum, and teacher training for these opportunities.

Literacy coaches, at both the elementary and secondary levels, facilitate ELD lesson study and ongoing analysis of ELD assessment data by grade-level or department teams for the purpose of focused discussion of lesson design and delivery to meet the diagnosed language needs of English Learners. Professional development to address the academic language needs of English Learners is state mandated for all administrators, teachers and paraprofessionals at school sites receiving supplemental EIA-LEP funds.

MATHEMATICS

In an effort to close the achievement gap, the goal of the district mathematics plan is for every student to be academically prepared for Algebra 1 at grade 8 and continue with college-preparatory mathematics courses throughout high school. The plan includes the adoption and purchase of textbooks and other instructional materials for K-algebra classrooms that are aligned to the state mathematics standards; a standards-based pacing plan and aligned quarterly assessments; professional development for all teachers in the use of instructional materials, mathematics content, and pedagogy; professional development for administrators in the supervision of mathematics instruction; mathematics coaches assigned to school sites to provide supplemental support to teachers in the improvement of mathematics instruction; and ongoing evaluation.

Professional development is provided for every K-12 teacher and administrator. Professional development is ongoing and differentiated including the five-day Governor’s Professional Development Institute (AB466) for teachers in grades K-2, 3, 4-5, and 6-Algebra 1.

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Mathematics coaches at each school provide supplemental support and professional development for teachers through cognitive coaching, lesson study, and the application of the Principles of Learning. Teachers who are authorized to teach English learners make instructional accommodations to assure comprehension for English learners with lower ELD levels.

Ongoing formative assessment is used to plan instruction and include quarterly and culminating assessments aligned to the standards-based pacing plan, diagnostic assessments, and review of student textbook assignments and assessments. Each year’s progress is assessed using the California Standards Test, the CAT 6, and the California High School Exit Examination (CAHSEE).

OTHER CONTENT AREAS

All standards-based curriculum, instruction, and assessment in the content areas, including arts education, science, history and social science or social studies, and health education are aligned to the California Content Standards. Instructional materials, practices and assessments for all content areas are integrated with the district’s efforts in literacy and mathematics.

ADDRESSING STUDENT NEEDS

Strategies that address the needs of English learners, Standard English Learners, and students with special needs, including students receiving special education services and gifted/talented students are included in all professional development activities provided to teachers and administrators.

Instructional programs for English learners require teachers to be authorized by the state and to use research-based strategies to provide access to the core curriculum. On parent request, teachers use the primary language for instruction until students have learned adequate English to continue learning in English. Teachers in the Structured English Immersion Program and mainstream program provide access to grade-level content standards using special strategies for language arts, mathematics, science, history-social science or social studies, and other subject areas. Teachers in the Basic Bilingual Program initially use the students’ primary language for instruction, providing complete access to grade-level content standards until the student is ready to continue learning in English.

The district Academic English Mastery Program (AEMP) is a comprehensive, research-based program designed to address the language, literacy, and learning needs of students for whom standard English is not native, i.e., standard-English learners. This program’s primary objective is assuring equity in providing to the core curriculum for Standard English Learners.

The LAUSD is committed to providing services to students with disabilities in the least restrictive environment. Instructional programs and services for students with disabilities are outlined in each student’s Individualized Education Program (IEP). The IEP describes the direct relationship between the present level of student performance and the educational services to be provided with the student’s goals and objectives.

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PROFESSIONAL DEVELOPMENT

A dramatic change in the LAUSD has been the increase in the quantity and quality of professional development strategies. Elements of The Principles of Learning are included in all professional development activities to ensure system-wide common understanding and instructional practice. Intensive professional development supports implementation of standards-based core instruction. Opportunities are aligned to each teacher’s assignment and include initial training, coaching, lesson study, inquiry groups, and on-line training. The district is building capacity for staff at each school to provide balanced professional development that supports effective classroom practices through structured reflection, inquiry, action research, and other complementary activities.

Staff development activities support teachers of students with disabilities in the general education classroom with the general education curriculum. Activities that integrate instructional strategies and adaptations to the curriculum to address diverse learner needs are included in all professional development. Coaches include strategies in their training that support students with disabilities to learn core curriculum in the least restrictive environment.

Coaches provide critical support to teachers for literacy and mathematics. Coaches work in classrooms with teachers, creating a collaborative culture to implement practices that increase teacher effectiveness and student achievement.

All site-based administrators are provided monthly training within their local district that is focused on literacy, mathematics, and written language. Training is designed to prepare administrators to build learning communities within schools with comprehensive professional development for teachers, and with classroom visits and Learning Walks used to assess the level of implementation of standards-based instructional programs and strategies.

Additionally, the LAUSD Administrative Academy provides professional development to all entry-level administrators and all first-year principals to extend the knowledge and skills defined in the California Professional Standards for Educational Leaders and to build a strong knowledge base focused on the core program and on management skills. Beginning the 2002-03 school year, all K-12 school site administrators will participate in a minimum of 80 hours of training and 80 hours of practicum/coaching to meet the requirements of the Principal Training Act (AB 75).

Beginning and new teachers are provided additional opportunities for professional development in curriculum, assessment, standards-based instruction, and classroom management through several district-wide programs. First year probationary teachers receive support through the Beginning Teacher Support and Assessment Program. Teachers with alternative certification are supported through the Pre-Intern program and begin the process for full credentialing through the District Intern Program, an alternate state-certified credentialing program in the areas of elementary education, secondary English, mathematics, and special education, and including authorizations to teach English learners. The New Teacher Academy provides a pre-orientation for newly hired emergency credentialed teachers as a condition of employment. Mentor teachers at school sites provide additional support to beginning and new teachers. The Peer Assistance and Review program provides support to identified veteran teachers.

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Toni Marsnik, 01/03/-1,

Nothing about gifted and talented students?

http://www.cde.ca.gov/pd/prin/rfa.html


Other Support

All grants and categorical funding allocated to schools and local districts are used to supplement, support, and enhance the implementation of the core program.

The district has designed and implemented an internal support and monitoring “Red Team” process for school improvement that parallels the state’s California Academic Audit. Identified low performing schools develop action steps to improve student achievement based on the Report of Findings that result from the Red Team visit.

Local District Profile

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Section Two

Utah Street Elementary School Profile

Mission StatementUtah Street Elementary School will provide an educational environment of powerful standards-based curriculum, assessment driven instruction, and parentsparents’ community, and staff collaboration that will enable all students to achieve by meeting exceeding local and state standards. All English Language Learners (ELL) will move up by at least on ELD level per school year as measured through the California English Language Development Standards.

VisionWe at Utah Street Elementary School foster a safe and healthy environment where all students will be academically prepared to compete in a diverse society to solve problems, resolve conflicts, and respect themselves and others. We are determined to promote literacy through a school wide articulated curricula utilizing the most recent research, standards-based instruction, and community involvement. All these components will help cultivate academic as well as social learning and growth through individual cultural expression and experiences.

School Demographic InformationUtah Street Elementary School (Utah) is a mid-size, inner-city school K-5 school located in the Boyle Heights community of Los Angeles, California. According to the State of California, Boyle Heights is a high-density unemployment area. More than half of the housing in this area is considered to be in fair to poor condition. The school is currently in a state of transition. While the school itself is one hundred years old, the housing around us is (will be) new. The housing surrounding the school was government housing, but due to high crime and gang rates it was torn down. In the past years, the school has seen a great amount of change to our surroundings. A private company is in the process of developing the area. The school will be the center of the new neighborhood. The community will be 70% government subsidized housing and the other 30% will be for sale.

Utah is located less than 1/2 a mile from 4 major highways. This area has been designated by the City of Los Angeles as a severely under-served community in Boyle Heights. There is no parking, no major stores or shopping centers, and only to major chain supermarkets. There are approximately 40 Hispanic gangs in the Boyle Heights area and in 2001-2002 there were 372 gang related crimes on record.

Historically, most of the student population came from the Aliso-Pico Village Housing Project that was recently demolished because of unsafe conditions. Due to the demolition, 85% of the student body is currently attending under the district’s Capacity Adjustment Program. These students come from twelve schools that are

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located in economically depressed areas in South Central and the Wilshire district. These areas have large immigrant, mostly Latino populations. One of the schools has a large number of families from homeless shelters and from hotels for people receiving vouchers for shelter. In five years, our stable population has decreased from 90% to 63% and our transiencytransiencey rate has increased form 24% to 77%. On the district’s Compensatory Education Ranking List of Poverty Schools, Utah is the first rank at 100% poverty and therefore meets the criteria for Title I funding.

Utah provides services for 591 K-5 students with an ethnic population of 92% Latino, 6.8% African American, and 1.2% of other ethnicity’sethnicities. 14% of the students receive special education services, ranging from RSP to MMR (mental retardation). Of these students, 78% are English Language Learners (ELL), 12% are migrant, 19% are immigrant, and 38 are from families receiving CalllWORKS services. The socio-economic level of the families had qualified 100% for government-subsidized free lunch and breakfast. Additionally, approximately 27% of the parents are illiterate, an additional 50% have had less than a high school education and 18% have had a high school education or higher. 78% of our students are English Language Learners (ELL) who have been placed in an English Immersion program due to a recent state mandate.

As a result of our low standardized test scores, the California Department of Education has rated us as a 1 on the Academic Performance Index (API) also qualifying us for Title I funding from the state and federal government.

We have been fortunate to have strong support personnel in our school. We have a full-time nurse, a Categorical Programs Advisor (responsible for all Title I and English Learner issues), two America’s Choice Literacy Coordinators, a Math Coach, an Open Court Literacy Coach, a Resource Specialist Teacher, Technology Coordinator and a School Counselor. Our part-time support personnel include an Adapted Physical Education Teacher, an Occupational Therapist, a Language and Speech Therapist, School Psychologist, Pupil Services and Attendance monitor/Outreach Counselor. The students benefit from the services provided by these support personnel, however due to the special needs of our student population, part-time services in several areas are not enough to meet the needs of all of our students. The caseloads for the support personnel ispersonnel is overwhelming, while the waiting list continue to grow as more students are identified as requiring special services. We are desperately in need of additional support staff to better provide for our growing student population.

In our community, we have parents, families and community-based organizations that serve as invaluable resources. We have the Ready-Set-Go Morning Program, LA’s BEST after school program, Proyecto Pastoral, and the Programa Impacto.

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The following interventions are offered to students in grades K-3 & 4-5 th as part of classroom instruction in addition to regular classroom activities:• After• After school and summer intervention programs focus on developing

anddeveloping and strengthening literacy through the four basic components ofcomponents of language arts (listening, speaking, reading, and writing)

• The• The Resource Specialist Teacher develop one-to-one and small group instruction forinstruction for students with learning disabilities and/or special needs on a daily basis

• The• The Student Success Team (SST), a team of teachers, counselors, and an administrator, Resource Specialist Teacher, meet to develop strategies and interventions to assist students and families experiencing difficulties in various areas. The purpose of SST is to analyze a studentsstudent’s strengths and weaknesses and to then develop an educational plan to assist the student

• The• The Language Acquisition Team monitors ELL studentsstudent’s progress and determines what steps should be taken to assist English language learners, from Summer School attendance to redesignation

• LA’s• LA’s BEST Program, sponsored by the Mayor of Los Angeles, provides after school care and activities to children needing additional guidance and academic/homework assistance. The assistance is provided by college students and services approximately 150 student

• Ready• Ready-Set-Go, sponsored through Beyond the Bell Branch-Youth Services Section funded through a California State Grant, is a before school learning and enrichment program. The program provides academic and supervision needs for approximately 30 students forstudents for 90 minutes prior to the start of school

The existing programs at Utah provide high quality intervention services. The large number of at-risk students exceeds the capacity of the services that we can provide to the students. Therefore, it is impossible for us to satisfy the literacy needs of our students. The Open Court Kindergarten Mid-Year assessment indicates that only 38% of students have the reading-readiness skills necessary to transition to first grade. This data also indicates that that the majority of the Kindergarten students lack the essential pre-literacy skills needed to become independent readers. In addition, on-going assessments show deficits in phonemic awareness, decoding skills, and English oral language skills amongst the Kindergarten ELL students.In first grade, on-going assessment show deficits in writing, reading fluency, spelling, and reading comprehension. For second grade, the deficits are in the areas of reading fluency, grammar usage and mechanics, spellings, and vocabulary according to the most recent assessments. In third and fourth grade, on-going assessments show deficits in reading fluency, reading comprehension, grammar usage and mechanics, spellings and vocabulary. For fifth grade, the deficits are in reading fluency, spelling and vocabulary according to the most recent assessments.

The intervention programs that we have available at our school help prepare 2nd through 5th grade students increase their literacy development. The after school intervention provides more individualized academic instruction with a lower student

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to teacher ratio (10:1). Our instructional support personnel (Literacy Coordinators, Literacy Coach, English Learner Coordinator) support our teachers by providing them with strategies, techniques, lessons, and demos that improve their reading and oral language development they can use in the regular classroom. Our after school programs build self-esteem, while providing academic/homework assistance.

ChorusThe Utah Street Chorus gives fourth and fifth grade students an opportunity to perform music as a group. Through this experience, students can begin to demonstrate an appreciation of music and the performing arts. The performances range from small group to whole group ensembles. The students often perform at the Winter Program and Annual Talent Show. The chorus meets once a week for 45 minutes.

Arts PrototypeThrough a grant provided by the Los Angeles Unified School District, we have been fortunate to have a cadre of 10 teachers who have participated for the past 3 years. The program has allowed both teachers and students to participate in learning about 3 art mediums: dance, theater, and visual arts. The program educates teachers on how to incorporate the arts into standards-based curriculum. This allows students with different modalities to be successful in all areas of the curriculum. This program aids in English language development and in academic development. Describe your English Learner enrollment by instructional programs: Structured English Immersion and Mainstream:Utah currently has only one English Only/Mainstream class per grade level from 1st –5th grade. We have 21 Structured English Immersion classrooms for our English Language Learner population(population (78% of population). These classrooms are staffed with teachers hold the necessary qualifications and designations to teach English Language Learners.

Describe your Special Education program and service delivery models to students in the least restrictive environment. At Utah, we refer students to special education only after careful consideration and evidence of time spent in a regular education classroom.

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Section ThreeStudent Academic Achievement Data

Student Achievement: Student achievement/performance data is gathered from a wide variety of District sources, the CBEDS and the California Department of Education databases that report API and STAR test results.

Academic Performance Index (API) 2003 Growth Report

California Department of EducationPolicy and Evaluation Division2003 Academic Performance Index (API) Base ReportSchool ReportMarch 2, 2004School: Utah Street ElementaryDistrict: Los Angeles UnifiedCounty: Los Angeles

CDS Code: 19-64733-6019632School Type: Elementary

Number of

Ranks Targets

Students 2003 2003 2003-Included 2003 State- Similar 2004 2004

in the API wide Schools Growth API2003 API (Base) Rank Rank Target Target

433 551 1 2 12 563

Click on the column header link to view notes.

"N/A"

means a number is not applicable or not available due to missing data.

"N/R"

means required enrollment data are not reported.

" * " means this API is calculated for a small school, defined as having between 11 and 99 Standardized Testing and Reporting (STAR) test scores included in the API (valid scores). APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.

"A" means the school scored at or above the statewide performance target of 800 in 2003."I" means the school has some invalid data and CDE cannot calculate a valid similar schools rank

for this school.

21

http://www.cde.ca.gov/ta/ac/ap/expnotes03b.asp#sbf6





http://api.cde.ca.gov/api2003/API/2003Base_co.asp?cYear=2002-03&cSelect=19Los,Angeles&Page=0

http://api.cde.ca.gov/api2003/API/2003Base_Dst.asp?cYear=2002-03&cSelect=19647336019632&cChoice=2003BDst

http://api.cde.ca.gov/

Utah Street Elementary Los Angeles Unified School DistrictFor more details about the displayed information, see the Explanatory Notes for the 2003 API Base Report

Subgroups Number 2003-2004 2004of Pupils 2003 Subgroup Subgroup

Included in Numerically Subgroup Growth APIEthnic/Racial 2003 API Significant API Base Target Target African American (not of Hispanic origin) 29 No American Indian or Alaska Native 1 No Asian 1 No Filipino 1 No Hispanic or Latino 398 Yes 552 10 562 Pacific Islander 0 No White (not of Hispanic origin) 2 No Socioeconomically Disadvantaged 430 Yes 550 10 560 "A" means” means the school scored at or above the statewide performance target of 800 in 2003.

Note: Data are reported only for numerically significant subgroups. Ethnic/racial and socioeconomically disadvantaged subgroups meeting the following criteria are considered numerically significant: the group (1) contains at least 100 students with test scores included in the API (valid scores) OR (2) comprises at least 15% of the school population tested and contains at least 30 students with valid scores.

School Demographic CharacteristicsThese data are from the October 2002 California Basic Educational Data System (CBEDS) data collection, the 2003 Standardized Testing and Reporting (STAR) student answer document and the California Alternate Performance Assessment (CAPA).

Ethnic/racial (STAR)Percent

African American (not of Hispanic origin) 8

American Indian or Alaska Native 0

Asian0

Filipino0

Hispanic or Latino 91

Pacific Islander 0

White (not of Hispanic origin) 0

These percentages may not sum to 100 due to responses of: other, multiple, declined to state, or non-response.

Participants in free or

reduced price lunch (STAR)100

This is also known as the National School Lunch Program (NSLP).

English learners (STAR)81

Multi-track year-round school (CBEDS)

No

Mobility

School, prior year (STAR)25

This is the percentage of students who first attended this school in the current year. Students in the school's lowest grade are excluded.

Parent education level (STAR)Percent

Percent with a response* 62

Of those with a response:

Not a high school graduate 55

High school graduate 28

Some college 12

College graduate 3

Graduate school 1

*This number is the percentage of student answer documents with stated parent education level information.

Average

Average parent education level (STAR)

1.67

The average of all responses where "1" represents "Not a high school graduate" and "5" represents "Graduate school."

Percent

Fully credentialed teachers (CBEDS)65

Teachers with emergency credentials

30 (CBEDS)

Number

Enrollment in grades 2-11 on first day of testing (STAR)

440

22

http://www.cde.ca.gov/ta/ac/ap/expnotes03b.asp


Which subgroups did not meet their growth target in 2003? What factors might have contributed to the subgroup’s failure to meet its growth target? We only had two numerically significant subgroups (“Hispanic” and “Socioeconomically Disadvantaged”) and both did not fail to meet their API growth target for 2003.

Which subgroups showed significant growth (above target) in 2003? What are the possible explanations for this high growth? Both of our two subgroups (“Hispanic” and “Socioeconomically Disadvantaged”) showed significant growth by more than doubling their target of 11 to 31 for Hispanic and 33 for Socioeconomically Disadvantaged.

Some of the possible explanations for this high growth are:- Increased professional development on Language Arts standards and Math

standards- Emphasis in aligning classroom instruction to grade level content standards

and ELD standards- Intervention services focused on students who were performing Far Below

Basic (FBB) on CST

Critical Findings: Use the guiding questions to identify your critical findings.

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Adequate Yearly Progress (AYP) (Elementary Schools)

As stipulated in the No Child Left Behind Act of 2001 (NCLB), all schools are expected to demonstrate Adequate Yearly Progress (AYP) towards the goal of having all students being proficient in California Standards in English Language Arts and Mathematics by 2013-14. To measure progress towards this goal, each school, and numerically significant subgroups within the school, are required to have a minimum percentage of students scoring “Advanced” or “Proficient” on the California Standards Tests and California Alternate Performance Assessment (CAPA) in English Language Arts and Mathematics.

California Department of EducationPolicy and Evaluation Division

2003 Adequate Yearly Progress (AYP) Phase I ReportPercent Proficient and Participation Rates

School ReportRevised April 19, 2004

School:Utah Street Elementary

School Type:Elementary

District:Los Angeles Unified

County:Los Angeles

CDS Code:19-64733-6019632

For more details about this report seeExplanatory Notes for the 2003 Adequate Yearly

Progress (AYP) Report

AYP Reports of other Schools in this District:6019632 Utah Street Elementary

District AYP Report

School Met All 2003 Adequate Yearly Progress (AYP) Criteria for Phase I? No

Note: This does not reflect appeal determinations which will only be included in the final "Phase II" reports to be released in late January 2004.

Schools with a "Yes" will also need to meet all 2003 AYP Phase II Criteria in October 2003 when Phase II AYP data are reported in order to make AYP for 2003.

Schools with a "No" will not make AYP for 2003. 24

.., 01/03/-1,

Under NCLB, all states are required to develop and implement a single, statewide accountability system that will ensure all public schools make their Adequate Yearly Progress (AYP) toward enabling all students to perform at or above the proficient level in English Language Arts and mathematics.

http://ayp.cde.ca.gov/2003p2/AYP/2003AYP_Dst_p1.asp?cYear=&cSelect=1964733-Los%5EAngeles%5EUnified&cChoice=AYP03_dst

http://www.cde.ca.gov/ta/ac/ay/ExpNotes_03p1.htm

http://www.cde.ca.gov/ta/ac/ay/ExpNotes_03p1.htm

Utah Street Elementary Los Angeles Unified School District"Yes"

displayed above indicates at least one "Yes" or "Yes*" and no "No" or "No*" is displayed in the "Met 2003 AYP Criteria" columns on this report.

"No" displayed above indicates at least one "No" or "No*" is displayed in the "Met 2003 AYP Criteria" columns on this report.

ENGLISH LANGUAGE ARTS

Participation

GROUPS Enrollment First Day of Testing

Number of Students Tested Rate

Met 2003 AYP Criteria Valid Scores Number

Schoolwide 446 444 99.5 Yes 407 37 African American (not of Hispanic origin) 35 35 100.0 N/A 23 3 American Indian or Alaska Native 1 1 100.0 N/A 1 N/A Asian 1 1 100.0 N/A 1 N/A Filipino 1 1 100.0 N/A 1 N/A Hispanic or Latino 405 403 99.5 Yes 378 33 Pacific Islander 0 0 N/A N/A 0 N/A White (not of Hispanic origin) 2 2 100.0 N/A 2 N/A Socioeconomically Disadvantaged 443 441 99.5 Yes 404 35 English Learner 376 374 99.4 Yes 351 30 Students with Disabilities 44 44 100.0 N/A 41 2

MATHEMATICS

Participation

GROUPS Enrollment First Day of Testing

Number of Students Tested Rate

Met 2003 AYP Criteria Valid Scores Number

Schoolwide 446 443 99.3 Yes 406 93 African American (not of Hispanic origin) 35 35 100.0 N/A 23 3 American Indian or Alaska Native 1 1 100.0 N/A 1 N/A Asian 1 1 100.0 N/A 1 N/A Filipino 1 1 100.0 N/A 1 N/A Hispanic or Latino 405 402 99.2 Yes 377 89 Pacific Islander 0 0 N/A N/A 0 N/A White (not of Hispanic origin) 2 2 100.0 N/A 2 N/A Socioeconomically Disadvantaged 443 440 99.3 Yes 403 91 English Learner 376 373 99.2 Yes 350 74 Students with Disabilities 44 44 100.0 N/A 41 3

Click on the column header to view notesNotes:

"N/A" means a number or percent is not available due to small numbers tested or small numbers of valid scores in that group. "N/A" in the "Met 2003 AYP Criteria" column means the subgroup is not numerically significant.

"Yes" means the school, district or subgroup was at or or above 2003 targets for the 95% participation rate or percent proficient. "Yes*" means the school or district met the adjusted percent proficient criteria for under 100 valid scores. "No" means the school, district, or subgroup was below the 2003 targets for the 95% participation rate or percent proficient. "No*" means the school or district was below the adjusted percent proficient criteria for under 100 valid scores. The adjusted percent proficient criteria for under 100 valid scores is posted on the Internet at http://www.cde.ca.gov/ayp/amo100val_sc.pdf.

For schools or districts with under 100 enrolled, there will be no numerically significant subgroups.

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http://www.cde.ca.gov/ayp/amo100val_sc.pdf

http://www.cde.ca.gov/ta/ac/ay/ExpNotes_03p1.htm#ayp10


























Utah Street Elementary Los Angeles Unified School DistrictThe number and percent of students at or above proficient are not listed for a school, district or subgroup if the number of scores is less than 11.

The category of English Learner also includes redesignated fluent English proficient students who have not scored proficient on the California Standards Test in English Language Arts for three years.

2003 AYP Criteria for SchoolsIn order to make AYP for 2003, a school must meet or exceed all Phase I and Phase II requirements.

Phase I (August 2003) Percent Proficient or Above in Selected Assessments (schoolwide and subgroups)

English-Language Arts Mathematics

Elementary and Middle Schools13.6%

16.0%

High Schools11.2%

9.6%

Participation Rate in Above Assessments (schoolwide and subgroups) English-Language Arts Mathematics

95.0% 95.0%

Phase II (October 2003) Academic Performance Index (API) (schoolwide)

Growth in the 2002-2003 API of at least one point OR a minimum 2003 API

Growth score of 560

Graduation Rate (schoolwide)

High SchoolsImprovement in the graduation rate from 2002 of at least .1%

Examine the report and answer the guiding questions below.

Which subgroups had less than 13.6% of students meet their Adequate Yearly Progress Objective in English Language Arts? These groups may need some extra assistance to ensure that they will continue to meet AYP targets. All of our numerically significant subgroups failed to meet their AYP objective in Language Arts.

Which subgroups had less than 16% of students meet their Adequate Yearly Progress Objective in Mathematics? These groups may need some extra assistance to ensure that they will continue to meet AYP targets. None

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ethnic, socioeconomically disadvantaged, English learners, and students with disabilities

.., 01/03/-1,



Which subgroups had a lower percentage of students scoring “Advanced” or “Proficient” in English Language Arts or Mathematics? Is there an “Achievement Gap” at the school?The subgroup with the lowest percentage of students scoring “Advanced” or” or “Proficient” was our ELL,ELL; however the difference was only .2 in Language Arts and 2.5 in mathematics, neither being numerically significant.

Did 95% of each numerically significant subgroup participate in testing? What methods will the school institute to ensure that 95% of all students are tested? Yes. We will continue to inform parents, students, and staff about the importance of the meeting the AYP requirements.


- All our numerically significant subgroups failed to meet the AMO for English/Language Arts

- Schoolwide we failed to meet the AYP by 4.6%- The Hispanic subgroup failed to meet the AYP by 4.9by 4.9%- The Socioeconomically Disadvantaged failed to meet the subgroup by

5.0%- The ELL subgroup failed to meet the AYP by 5.1%

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.., 01/03/-1,


.., 01/03/-1,



To ensure that all students have equal access to the core curriculum, it is essential to know the achievement levels of specific subgroups. The following tables present information on the academic achievement of these subgroups.

Disaggregated 2003 CAT/6 Data

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http://dssp.lausd.k12.ca.us/

Utah Street Elementary Los Angeles Unified School DistrictGuiding Questions

How does achievement on CAT/6 vary by student groups (gender, ethnicity, language classification, students with disabilities, economically disadvantaged, and GATE)? In terms of gender, the female students scoredstudents scored between 3% to 25% higher than the male students. In terms of race, our white students scored higher than the African-American students and the Hispanic students. In terms of language classification, the Initially Identified English Proficient (IFEP) students scored higher than the English Only (EO) students, but scored lower compared to the Reclassified Fluent English Proficient (RFEP). Students in special education scored higher in mathematics than in the other two sub-test areas. Also, the economically disadvantaged students also scored highest in Mathematics with the next highest score being 15% lower than mathematics.

Compare reading, language, and math 2003 CAT/6 scores of RFEP students with English-only students. In Language Arts, RFEP studnetsstudents scored between 22.6% to 51.9% higher than the EO students. In Mathematics, RFEP students scored 13.6% to 42.7% higher than the EO students. In Reading, RFEP students scored 11.2% to 51% higher than the EO students.

Compare the reading, language and math 2003 CAT/6 scores of students with disabilities to the general population. The number of special education students is numerically insignificant compared to the general population.

What are the implications for instruction and program placement? EO students are missing the ELD scaffolding and the SDAIE strategies the RFEP students are receiivingreceiving prior to redesignating. The CAT/6 scores are sufficient reason to make classroom placement no longer be based on language classification. EO students and ELL students will both benefit from continued ELL scaffolding and SDAIE strategies.


42.7% of% of English Only students are scoring at the 25th percentile in LangaugeLanguage Arts44.4% of IFEP students are scoring at the 25th percentile in Language Arts82.1% of RFEP studetnsstudents are scoring at the 25th percentile in Language Arts35.3% of Economically Disadvantaged students are scoring at the 25th percentile in LanuageLanguage Arts

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Utah Street Elementary Los Angeles Unified School District35.0% of Hispanic students are scoring at the 25th percentile in Language Arts

16.0% of English Only students are scoring at the 50th percentile in Language Arts27.8% of IFEP students are scoring at the 50th percentile in Language Arts67.9% of RFEP students are scoring at the 50th percentile in Language Arts12.9% of Economically Disadvantaged students are scoring at the 50th percentile in Language Arts15.1% of Hispanic students are scoring at the 50th percentile in Language Arts

6.7% of English Only students are scoring at the 75th percentile in Language Arts16.7% of IFEP students are scoring at the 75th percentile in Language Arts39.3% of RFEP students are scoring at the 75th percentile in Language Arts4.7% of Economically Disadvantaged students are scoring at the 75th percentile in Language Arts4.6% Hispanic students are scoring at the 75th percentile in Language Arts

43.2% of English Only students are scoring at the 25th percentile in Mathematics72.2% of IFEP students are scoring at the 25th percentile in Mathematics85.7% of RFEP students are scoring at the 25th percentile in Mathematics50.9% of Economically Disadvantaged students are scoring at the 25th percentile in Mathematics54.1% of Hispanic students are scoring at the 25th percentile in Mathematics

25.7% of English Only students are scoring at the 50th percentile in Mathematics55.6% of IFEP students are scoring at the 50th percentile in Mathematics60.7% of RFEP students are scoring at the 50th percentile in Mathematics21.9% of Economically Disadvantaged students are scoring at the 50th percentile in Mathematics26.1 of Hispanic students are scoring at the 50th percentile in Mathematics

6.8% of English Only students are scoring at the 75th percentile in Mathematics22.2% of IFEP students are scoring at the 75th percentile in Mathematics

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Utah Street Elementary Los Angeles Unified School District28.6% of RFEP students are scoring at the 75th percentile in Mathematics7.2of Economically Disadvantaged students are scoring at the 75th percentile in Mathematics8.4% of Hispanic students are scoring at the 75th percentile in Mathematics

34.7% of English Only students are scoring at the 25th percentile in Reading66.4% of IFEP students are scoring at the 25th percentile in Reading85.7% of RFEP students are scoring at the 25th percentile in Reading35.6% of Economically Disadvantaged students are scoring at the 25th percentile in Reading37.5% of Hispanic students are scoring at the 25th percentile in Reading

16.0 of English Only students are scoring at the 50th percentile in Reading27.8% of IFEP students are scoring at the 50th percentile in Reading57.1% of RFEP students are scoring at the 50th percentile in Reading13.3% of Economically Disadvantaged students are scoring at the 50th percentile in Reading14.0% of Hispanic students are scoring at the 50th percentile in Reading

6.7% of English Only students are scoring at the 75th percentile in Reading5.6% of IFEP students are scoring at the 75th percentile in Reading17.9% of RFEP students are scoring at the 75th percentile in Reading4.7% of Economically Disadvantaged students are scoring at the 75th percentile in Reading2.5% of Hispanic students are scoring at the 75th percentile in Reading

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Utah Street Elementary Los Angeles Unified School DistrictCalifornia Standards Test (CST)

To better assess student achievement in relation to the California content standards, students complete a series of tests aligned to the standards. Currently, students in elementary and middle schools take California Standards Tests in English Language Arts and Mathematics.

The California Department of Education rates each student’s performance on the California Standards tests in English/Language Arts and Mathematics into one of five performance bands (Advanced, Proficient, Basic, Below Basic, Far Below Basic) with the goal of having all students rated advanced or proficient. The percentage of students at the school in each of the performance bands is reported in the tables below.

In the 2002-03 API Cycle (2002 Base API and 2003 Growth API) the CSTs in English Language Arts accounted for 48% of the school’s API and the CSTs in Mathematics accounted for 32%. The CSTs are also used to determine if a school is making Adequate Yearly Progress as defined by No Child Left Behind (NCLB).

California Standards Test in English Language Arts Distribution of Scores by Performance Bands

Grade 2 Grade 3 Grade 4 Grade 52001 2002 2003 2001 2002 2003 2001 2002 2003 2001 2002 2003

# Tested 58 94 129 67 80 133 44 62 91 64 69 76

% Advanced 0.0% 0.0% 0.0% 0.0% 3.8% 0.8% 0.0% 1.6% 2.2% 0.0 1.4% 0.0%

% Proficient 5.2% 5.3% 6.2% 9.0% 15.0% 5.3% 2.3% 4.8% 9.9% 0.0% 10.1% 13.2%

% Proficient & Advanced 5.2% 5.3% 6.2% 9.0% 18.8% 6.0% 2.3% 6.5% 12.1% 0.0% 11.6% 13.2%

% Basic 12.1% 22.3% 32.6% 22.4% 11.3% 21.8% 40.9% 30.6% 30.8% 29.7% 53.6% 34.2%

% Below Basic 22.4% 25.5% 25.6% 28.4% 25.0% 27.1% 31.8% 32.3% 36.3% 32.8% 23.2% 35.5%

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% Far Below Basic 60.3% 46.8% 35.7% 40.3% 45.0% 45.1% 25.0% 30.6% 20.9% 37.5% 11.6% 17.1%

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Utah Street Elementary Los Angeles Unified School DistrictGuiding Questions

Which grade levels did not meet their Adequate Yearly Progress Objective of 13.6% of students scoring “Advanced” or “Proficient” on the California Standards Test in English Language Arts? Grades 2, 3, and 4 did not meet their AYP Objective of 13.6% of students scoring "Advanced" or "Proficient" on the English Language Arts CST.

Are there any grade levels that are showing a decrease in the percentage of students scoring “Advanced” or “Proficient” from 2001 to 2003? Grade 3 showed a decrease in the percentage of students scoring "Advanced" or "Proficient" from 2001 to 2003. In 2002 18.8% of students scored at the "Advanced" and "Proficient" levels while only 6.0% scored at the "Advanced" and "Proficient" levels in 2003.

Are there any grade levels that are showing an increase in the percentage of students scoring “Far Below Basic” from 2001 to 2003? Both grade 3 and 5 showed an increase in the percent of students scoring at "Far Below Basic (FBB)." Third grade went from 40.3% of students scoring FBB in 2001 to 45.0% scoring FBB in 2002 to 45.1% scoring FBB in 2003. Fifth grade however went from 37.5% scoring FBB in 2001 to only 11.6% in 2002 but the percentantage went back up in 2003 to 17.1%.

Are there any grade levels markedly lower in the percentage of students scoring “Advanced” or “Proficient”? What are the possible explanations? There are no other grade levelis no other grade level markedly lower in the percentage of students scoring "Advanced" or "Proficient." On the contrary, grades 2 and 4 have shown a streadysteady increase in the percentage of students scoring in the "Advanced" and "Proficient" bands.


- 3 out of the 4 grade levels tested increased the percentage of students scoring at "Advanced' or "Proficient" from 2001 to 2003: Grade 2 went from 5.2% in 2001 to 5.3% in 2002 to 6.2% in 2003 Grade 4 went from 2.3% in 2001 to 6.5% in 2002 to 12.1% in 2003 Grade 5 went from 0.0% in 2001 to 11.6% in 2002 to 13.2% in 2003

- 1 out the 4 grade levels tested decreased the percentage of students scoring "Far Below Basic " from 2001 to 2003 Grade 2 went from 60.3% in 2001 to 46.8% in 2002 to 35.7% in 2003

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Utah Street Elementary Los Angeles Unified School DistrictCalifornia Standards Test (CST)

California Standards Test in Mathematics Distribution of Scores by Performance Bands

Grade 2 Grade 3 Grade 4 Grade 52002 2003 2002 2003 2002 2003 2002 2003

# Tested 105 130 81 135 70 87 87 77% Advanced 1.9% 6.2% 1.2% 4.4% 4.3% 10.3% 0.0% 0.0%% Proficient 11.4% 23.8% 16.0% 14.1% 11.4% 17.2% 2.3% 9.1%% Proficient & Advanced 13.3% 30.0% 17.3% 18.5% 15.7% 27.6% 2.3% 9.1%% Basic 16.2% 22.3% 22.2% 26.7% 30.0% 20.7% 19.5% 32.5%% Below Basic 47.6% 36.9% 33.3% 38.5% 40.0% 32.2% 52.9% 28.6%% Far Below Basic 22.9% 10.8% 27.2% 16.3% 14.3% 19.5% 25.3% 29.9%

Guiding Questions

Which grade levels did not meet their Adequate Yearly Progress Objective of 16% of students scoring “Advanced” or “Proficient” on the California Standards Test in Mathematics? Fifth grade was the only grade level not to meet the AYP Objective of 16% if students scoring "Advanced" or "Proficient" on the Mathematics CSTs

Are there any grade levels that are showing a decrease in the percentage of students scoring “Advanced” or “Proficient” from 2002 to 2003? No grade levels showed a decrease in the percentage of studenetsstudents scoring "Advanced" or "Proficient" from 2002 to 2003.

Are there any grade levels that are showing an increase in the percentage of students scoring “Far Below Basic” from 2002 to 2003? All grade levels (2, 3, 4, and 5) showed and increase in the percentage of studenetsstudents scoring "Advanced" or "Proficient" from 2002 to 2003.

Are there any grade levels markedly lower in the percentage of students scoring “Advanced” or “Proficient”? What are the possible explanations? There are no grade levels markedly lower in the percentage of students scoring "Advanced" or "Proficient"

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Utah Street Elementary Los Angeles Unified School DistrictCritical Findings: Use the guiding questions to identify your critical findings.

- All grade levels increased the percentage of students scoring "Advanced" or "Proficient" from 2002 to 2003: Grade 2 went from 13.3% in 2002 to 30.0% in 2003 Grade 3 went from 17.3% in 2002 to 18.5% in 2003 Grade 4 went from 15.7% in 2002 to 27.6% in 2003 Grade 5 went from 2.3% in 2002 to 9.1% in 2003

- 2 out of the4 gradethe4 grade levels decreased the percentage of students scoring "Far Below Basic" from 2002 to 2003 Grade 2 went from 22.9% in 2002 to 10.8% in 2003 Grade 3 went from 27.2% in 2002 to 16.3% in 2003

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California English Language Development Test (CELDT)In addition to assessing the progress of all students towards their mastery of California standards, schools are required to monitor the progress of English learners (ELLs) towards developing academic proficiency in English. Progress is monitored in two ways. The first method is to analyze student scores on the California English Language Development Test (CELDT), an assessment mandated by the California Department of Education. English Learners must take the CELDT annually until they have been reclassified. The second method involves monitoring ongoing ELD progress using the District’s ELD Portfolio.

Annual CELDT Overall Proficiency Level2002-2003 Annual Assessment – All Students

Grades K 1 2 3 4 5 Total Tested

Overall Proficiency Number and Percent of students at Each Overall Proficiency Level

Advanced 00.0%

00.0%

34.0%

43.0%

22.0%

47.0%

1313.0%

Early Advanced 00.0%

619.0%

22.0%

109.0%

1917.0%

2237.0%

5915.0%

Intermediate 00.0%

1342.0%

2835.0%

3732.0%

4541.0%

2136.0%

14437.0%

Early Intermediate 00.0%

723.0%

2835.0%

3430.0%

2422.0%

814.0%

10126.0%

Beginning 00.0%

516.0%

1823.0%

3026.0%

1917.0%

47.0%

7619.0%

Number Tested 00.0%

31100.0%

79100.0%

115100.0%

109100.0%

59100.0%

Skill Area Mean Scale Scores

Listening/Speaking 0.0 454.5 512.5 501.4 524.8 552.2

Reading X X 443.7 461.8 485.9 519.7

Writing X X 390.7 410.8 426.0 439.3

Describe the distribution patterns of students by grade and proficiency level. The distribution patterns of students by grade and proficiency are mostly concentrated between Early Advanced to Early Intermediate or vice versa. In first grade, there were no students who scored at theat the AdvancedAdvanced proficiency level and the greatest percentage of students scored at the Intermediate level with 42.0% percent of first grade students. In second grade, 4.0% of second graders scored at the Advanced level and the greatest percentage of students scored at both the Intermediate and Early Intermediate level with 35.0% of second grade students scoring at those levels. In third grade, 3.0% of students scored at the Advanced level (a 1.0% percent drop compared to 2nd grade) and the greatest percentage of students scoring at the Intermediate level with 32.0% of third students scoring at that level. In fourth grade, only 2.0% of students scored at the Advanced level (a 1.0% percent drop compared to 3rd grade and a 2.0% drop compared to 2nd grade) and the greatest percentage of students scoring at the Intermediate

37

LAUSD, 01/03/-1,

Mandated by Title I, SCE, SI NCLB, NCLB, NCLB NCLB, Section 1111, (b)(3) (C)(7) EC 64001(f) Section 60810

http://data1.cde.ca.gov/dataquest


level with 41.0% of fourth grade students scoring at that level. In fifth grade, 7.0% of students scored at the Advanced level and the greatest percentage of students scoring at the Intermediate level with 36.0% of fifth graders scoring at that level.

Discuss the percentage of ELs who have met CELDT reclassification criteria at each grade level. No Kindergarten and 1st and 3rd grade students reclassified because they failed to meet the CELDT reclassification criteria. One 2nd grade, four 4th grade, and 20 5th grade students met the CELDT reclassification criteria at each grade level and reclassified during the past two academic school years (2002-2004).

Critical Findings: Use the guiding questions to identify critical findings.

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Longitudinal Analysis – All Students

2002 AssessmentGrades K 1 2 3 4 5 Total Tested

Overall Proficiency Number and Percent of students at Each Overall Proficiency Level

Advanced 00.0&

XX

00.0%

00.0%

48.0%

00.0&

62.0%

Early Advanced 00.0%

1724.0%

66.0%

77.0%

917.0%

00.0%

3911.0%

Intermediate 623.0%

3043.0%

3635.0%

2928.0%

1936.0%

00.0%

12034.0%

Early Intermediate 831.0%

1623.0%

3938.0%

4039.0%

1426.0%

00.0%

11733.0%

Beginning 1246.0%

57.0%

2322.0%

2625.0%

713.0%

00.0%

7321.0%

Number Tested 26100.0%

70100.0%

104100.0%

102100.0%

53100.0%

00.0

355100.0%

2003 Assessment

How did distribution patterns change from one year to the next? The distribution pattern changed significantly in some grade levels between levels. In other grade levels, the changes were slightly less significant between levels. In Kindergarten, for example for 2002 the highest percentage (46.0%) of students scored at the Beginning level, but in 2003, the highest percentage (53.0%) of students scored at the Early Intermediate level. For 1st grade, for 2002 the highest percentage (43.0%) of students scored at the Intermediate

39


level and in 2003 the highest percentage (46.0%) also scored at the Intermediate level. For 2nd grade, in 2002 the highest percentage (38.0%) of students scored at the Early Intermediate level and in 2003 the highest percentage (41.0%) of students also scored at the Early Intermediate level. For 3rd grade, in 2002 the highest percentage (39.0%) of students scored at the Early Intermediate level and in 2003 the highest percentage (38.0%) of students also scored at the Early Intermediate level. For 4th grade the highest percentage (36.0%) of students scored at the Intermediate level and in 2003 the highest percentage (35.0%) of the students also scored at the Intermediate level. For 5th grade in 2002 the highest percentage (34.0%) scored at the Early Advanced level and in 2003 the highest percentage (38.0%) scored at the Intermediate level. The distribution pattern for our school shows that in the primary grades (K-2) the percentage fluctuated more throughout the grade level. There were a lot of changes in certain proficiency levels in particular the first three proficiency levels (Beginning, Early Intermediate, Intermediate) showed the most substantial changes. In the upper grades (3-5) the percentage stayed nearly the same, if not the same, throughout the five different proficiency levels.

What percent of ELs met CELDT reclassification criteria at X grade? In Kindergarten, 1st and1st and 3rd grade no EL students met the CELDT reclassification criteria. In 2nd grade, one student (1.0%) met the CELDT reclassification criteria. In 4th grade, 4 (5.0%) students met the CELDT reclassification criteria. In 5th grade, 20 (37.0%) students met the CELDT reclassification criteria.

What cohorts of students showed increases in proficiency levels? Second, third and fifth grade where the grade-level cohorts that showed the most increase in proficiency levels. But in terms of level, Kinder showed the greatest increase in percentage of students scoring at the Early Intermediate. In 1st grade, the greatest increase of percentage of students was in the Intermediate level. 2nd grade showed the greatest increase in the percentage of students scoring at the Early Intermediate level. 3rd grade showed the greatest increase in the percentage of students scoring at the Advanced level. 4th grade showed the greatest increase in the percentage of students scoring at the Intermediate level. 5th grade showed the greatest increase in the percentage of students scoring at the Intermediate level as well.

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Utah Street Elementary Los Angeles Unified School DistrictStudent Reclassification Rate

The following table represents reclassification information over a three-year period. These reclassification rates are based on a December-to-December reporting period using the Master Plan Survey Data.

How does the school monitor CELDT scores, CST scores and grades to reclassify students? The EL coordinator monitors and reviewcoordinator monitors and reviews the CELDT and CST scores and report card grades monthly to review ELD progress rosters and meets with classroom teachers to discuss which students are meeting classroom benchmarks in Language Arts. The EL coordinator is also responsible for informing both the Language Appraisal Team and the Administrator on students ready to reclassify and students who are having difficulty reclassifying in a timely manner.

What is the role/responsibility of the classroom teacher, English learner program coordinator, administrator and Language Appraisal Team in implementing district criteria stated in memoranda and reference guides each year?

- The classroom teachers are responsible for monitoring the students’ grade-level goals for each 6-week OCR unit assessment. Also, the teachers are responsible for feeling that the students will be successful


Number of Reclassified English Learners2000-2001 2001-2002 2002-2003

Indicator School Local District

District School Local District

District School Local District

District

Reclassification Rate Total EL

Eligible442 42,684 311,425 454 45,288 307,024 463 41,626 301,746

No. Reclassified25 4,004 34,839 40 3,601 30,829 18 429 6,326

Percent Reclassified 5.7% 9.4% 11.2% 8.8% 8.5% 10.0% 3.8% 1.0% 2.1%

41

LAUSD, 01/03/-1,

Mandated by NCLB/ EC 313, 60810-60811, 62002

http://www.lausd.net/

Utah Street Elementary Los Angeles Unified School Districtin a mainstream English program based on their report card marks of 3 or 4 in both Language Arts and Mathematics.

- The EL coordinator is responsible for monitoring the ELD progress rosters for each classroom. Also provide professional development on ELD standards and aligning them to the grade-level content standards. Identify and assess students who meet the reclassification criteria, update student records, and notify parents and maintain documentation for student records.

- The Administrator is responsible for monitoring instruction in al classrooms and reviewing ELD progress rosters and identifying barriers and solutions for students that are not reclassifying in a timely-manner.

- The Language Appraisal Team is responsible for monitoring and reviewing students. They determine whether they feel a student will be successful in a mainstream English program based on their report card marks of 3 or 4 in both Language Arts and mathematics. They also review the students CST and CELDT scores in conjunction with the report card and Language Arts benchmark assessment.

How does the school’s reclassification rate compare to the local district and the district overall? Although Utah’s reclassification rate for 2001-2002 is almost half of that of both Local District H and LAUSD, the reclassification rate for 2002-2003 is double that of both Local District H and LAUSD.

Has the school’s reclassification rate increased or decreased over the past 3 years? It increased from nearly double from 2000-2001 to 2001-2002, going from 25 to 40. However, it decreased from 40 in 2001-2002 to 18 in 2002-2003, a decrease of more than 50%.


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Modified Consent Decree Least Restrictive Environment

Data Section: Least Restrictive Environment

Instructions: Complete all boxes then use the data to identify the critical findings.

Instructional Setting SLD and SLI (unduplicated count) 2002/03 2003/04# with an IEP 35 37% out of General Education 0–20% 100% 97%

% out of General Education 21-60% 0 .03%

% out of General Education 61-100%% out of General Education 61-100%

0 0

Instructional Setting All other eligibilities 2002/03 2003/04# with an IEP 46 42% out of General Education 0 –20% 0 0% out of General Education 21-60% 0 0% out of General Education 61-100% 100% 100%

CurriculumIdentify the type of curriculum in which students are participating:

Number of

students

% from total special education population

2002/03 2003/04District general education curriculum for his/her grade level. 10 14% 13%

District general education curriculum using accommodations or modifications. 44 59% 55%

Alternate District curriculum provided to prepare him/her to access the District’s general education curriculum.

25 27% 32%

(This data is available through the web-based IEP or is located in Section J of the student’s IEP)

STAR Assessment (This data is available through the DSS system)Identify the percent of students with disabilities who participated in the following assessments:

Total 2002/03

CAT/6 with no accommodations or standard accommodations. 54CAT/6 with nonstandard accommodations. 0California Alternate Performance Assessment (CAPA). 11Did not take any assessment. 14

43

LAUSD, 01/03/-1,

Mandated by the Chanda Smith Consent Decree Plan 12 Least Restrictive Environment



Master Plan Services (Indicate the number of English learners with disabilities participating in each program)

Structured English Immersion Services

(ELD SDAIE, Primary language support)

Basic Bilingual Services (Primary language

instruction, ELD, and SDAIE)

Mainstream English Services

Total2003/2004

56 N/A 23 79

Students no longer requiring special education services.Number of students who have been exited from all special education services. Total

2003/2004

What does your data tell you about:Instructional setting:

Examine the percentage of students with disabilities who are participating in general education classrooms for 41% or more of the instructional day. What strategies are in place to increase the percent of time? For students with disabilities who are participating in general education classrooms for 41% or more of their instructional day, the following instructional strategies are being implemented:

o breaking down lengthy tasks into smaller more manageable segments with frequent breaks

o positive feedback regarding his/her performance and repetition/restating, structure, boundaries, scheduled assistance with transitions

o structured assistance to help with on-task behavioro modeling

How are students with disabilities supported within the general education class? o Remedial materials are providedo Continual redirection and prompting to complete simple written taks within their

abilityo Counselingo Behavior planso Temporary Support Assistantso Instructional modifications/accomidationso One-on-One assistance by peer or teacher assistance

Curriculum and Instruction:

What curriculum is used within the special education program? Special education programs are held accountable to the same curriculum that general education classrooms

44


are being held to, with the exception of the MRM and Autistic classrooms that use the Alternate Curriculum and Zoo Phonics.

How do second language learners with disabilities receive English language development support? SDAIE strategies and ELD scaffolding strategies are used with ELL students

Which students are exited from special education (SLD, SLI, ED, etc.)? SLI and SLD students are exited from special education.

Assessment

How are students with disabilities are participating in the STAR assessmenassessment? All students with disabilities participate in the STAR assessment with the accommodations and modifications specified in their IEPs.

t? How are IEPs monitored to ensure participation of students with disabilities in the STAR

assessment (CAT/6 and CAPA)? Special education teachers review the IEPs at the time of testing to determine what accommodations and modifications are required for the special education student.


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Section Three (B)English Language Development (ELD) Assessment Portfolios

English Language Development (ELD) Placement by Grade EnrolledThe following table presents information regarding English Learners’ progress in acquiring English language proficiency as of ____May 15, 2004_________. The progress of ELs in acquiring English language proficiency is determined by identifying their current proficiency level and amount of time in the program.

Each row represents a cohort of students based on the grade initially enrolled.

46

LAUSD, 01/03/-1,

Mandated by NCLB / EC 305, 306, 310, 313, 60810-60811, 62002

.., 01/03/-1,

This data is available from the school’s local district English Language Learners coordinator or advisor or through the LAUSD Language Acquisition Branch (213) 241-5582.


47


48


49


Examine the ELD progress of your students by grade level. - In first grade, 59.7% of ELD students are at or above their ELD target and 39.2%

students below target in language development. - In second grade, 53.3% of students are at or above their ELD target and 38.5%

of second grade ELD students below their target. - In third grade, 30.8% of ELD students are at or above their ELD target and

69.2% of them below their target in language development.- In fourth grade, 65.8% of ELD students are at or above their ELD target and

34.2% of them below their target language development. - - In fifth grade, 45.8% of ELD students are at or above their ELD target and

54.2% of them below their target language development.

Describe which grade levels are and are not progressing toward the goal of moving one ELD levelELD level per grade at the elementary school and one per semester at the secondary

50


school. At every grade-level students are both progressing and not progressing toward the goal of moving one ELD level per grade.

Critical Findings:

In all grade levels, the students who have been ELD students the longest are the students that are failing meet their target ELD growth. They are failing to meet the growth target and are not receiving the SDAIE and scaffolding strategies that would help them move ahead ELD levels.

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Local Assessments

Directions: Describe local math and language arts assessments. Include quarterly assessment data for math as available.

Percentage of Students Meeting BenchmarkIn End-of-Year Open Court Assessments

Grade Level LAUSD School2001-2002 2002-2003 2001-2002 2002-2003

KindergartenUppercase Letters 85.4% 87.0% 31.6% 52.9%Lowercase Letters 88.8% 89.9% 57.9% 76.5%Rhyming Words 77.8% 80.5% 28.9% 35.3%Consonants 79.2% 81.4% 21.1% 29.4%Vowels X X X XSyllables in Words 74.8% 82.8% 26.3% 35.3%Phonemes in Words 45.6% 47.3% X XOral Blending (Word Parts…) X X X XOral Blending (Syllables) X X X X

End-of-year Fluency 1st Grade 65.5% 35.6% 37.1% 15.1% 2nd Grade 50.3% 42.1% 16.9% 17.7% 3rd Grade 39.6% 40.6% 13.2% 15.1% 4th Grade 26.9% 36.2% 7.8% 25.9% 5th Grade 27.5% 46.1% 10.6% 11.6%

Describe the percentage of students meeting benchmarks over the last two years. Over the past two years, Kindergarten, 2nd, 3rd,3rd and 4th grade students have increased the percentage of students meeting benchmarks. Fourth grade made the most impressive gains in increasing the percentage of students meeting the benchmark for the End-of-Year Fluency exam by more than tripling their numbers.

Address other factors in addition to fluency that impact student results. Utah has many other factors that have impacted our students’ results:- Un-stable community (over the past 6 years the community around the school has

fluctuated greatly)- Limited parent involvement - High percentage of students needing special services (RSP, etc…)- High transiencey rate- High rate of teachers who have not taught the same grade level for two or more years

due to transiencey rate- In terms of student population, high percentage of students lacking continuity in

schooling history- High percentage of ELL students who are ELD 1 and 2, students for who the

Reading/Language Arts program was not designed

52

http://esis.lausd.net/


For further insights, examine results during grade level by looking for trends and patterns by language classification subgroups: RFEP, IFEP, EOs, LEP. Which subgroups have not been performing well? What are some implications? EO and LEP students are showing difficulties in meeting the benchmarks. For EO students performing at the Intensive and Strategic levels isstudents performing at the Intensive and Strategic levels are that they are missing many of the scaffolding strategies that are benefiting the ELL students in terms of reading comprehension. For ELL students performing at the Intensive and Strategic levels, the implications are that the reading program adopted by the district is not designed for ELL students and the reading levels are far beyond that of which the students are working on, especially for ELD 1’s and 2’s.

What factors might have contributed to this subgroups’ failure to meet its benchmarks? See above


- EO students performing at the Intensive and Strategic levels are missing many of the scaffolding strategies that are benefiting the ELL students in terms of reading comprehension

- RFEP student and high ELD student are performing at higher levels than the EO and low ELD students

53


Language Arts Performance Assignment

District Language Arts Performance Assignment

Grade Level Year TestedTotal

Number Tested

No Score (0)Not

Proficient (1)

Partially Proficient

(2)

Proficient(3)

Advanced(4)

Grade 22002 12 0.0% 50.0% 33.3% 16.7% 0.0%

2003 0 n/a n/a n/a n/a n/a

Grade 32002 11 0.0% 18.2% 63.6% 18.2% 0.0%

2003 5 20.0% 0.0% 0.0% 40.0% 40.0%

Grade 42002 27 0.0% 7.4% 59.3% 29.6% 3.7%

2003 22 0.0% 31.8% 18.2% 36.4% 13.6%

Grade 52002 38 0.0% 18.4% 52.6% 28.9% 0.0%

2003 31 0.0% 19.4% 35.5% 41.9% 3.2%

Critical Findings:

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Section Four

Current Conditions, Findings and Barriers

There are many ways to obtain information that describe the instructional practices of the school. Among those are: surveys, interviews, classroom visits and examination of student work. This information and the summative data from Section Three will help the school identify successful or unsuccessful practices.

SAMPLES OF INFORMATION GATHERING AND FINDINGSSurveys:Surveys were administered to faculty, students, and their parents. The survey questions focused on instructional programs, standards, use of data, useand use of time, school culture, professional development, and parent training. Data collected from these surveys revealed that parents and students did not have a comprehensive understanding about how standards are related to the classroom practices and student grades. Teachers’ responses indicated that they did not have enough time to work together to analyze student work and other data in order to provide differentiated instruction and that professional development lacked focus. The survey of students showed that they did not take active responsibility for their own learning.

Interviews:Members of the Single Plan team interviewed administrators, teachers, school support staff, classified staff, paraprofessionals, parents and students and asked specific questions from Section Four. Most interviewed felt that the school is making progress in improving literacy and mathematics for all students. Respondents expressed concern about overcrowded school conditions, low academic skills of some students, inconsistent professional development, and lack of parental involvement.

Classroom Visits:After classroom visitation training, administrators, local district personnel, teachers, and parents conducted classroom visits to determine if there was visible evidence of implementation of standards-based instruction occurring schoolwide. The data from these visits influenced grade level professional development. Some teachers used rubrics and criterion charts. Use of technology in the classroom has been a school priority but these classroom visits revealed that consistent use of computers by students was not evident.

Examination of Student Work:Student work samples in all content areas are collected at benchmark points throughout the year. These samples are analyzed by teachers during grade level and/or department banked time meetings. These samples indicated that grade level standards alignment and rigor are not consistent across grade levels.

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Current Conditions, Findings and Barriers

The questions in this section are used to define the school’s current educational practices and strategies. To complete this section, all members of the school community should respond to selected questions. Parents and community members are specifically asked to assist in answering the questions in Component 3.

Directions: To develop the critical findings in each component, use the findings and data analysis from Section Three, findings from the information gathering process and the answers to the questions contained in this section. The analysis of these resulting critical findings in each component will lead to the identification of underlying causes that led to lack of student achievement (barriers).

Component 1

STANDARDS-BASED CURRICULUM, ASSESSMENT, AND RESEARCH-BASED INSTRUCTIONAL STRATEGIES

Directions: Provide responses to the following questions in narrative or bullet form.

1. Alignment of standards, curriculum and assessment:

How are teachers educated about standards, curriculum and assessment? The Standards-Based Reform Model has provided teachers with many opportunities to participate in professional development that is focused on standards-based instruction. Teachers participate in many opportunities for Professional Development offered at the district and school level. During the first school month, teachers analyzed standardized test data such as CST, CAT/6 and CELDT to identify strengths and areas for improvement for the school year. Teachers were introduced to the New Standards Performance Standards (NSPS) for writing in grades K-5. As a result, they have learned how to align the NSPS with the California content standards. Through grade level articulation teachers have worked on developing monthly standards-based tasks for the Response to Literature that werewas based on the NSPS. Also, teachers are offered weekly and monthly opportunities to become familiar with the other content standards and to also learn to create their own standards-based curriculum. At grade-level teacher meetings, teachers have the opportunity to meet as a grade-level to discuss content standards, curriculum and assessment. Each week of the month is dedicated to one of the content areas. The first week is dedicated to school and district issues, such as ELD portfolios. The second week of the month is dedicated America’s Choice design for Literacy (specifically writing),; the third week is dedicated to math standards and curriculum. The last week of the month is dedicated to language arts standards and curriculum. Every week the teachers meet with one of the support personnel (Literacy Coordinators, Math Coach, and Literacy Coach) to work on helping the students meet the standards in the content areas. The teachers discuss the focus standards for that particular content area, design curriculum based units and activities and a final culminating activity to show the mastery of the standard. Teachers also meet to discuss quarterly and unit assessments for the math and Open Court programs, respectively, we

57


have adopted. In addition, at during the Buy-Back days at the start of the school year, teachers were introduced to the New Standards Performance Standards (NSPS) for writing in grades Kindergarten through fifth grade. This allowed teachers to learn how to align the NSPS with the California writing content standards.

How do teachers at all grade levels and/or departments ensure that curriculum and assessments are aligned to standards for all students? The core curriculum being implemented (SRA OCR 2000, Harcourt Brace Mathematics 2000, Hampton Brown Into English) arecurriculum being implemented (SRA OCR 2000, Harcourt Brace Mathematics 2000, Hampton Brown Into English) is all grade-level standards based programs. If teachers are following the OCR pacing plan and the math instructional guide, they are teaching a curriculum that is based on grade-level standards. The assessments are created by the distrcitdistrict and are based on the instructional guides and pacing plans.

How does the school’s leadership and organizational structure address student achievement and standards-based instruction? All of the professioanlprofessional banking time we are allotted (Tuesday's Bank Time) is spent on working towards addressing studdnetstudent achievement and standards-based instruction. One week is dedicated to OCR, one to math, one to ELL, and one to Writer's Workshop. At the beginning of the school year, our Professional Development Committee comes up with a plan to make sure that we address the needs of our students based on the OCR unit tests and the math quarterly assessments. The professional development for Writer's Workshop and ELL is needs-based depending on teacher need or what the EL and literacy coordinators feel are pressing issues.

How are students educated about expectations for mastery of standards? Students are an integral part of the curriculum, standards and assessment process. Students’ instructional needs are identified and provided through standardized test results, local assessment results in Reading and Mathematics, CELDT results, ELD portfolios, and student writing portfolios. Students were informed regarding expectations for student mastery of standards through review of standards and checklists for student achievement. Prior to the delivery of the lessons, students’ prior knowledge is activated and standards are reviewed.

How does the school’s core curriculum address state content standards? As stated above, SRA OCR 2000, Harcourt Brace Mathematics 2000, Hampton Brown Into English are all standards-based programs. OCR is aligned to the CA grade-level content standards for reading, writing, listening and speaking. The math program is aligned to the CA grade-level content standards for math. Into English! is aligned to grade-level content standards for social studies and science.

How are the needs in content area classes identified and met to provide students with rigorous instruction and disciplinary literacy? At the beginning of the school year, teachers were given pacing plans for math and language arts informing and explaining to teachers what areas will be the focus for each quarter. Prior to start of each quarter, teacher met at grade-level meetings with various support personnel to discuss the

58


standards that will be addressed at that time and how to help students meet these standards. Once the students have taken the unit and quarterly assessments, the teachers analyze the students’ assessments to find the weak areas of student achievement. They then , design and develop necessary lessons to help the students catch-up in the areas they are lacking. One component of the Standards-Based Reform Model provided all teachers in first through fifth grade the opportunity to observe standards-based instruction practice. The Literacy Coordinators modeled best practices and teachers replicated the lessons in their classrooms. The Literacy Coordinators provided guidance and support to students and teachers through classroom visitations to ensure the implementations of a literacy block in every classroom. In addition, the Literacy Coordinators facilitated professional development that provided on-going support and assistance to teachers as they implemented standards-based instruction, guided instruction with clearly articulated standards, used data to plan for instruction and set targets, and monitored the results of students achieving the standards. Moreover, the Literacy Coordinators assisted in planning and organizing school-wide implementation of the 25 Book Campaign (Million Word Campaign). The LAUSD funded Literacy Coach supported the implementation of the District Reading Program (Open Court) through classroom visitations, demonstration lessons, and reciprocal teaching. The data that assisted teachers in raising their implementation level. Additional assistance was provided to teachers in developing an action plan based on the assessment data to increase overall test scores.In addition, the LAUSD funded Math Coach supported the implementation of the District Math Program, Hartcourt Brace Mathematics. The Math Coach facilitated this process by communicating expectations and providing information on the curriculum and which standards were addressed. She demonstrated how the standards should be communicated to the students throughout the lessons. The Math Coach also collected data on the quarterly assessments, which was organized according to the standards. This data was organized so that teachers could easily determine which standards needed more review. As a result of this articulation, ideas have been generated to implement the following year. These strategies will help promote the achievement of the math standards. The Categorical Programs Advisor had provided professional development to teachers with ELD students regarding strategies for sheltering English to achieve ELD standards. Teachers were given information on resources and how to allow the ELD portfolios to guide instruction and teaching practices. She worked with grade levels in developing task that addressed the ELD standards and at the second grade level helped develop task packets for ELD portfolios 1-4. The Categorical Programs advisor discussed CELDT results and analyzed them to target the necessary instruction. She also met with teachers to identify students that are not making adequate progress towards reclassification.

How do teachers and students participate in the assessment process? Teachers are the driving force for assessment. At the beginning of the school year, teachers were given pacing plans for math and language arts informing and explaining to teachers what areas will be the focus for each quarter. Prior to start of each quarter, teacher meetteachers

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meet at grade-level meetings with various support personnel to discuss the standards that will be addressed at that time and how to help students meet these standards. Teachers are responsible for keeping up with the pacing plan for each program (OCR & Math) and preparing students to take the Unit and Quarterly assessments. Teachers administer the assessments and evaluate the results. They summarily collect, interpret and report data to colleagues, students and parents. Teachers share assessment results at monthly grade level articulation sessions with predetermined goal towards improving student achievement. These assessments include, but are not limited to Open Court Unit Assessments, End of Selection Assessments, Math assessments and State Standardized Tests. Furthermore, all teachers have participated in and reported on Focus Walks with faculty in order to self-evaluate the progress of all students toward achieving the California content standards and NSPS. As stated above, the students help create rubrics whenever possible and are then held accountable for the rubric they helped create. On more straight-forward assessments, the students review the assessments they have taken and are prepared by reviewing the standards they have covered. Assessment results are communicated to students and next steps are identified. They also participate in the assessment process through developing student-generated rubrics and checklists. Students also participate in strategies that encourage them to take responsibilities for their learning. This is accomplished as students review their writing samples and improve their work through the processes of self-editing and peer editing. In addition, students identify areas of strength and weaknesses through conferencing with their teachers. They provide standards-based feedback to peers through author’s chair and response groups.

What accommodations are made for diverse learners to access standards-based curriculum and assessments? Accommodations are made for diverse learners to access standards-based curriculum and assessments through a variety of strategies. Teacher present lessons in a variety of modality and teaching styles to accommodate the different learning styles and modalities of the students. Also, the programs we have in place (OCR & Hartcourt Brace Math) offer different teaching strategies according to modality and learning styles. For example, lessons are presented with alternate teaching strategies, like KinistheticKinesthetic and Audio-Visual. Also teachers of ELL utilize SDAIE strategies to ensure that English Learners acquire the necessary information in a comprehensible manner to assimilate the standard. Also teachers utilize the ESL supplement for Open Court Reading and the Into English! Series to provide students with adequate ELL instruction in addition to standards-based curriculum. Appropriate interventions are provided for students requiring additional assistance. This accomplished via small-group instruction. Teachers modify instructional programs for at-risk students using the Intervention Component of the core curriculum. Students are also referred to the Student Success Team and Language Appraisal Team where further and appropriate interventions are planned. Some of the interventions may include the Extended Learning Opportunities, After School Intervention and Summer School. Students identified as requiring further assistance may be evaluated for the Resource Specialist or Special Day Class.

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How does differentiated instruction address the needs of gifted students to meet or exceed state core curriculum and standards? Instruction is differentiated for gifted and talented students by

How are testing accommodations provided for students with disabilities participating in the assessment process? Various testing accommodations are provided for students with disabilities that participate in the assessment process. Identified students with disabilities participatedisabilities participate in alternative assessment, California Alternate Performance Assessment (CAPA). This assessment is primarily adminsiteredadministered to student that havestudents that have severe disabilities who are unable to take the CalforniaCalifornia Standards Test and CAT/6. Student’s Individualized Education Plan (IEP) specifyspecifies the accommodations and modifications that are appropriate for the student based on their disability. For example, some students may receive additional time to complete the assessment or they may have someone read the assessment aloud. Other accommodations may include the use of additional tools, such as a calculator or large print testing materials

How are students with disabilities included in standards-based instruction and curriculum? All students with disabilities and IEP are still held accountable to the standards-based instruction that general students are held accountable to. Students with specific learning disabilities participate in general education the majority of the day, sometimes the whole day with the new inclusion model. Also, the majority of special day class student are being mainstreamed for large portions of their instructional day. This mainstreaming mode is written into the students IEP and monitored for effectiveness. Students with moderate to severe disabilities like MMR and Autistic are not fully participating in the full inclusion model as of yet, we hope to have them mainstream for at least a portion of the day soon.

Describe the school’s ELD program. How and when do teachers use ELD materials to address the ELD standards? Our ELD program is Into English! by Hampton Brown. All classroom teachers address their ELD curriculum and standards first thing in the morning. They use the Into English! program to address ELD standards. Also OCR has aan ELD supplement thatsupplement that teachers also use during the reading and language arts block. Multiple instructional materials are also usedalso used to enhance and support the reading and language arts programs such as Waterford Early Reading Program, Rigby Classroom Libraries, Write Time for Kids, Friends and Phonics, and Accelerated Reader. Additional resources including literacy materials, computers and software will enhance language acquisition, decoding strategies, comprehension and fluency and will support varied reading levels for all students and in particular for ELL students.

How do teachers assure that English learners understand standards-based core curriculum? Accommodations are made for diverse learners to access standards-based curriculum and assessments through a variety of strategies. Teacher present lessons in a variety of modality and teaching styles to accommodate the different learning styles and modalities of the students. Also, the programs we have in place (OCR & Hartcourt Brace

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Math) offer different teaching strategies according to modality and learning styles. For example, lessons are presented with alternate teaching strategies, like KinistheticKinesthetic and Audio-Visual. Also teachers of ELL utilize SDAIE strategies to ensure that English Learners acquire the necessary information in a comprehensible manner to assimilate the standard. Also teachers utilize the ESL supplement for Open Court Reading and the Into English! Series to provide students with adequate ELL instruction in addition to standards-based curriculum. Appropriate interventions are provided for students requiring additional assistance. This accomplished via small-group instruction. Teachers modify instructional programs for at-risk students using the Intervention Component of the core curriculum. Students are also referred to the Student Success Team and Language Appraisal Team where further and appropriate interventions are planned. Some of the interventions may include the Extended Learning Opportunities, After School Intervention and Summer School. Students identified as requiring further assistance may be evaluated for the Resource Specialist or Special Day Class.

Critical Findings: Alignment of standards, curriculum and assessment

While a standards-based literacy block has been implemented in all K-5 classrooms, there is a need to continue to support and monitor its progress in order to close the achievement gap for students in all subgroups. Teachers need additional strategies to implement a standards-based Mathematics program for all students in grades K-5. Although student’s standardized assessments demonstrate progress in achieving grade level benchmarks, there is still a need to improve since a significant number of students are still achieving below grade level. Moreover when compared with students statewide there is a need to close the achievement gap for all students. District mandated Local Assessments in Open Court Reading and Mathematics still demonstrate gaps in students achieving the California content standards. Furthermore, students and teachers need additional support and guidance from the Categorical Programs Advisor to ensure that a comprehensive structured English Language Development Program is being offered and implemented for all English Language Learners within the various subgroups.

Additionally, the majority of parents are unaware of how their child is achieving on the Open Court Reading End of Unit andUnit and Mathematics Quarterly assessments due to the lack of a systematic process to report results. Often parents are informed when it is too late to provide intervention and support to students.

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2. Identification of research-based instructional strategies, and the consistency/fidelity of implementation:

What specific research-based strategies are used in reading and mathematics for all groups of students? Open Court Reading Program allows for a standards-based reading program in

every classroom Harcourt Brace Mathematics program allows for a standards-based math program in

every classroom Writer’s Workshop allows for standards-based reading and writing instruction in

every classroom Teacher Assistance are provided with training in order to use specific strategies in

Language Arts and Mathematics such as using primary language support, SDAIE, using manipulatives, realia, and graphic organizers which are designed to help our English Language Learners in meeting district guidelines.

Categorical Programs Advisor, Literacy Coordinators, Literacy Coach and Math Coach provide staff development to teachers and paraprofessionals on using strategies specifically designed to assist English Language Learners in Language Arts and Mathematics

English Language Learners are given instruction with specific strategies to promote English language development such as SDAIE (Specially Designed Academic Instruction in English), directed instruction, graphic organizers, and listening centers, and technology.

Mathematics instruction for English language learners, students at-risk and students with disabilities is provided using visuals, manipulatives, realia, cooperative learning strategies, teacher’s assistants and small group instruction to address individual student needs

. GATE students are provided with individualized critical thinking instruction in

mathematics, language arts, and enrichment opportunities as indicated on their Elementary Content Description Form for Gifted/Talented Programs.

What is the evidence that research-based strategies are used effectively in all other content areas? Through learning walks, student work shows evidence of effective research based strategies. State standardized test scores have made a significant increase. Analysis of student assessments and STAR test scores demonstrate that research-based strategies are being implemented effectively and are impacting student achievement.

What specific research-based strategies are utilized to meet the needs of historically

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underserved children of poverty, homeless, migrant, American Indian, females and other minorities?

The Migrant Education Questionnaire will be part of the school’s enrollment packet.

An individual learning plan will be maintained for each migrant student enrolled.

Maintain a stable school and classroom environment for all students, in particular the migrant education student.

Integrate culturally relevant content and build on migrant student’s strengths

Enhance self-concept and self-esteem

Personalize lessons with student’s experiences

Scaffolding strategy is used with students in special education by engaging in appropriate instructional interactions designed to model or assist. These interactions eventually lead to independence.

A school psychologist works in conjunction with special education teachers in order to provide Special Education students maximum access to resources as provided by the student’s IEP. Psychologist accesses students and recommends specific strategies designed to assist Special Education students with Language Arts and Mathematics.

How is disaggregated data utilized to determine the effects of strategies on closing of the achievement gap? The Site Administrator acts as data analysis to assist teachers to use

disaggregated data to identify strengths and weaknesses on an on-going basis. The Site Administrator disaggregated CST and CAT/6 Stanford 9 data in a variety of ways that would facilitate understanding the results.

Data analysis helped teachers to determine the effectiveness of the curriculum and instruction. Administrators, Literacy Coach,

Math Coach, Categorical Programs Advisor, and Literacy Coordinators facilitate training on using data to write grade level action plans that would assist students in closing achievement gap.

How does the school implement the District’s pacing plans and instructional guides? All teachers have participated in staff development on curriculum maps and pacing plans. Teachers plan collaboratively by grade levels using pacing plans. Assessments are aligned with State Standards, pacing plans, and curriculum maps.

How are ELD, SDAIE, and primary language strategies used to facilitate access to the core program? SDAIE strategies are incorporated into core programs for ELL students. Teacher and paraprofessionals provide primary language support as

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needed. The core curriculum is correlated appropriately with ELD and ELA standards for English Language Learners.

What research-based strategies are utilized to meet the needs of students with disabilities within general education? Special education? Categorical Programs Advisor, Literacy Coach, Literacy Coordinators, and Math

Coach work in classrooms with small groups and individual students to address individual student need.

The LAUSD funded Library Assistant works with students every morning to provide additional assistance in reading independently and helping student find books at their independent reading level(s).

The LAUSD Early Behavior Intervention Counselor provides counseling sessions designed to improve the self-esteem and social behavior of at-risk students.

The Resource Specialist Teacher works with students identified by the School Psychologist and Student Study Team as needing extra assistance in achieving the standards as indicated on their Individualized Education Program.

The Title I and LAUSD funded School Psychologist works closely with students and teachers identify at-risk students.

The school funded Title I nurse consults with students regarding their health and nutrition as the need arises.

Teacher Assistants funded by Bilingual, Title I, and School Improvement funds provide additional assistance to students having difficulty meeting benchmark standards.

How are research-based service delivery models used to ensure students with IEPs are provided service in the least restrictive environment? All students including some with IEP’sIEPs participate in Writer’s Workshop and

independent reading as recommended by Standards Based Reform Design Students with IEP’sIEPs participate in school wide literacy activities such as the

Million Word Campaign. IEP’sIEPs are followed in the context of research-based services delivery model.

Some Special Education students work in mainstream classrooms to provide them with mainstream instruction during Writer’s Workshop.

Critical Findings:

3. Data collection, analysis and reporting of student academic achievement:

What data is collected, analyzed, and reported to, how often, and by whom? At the local level, data is collected on a regular basis through the Open Court assessments

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and through the quarterly math assessment. The Open Court Unit assessments are administered approximately every 6 weeks and collected bycollected by the Literacy Coach about 1 week after the assessments have been administered. The math assessments are administered four times in the school year according to the pacing plan ad are collected by the math coach about 5-8 days after the tests were administered. At the state level, the data collected is mainly that from state tests, specifically the STAR tests. (SAT 9 in previous years and beginning this year, the CAT6. The STAR tests are administered once a year but a various times a year. The STAR tests are composed of the SABE2, 4th Grade California Writing Exam, the CAT6 (California Achievement Test, Sixth Edition), CST (California Standards Test), and this year the CAPA (California Alternate Performance Assessment). The STAR tests are administered by classroom teachers and collected by the STAR Testing Coordinator. The data is then sent to the school after the tests have been scored. The information is desegregated at the state, district, school, teacher, and individual student level(s). In addition to these standardized assessments, Standard English Learners (SEL), IFEP, RFEP and ELD 5 students in grades 2-5 participate in the LAUSD Performance Assignment that measures student progress in achieving the California content standards in writing. Students are given a prompt and rubrics to self-assess their writing performances prior to submitting the assessment for final evaluation.

How is data used to inform instruction designed to close the achievement gap? Teachers receive individual reports that identify strengths and target areas for improvement according to curricular areas and specific skills within that area.

What does the school do to prepare teachers to effectively use data to improve individual student achievement? To improve the overall instructional program?The End of Unit assessments are administered to all students receiving Open Court instruction. After each unit assessment, an end of unit summary report is designed reflecting each grade level’s analysis of their data. The summary report also outlines an instructional action plan to be implemented prior to the next assessment. The summary report also outlines specific actions of the literacy coach and the administrator to support planned actions. In addition, each teacher identifies benchmark, strategic and intensive strategies and his/her planned instructional focus and support during Independent Work Time(Time (IWT). The Literacy Coach is responsible or inputting data into the Student Online Assessment Reporting system and preparing summary reports for teachers. Grade level meetings are then organized to review SOAR data and determine patterns of errors and developing “next steps” for instruction. The Harcourt Brace Mathematics Program provides unit assessments for all students receiving Math instruction. Teachers administer assessments every six weeks and results are calculated. During professional development sessions, teachers who then have an opportunity to identify vest practices and develop safety nets for closing the achievement gap analyze results. Finally, reports are prepared and submitted to the local district office. For individual student achievement, particularly in terms of our migrant population, an individualized learning plan, which includes interpretation of assessment results, is filled out by teachers for each migrant student and shared with parents at parent conference

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time twice a year. This individualized learning plan is kept on file in the student cumulative folder.

How does the school determine the effectiveness of data analysis to identify students for differentiated instruction and intervention? Teachers receive individual reports that identify strengths and target areas for improvement according to curricular areas and specific skills within that area. In addition, teachers receive use the data to help identify potentially Gifted and Talented students. Teachers receive professional development on strategies for interpreting and analyzing data to improve student achievement. Furthermore, teachers meet in grade level teams to identify students at risk of not meeting the established benchmarks for the standards at their grade level. Teachers then collaborate with colleagues to plan and organize appropriate intervention strategies for these students. They also identify strategies for challenging the Gifted and Talented students by differentiating instruction, especially for those that are underachieving. For individual student achievement, particularly in terms of our migrant population, an individualized learning plan, which includes interpretation of assessment results, is filled out by teachers for each migrant student and shared with parents at parent conference time twice a year. This individualized learning plan is kept on file in the student cumulative folder.

What data are collected and analyzed to determine the effectiveness of special education services and programs? As stated above, aside from the standardized tests all students are required to take, Standard English Learners (SEL), IFEP, RFEP and ELD 5 students in grades 2-5 participate in the LAUSD Performance Assignment that measures student progress in achieving the California content standards in writing. Students are given a prompt and rubrics to self-assess their writing performances prior to submitting the assessment for final evaluation. Students complete this writing assessment independently and teams of teachers who are trained in scoring and evaluating Performance Assignments analyze the writing and score them accordingly. Work samples are scored by more than one person ensuring rater reliability of scores. Some of these writing samples are randomly selected to be submitted to Central LAUSD Offices for additional review by experts who then measure the reliability of the scorers in evaluating student writing District-wide. English Language Learners are also assessed using the standardized assessment, California English Language Development Test (CELDT) whichthat is administered in the Fall. Students are assessed to measure their English proficiency in Listening, Speaking, Reading, and Writing. These results are then scored and tabulated and forwarded to the to the individual classroom teacher who will then design lessons that incorporate appropriate strategies for the development of the English language. This development is monitored through the ELD portfolios, specifically to see if students are meeting the English Language Development standards and advancing ELD levels. ELD student portfolios for all students are maintained by the classroom teacher to measure the progress in English Language Development. The Categorical Programs Advisor monitors students’ adequate yearly progress. Those students who do not advance ELD levels in a timely manner are identified. The Categorical Programs Advisor then intervenes on the

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student’s behalf with the classroom teacher. The student is referred to the Language Appraisal Team to discuss and review the student’s lack of progress.

What opportunities are provided for teachers to collectively examine student work? Teachers receive individual reports that identify strengths and target areas for improvement according to curricular areas and specific skills within that area. In addition, teachers receive use the data to help identify potentially Gifted and Talented students. Teachers receive professional development on strategies for interpreting and analyzing data to improve student achievement. Furthermore, teachers meet in grade level teams to identify students at risk of not meeting the established benchmarks for the standards at their grade level. Teachers then collaborate with colleagues to plan and organize appropriate intervention strategies for these students. They also identify strategies for challenging the Gifted and Talented students by differentiating instruction, especially for those that are underachieving.

How do teachers determine how well English learners are achieving in English language development? This development is monitored through the ELD portfolios, specifically to see if students are meeting the English Language Development standards and advancing ELD levels. ELD student portfolios for all students are maintained by the classroom teacher to measure the progress in English Language Development. The Categorical Programs Advisor monitors students’ adequate yearly progress. Those students who do not advance ELD levels in a timely manner are identified. The Categorical Programs Advisor then intervenes on the student’s behalf with the classroom teacher. The student is referred to the Language Appraisal Team to discuss and review the student’s lack of progress.

How does the school monitor the teachers’ use of ELD Portfolios? This development is monitored through the ELD portfolios, specifically to see if students are meeting the English Language Development standards and advancing ELD levels. ELD student portfolios for all students are maintained by the classroom teacher to measure the progress in English Language Development. The Categorical Programs Advisor monitors students’ adequate yearly progress. Those students who do not advance ELD levels in a timely manner are identified. The Categorical Programs Advisor then intervenes on the student’s behalf with the classroom teacher. The student is referred to the Language Appraisal Team to discuss and review the student’s lack of progress.

How do teachers use CELDT scores? Unfortunately because the CELDT scores do not come in until the end of the first semester, the scores are really not being used to their full potential. Teachers use the scores to determine studentsstudents’ readiness to reclassify. Also, this year the teachers were to use the CELDT scores to determine standards based promotion for ELD students.

How do teachers know when English learners have met benchmarks toward achieving adequate progress? ELD students have met benchmarks toward achieving adequate progress when they are able to move at least on ELD level per

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year.

How do teachers inform students about what the data says about their achievement? Students are an integral part of the curriculum, standards and assessment process. Students’ instructional needs are identified and provided through standardized test results, local assessment results in Reading and Mathematics, CELDT results, ELD portfolios, and student writing portfolios. Students were informed regarding expectations for student mastery of standards through review of standards and checklists for student achievement. Prior to the delivery of the lessons, students’ prior knowledge is activated and standards are reviewed.

Critical Findings: Data collection, analysis and reporting of student academic achievement

Although the school community analyzes standardized data to improve student achievement at the beginning of the school year, there is still a need for teachers, administrators, and support personnel to periodically revisit the action plan throughout the year to ensure that appropriate interventions are consistently implemented. Frequently, this done late in the year when it is already too late for interventions to have a positive effect on student achievement.

There is also an inconsistency in how the CELDT (California English Language Development Test) is administered by teachers. Some teachers continue to be unfamiliar with appropriate strategies for assessing students individually. This can sometimes have an affect on the results that are obtained. In addition, some teachers have difficulty in analyzing results to plan for effective English Language Development instruction based on the English Language Development Standards. When preparing ELD portfolios, some teachers continue to have difficulty in evaluating student progress because there is a lack of a systematic process for completing the portfolio across all grade levels. While two grade levels have created and designed task packets for each ELD level, this has yet not become standard practice in all the grade levels. Anchor papers are not consistently utilized to monitor student progress in achieving the ELD standards.

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4. Extended Learning Opportunities

Intervention Programs Check all Intervention Programs that apply

Emergency Immigrant Education Program (EIEP) xEnglish Language Acquisition Program (ELAP) xEnglish Language and Intensive Literacy Program (ELILP) xExtended Learning Program (ELP) (Summer School/Intersession) xExtended Learning Program (ELP) (Before-, After-, Saturday School, etc) xExtended School Year (ESY) xMigrant EducationStandards-Based Promotion (Summer School/Intersession) xStandards-Based Promotion Bridge ProgramSupplemental Educational Services/Program Improvement (PI) xOther

How does the school serve all the students that have special needs? Students with special needs are invited to attend all summer school and after-school intervention classes. These classes are designed and created to address student needs. Migrant students participate in after-school intervention classes and summer school programs. They are administered pre- and post- tests in language arts and writing, and for the upper grades, math as well. The curriculum used is aligned to state and district standards, is research-based and contains relevant, high interest content and concepts. The focus is on developing English language development, language arts and math skills.

How are extended learning opportunities aligned with the regular instructional program? The intervention programs offered through the school are aligned using the Reading/Language Arts program adopted by the district. OCR is the program used during the Intervention program offered after school. Other supplemental programs like Phonics & Friends and Write Time for Kids are also used to supplement the OCR program.

How are intervention materials and strategies aligned to grade level/subject content standards? ? Intervention materials and strategies are aligned to grade level/subject content standards. Teachers in the intervention program are instructed to use the Open Court Intervention Guide, the Open Court ESL guide, and the Intervention Guide for the Harcourt Brace Mathematics prograsprogram. All of these guides offer strategies, suggestions, and activities that give students more help in meeting the standards. Teachers in ELILP are expected to use the ELD portfolios ,portfolios, the ELD standards, and the Into English! Programs as main instructional materials.

How are students identified for intervention programs? EO, IFEP, and RFEP students attending summer school hare re-given the Performance Assignment at the end of the six-week summer school session. ELD portfolios for English Language Learners are reviewed and the missing/needed standards are addressed during the summer school session. Additionally, written assignments are rated using a 4 point4-point writing rubric.

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Special Education Students only as identified in the Individualized Education Program (IEP)

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Includes ELAP, ELIP, Saturday School, UCTP, Beyond the Bell, Cross-age tutoring etc.


OCR reading fluency is also used as a measurement of improvement or lack there of for the after school and summer school programs. Migrant students are also identified for intervention programs based on the ELD portfolios and also through the use of the students individualized learning plan.

How is student progress measured in intervention programs? Since no formal, standardized data is collected at the beginning nor the end of the intervention programs, the effectiveness of the intervention programs are difficult to determine. Although the teachers did administer assessments prior to the start of the interventions session and at the end of intervention session, these assessments were not standardized and are not used as a blanket assessment program.

How do the extended learning opportunities bridge the gap to meet the standards-based core and what is the impact on the instructional program? The Extended Learning Opportunities Programs (ELOP) bridged the gap to meet the Standards-Based Core because the students that participate in the ELOP are the students that are not meeting the standards or the benchmarks in their regular classroom curriculum. Teachers in the program are aware that the objective of the program is to offer the students more practice and instruction towards meeting those goals. These teachers usually consult with the students’ regular classroom teacher to determine the areas of need and obstacles to meeting standards. The impact that the intervention program has had on the regular instructional program has not been formally assessed. While the regular classroom teacher and the intervention teacher were encouraged to dialogue, very little time was actually scheduled for such interaction. Furthermore, the regular classroom teacher was not required to provide a formal report on the growth of intervention students. Thus, the program may have resulted in significant improvement of the involved students, but there is not data available to verify such findings.

Provide data that demonstrates the effectiveness of intervention programs in closing the achievement gap. No data is available at this time.

How are extended learning program opportunities aligned to identify needs of targeted student populations, including students receiving special education services, English learners, gifted students, Standard English Learners, (others)? The Extended Learning Opportunities Program is aligned to include students of varying needs. English Language and Intensive Literacy Program (ELILP) addressesesses the ELD and ELA standards using ELD and SDAIE strategies. The Emergency Immigrant Education Program (EIEP) is specifically forspecifically for EL students whostudents who have been in the country/state/district for less than 3 years and addresses the listening and speaking section of the ELD standards.

How are the Student Success Team (SST) and the Language Appraisal Team (LAT) used to support students at risk? The Student Study Team (SST) and the Language Appraisal Team (LAT) are used to support students at risk. Students that are not meeting the standards are referred to SST. The SST evaluates the student and brainstorms intervention measures and practices that the classroom teachers can incorporate into the

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curriculum. If intervention measures in the classroom are not succeeding, the SST meets again for further evaluation so that other measures maybe taken in the quest to help students maximize their learning potential. LAT serves as a resource for teachers of students that are not meeting ELD standards. It also monitors the Master Plan program and reviews ELD materials.

How does the school identify students and provide intervention for English language development? Unfortunately at this time we are unable to provide intervention for English language development because the need for intervention in reading and language arts is so great.

How do students with IEPs access general education intervention programs? Students with IEP’sIEPs access general education intervention programs based on teacher referral, parent request, and whether or not they meet the districts guidelines for the programs.

How do parents receive information about supplemental services (No Child Left Behind) and how are these services provided to eligible students? Announcements and notices are created and sent home with the students about the extended learning opportunities. Students who are eligible for the programs are invited and a reminder is sent on the first day of classes. Families of students who are eligible for the program but are not attending are called to determine why the students are not attending and also to try to talk to the parents about the importance of the extended learning opportunities and to help answer any questions and/or concerns they may be having.

How are the Supplemental Educational Services for students coordinated between the provider and the student’s teacher(s) and parent(s)? At present time, the school has two competing providers; LAUSD’s Beyond the Bell and Sylvan Learning Centers. Since Sylvan is an outside provider, we are unable to coordinate any services between ourselves, parents, teachers, and students receiving supplemental services from this provider. Beyond the Bell provided communication at 2 special parent meetings and one staff meeting for all school staff and through communications with the Title I Coordinator.

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5. State Approved and District Adopted Textbooks

In order for all students to have access to the core curriculum, schools must supply required State approved and District adopted textbooks, which have been aligned with the California content standards.

Directions: Delete any textbook information that is not applicable:Subject Textbook Grades

English Language Arts Addison-Wesley Waterford Early Reading Program K-2English Language Arts SRA McGraw Open Court 2000 K-5English Language Development Hampton Brown Into English K-5Mathematics Harcourt Mathematics K-6

*Instructional materials in other subject areas (science, social science, health, physical education, visual and performing arts) are also aligned with California content standards.

At Utah Street Elementary School, we are implementing the LAUSD CORE Language Arts program using the Open Court structured reading and writing program. To help English Learners progress through the English Language Development (ELD) levels, we are using the Hampton-Brown Into English!, English as a Second Language series. In mathematics, we are using the Harcourt Brace Mathematics textbook series aligned with the content standards. Instructional materials in the other subject areas (science, social science, health, physical education, visual and performing arts) are also aligned with California content standards.

Critical Findings:

There is no formalno formal system to measure the effectiveness of the program. Furthermore, there is no formal system of communication, planning, and implementing of the program. The program needs to be better organized and planned so that objectives, instruction, and evaluation are clearand communicated priorcommunicated prior to, during, and at the completion of the program.

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6. Supplemental materialsIn addition to implementing the core instructional program of the district, schools receive supplemental funds from the following programs (Title I, EL, GATE, Special Ed, SI etc.) to assist eligible students in meeting grade level standards.

Directions: Complete the following table to identify the supplemental materials currently being used.

State Approved and District Adopted Supplemental Materials

Supplemental Materials Currently in Use

Title Math Language Arts

Reading ELD Social Studies

Science Arts Education

ALL ManipulativePractice

Student Workbooks

Write Time for Kids

Writer’s Express

LeveledClassroomLibraries

Phonics & Friends

Write Time

Thematic Units

Thematic Units

Foss Kits

Thematic Units

Arts

ELEnglish

ManipulativePractice

Student Workbooks

Write Time for Kids

Writer’s Express


Phonics & Friends

Write Time

Thematic Units

Thematic Units

Foss Kits

Thematic Units

Arts

ELPrimary Language

ManipulativePractice

Student Workbooks

Write Time for Kids

Writer’s Express


Phonics & Friends

Write Time

Thematic Units

Thematic Units

Foss Kits

Thematic Units

Arts

SEL ManipulativePractice

Student Workbooks

Write Time for Kids

Writer’s Express


Phonics & Friends

Write Time

Thematic Units

Thematic Units

Foss Kits

Thematic Units

Arts

SPEC ED ManipulativePractice

Student Workbooks

Write Time for Kids

Writer’s Express


Phonics & Friends

Write Time

Thematic Units

Thematic Units

Foss Kits

Thematic Units

Arts

GATE ManipulativePractice

Student Workbooks

Write Time for Kids

Writer’s Express


Phonics & Friends

Write Time

Thematic Units

Thematic Units

Foss Kits

Thematic Units

Arts

TITLE I ManipulativePractice

Student Workbooks

Write Time for Kids

Writer’s


Phonics & Friends

Write Time

Thematic Units

Thematic Units

Foss Kits

Thematic Units

Arts

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Page: 54 If supplemental materials are purchased in a language other then English please note.


ExpressTitle IVTUPE

What standards-aligned supplemental materials are used? The school funds personnel to ensure that students have access to a standards-based aligned instructional program. The Literacy Coordinator provides direct support to the classroom teacher in delivering as a standards-based literacy program such as Writer’s Workshop. In addition the Literacy Coordinator provides safety nets for students not meeting grade level standards. The Categorical Programs Advisor provides professional development and direct support to teachers and students ensuring that English Language Learners are provided with the necessary tools to acquire the English Language. The Categorical Programs Advisor monitors student progress toward achieving the English Language Development Standards. Some teachers incorporate technology into their standards-based instructional program. Students in grades Kindergarten and First utilize the Waterford Early Reading Program. In addition, teachers supplement Writer’s Workshop with the standards-based program Write Time for Kids for students in grades 1-3. Core Literature is also used to enhance the District CORE Reading Program. Students utilize leveled reading books to practice and improve their reading fluency and comprehension. Also, students use math manipulatives as an instrument that aids in understanding math concepts and consequently achievement of mathematics content standards.

How are supplemental materials used by teachers to assist English learners to develop core concepts and skills? All teachers and therefore all ELL students have access to the Language Logs to supplement the Hampton Brown Into English! program. These materials provide additional practice to students in acquiring English. Still other classrooms incorporate technology into their ELD program using the supplemental CD that is provided to the supplemental kit. Most classrooms use realia, music tape/CD’s and/or picture cards to make concepts comprehensible to students.Some teachers incorporate the ESL supplement of the Open Court Reading and Intervention Blackline Masters as a means of providing El studentsstudents’ access to the CORE Reading Program. The ESL supplement in Harcourt Brace Mathematics is a tool that teachers use to make learning equally accessible to English Learners. These students are also provided manipulatives to ensure that math concepts are comprehensible to all students, especially English Language Learners.

How are supplementary materials used to support ELD and provide access to the core program, particularly for ELs at ELD Levels 1-3? See above.

What, if any, additional supplemental materials are needed to support standards-based instruction? Grade level teams selected supplemental materials. Teachers identified the resources that would enable them to deliver and enrich a standards-based instructional program. After receiving their budget, grade level teams completed purchase orders. The administrators, Categorical Programs Advisor, Literacy Coordinators and coaches oversaw the ordering to ensure that supplementary materials were in alignment with the school’s established goals and aligned to the content standards.

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Most supplemental materials are adequate for all students for all students, but most classrooms are still in serious need of dictionaries, resource materials, manipulatives, and Social Studies and Science materials.

Critical Findings: Supplemental materials Multiple instructional materials are used to enhance and support the reading and language arts programs such as Waterford Early Reading Program, Rigby Classroom Libraries, Write Time for Kids, Friends and Phonics, and Accelerated Reader. Additional resources including literacy materials, computers and software will enhance language acquisition, decoding strategies, comprehension and fluency and will support varied reading levels for all students and in particular for ELL students.

Still there are insufficient supplementary materials in Mathematics, Science, and Social Studies. At present time, we are in the process of ordering supplemental manipulatives to enhance our CORE Math program. Science and Social Studies are being supplemented for EL students through the LAUSD ELD handbook units and the Into English! programs. The supplemental materials we receive from the Dairy Council are helping supplement science standards. Technology is used to supplement the standards-based instructional programs, but there continues to be a need to purchase additional software that is aligned to the content standards.

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Findings and BarriersComponent 1: Standards-Based Curriculum, Assessment,

and Research-Based Instruction Strategies

Directions: Review and prioritize the findings from each section in Component 1. Select the findings that have the greatest impact on improving student achievement. Identify the underlying causes that led to the lack of student achievement (barriers). An Action Step will be developed in Section Five to address the barrier. Identify the content/curricular area in which the barrier exists: literacy, mathematics, ELD, and other content areas.

Findings Barriers(under-lying cause)

Content AreaAddressed

Teachers and administrators are not using the SOAR system to strategically group students for targeted intervention

Unfamiliar with the SOAR systemNeed to be trained to analyze SOAR data more effectively

Reading/Language Arts

Teachers need additional support from the Literacy Coach to further develop a Literacy Block in all classrooms and implement the LAUSD Core Reading Program and OCR

Teachers need additional classroom support in delivering the CORE Reading Program

Reading/LangaugeLanguage Arts

Teachers need additional support from Literacy Coordinators in maintaining and persevere Writer’s Workshop within the Literacy Block to provide standards-based instruction.

Teachers need additional classrooms support in maintaining Writer’s Workshop through demo lessons and professional development in standards-based instruction

Reading/LangaugeLanguage Arts

ELD portfolios are not implemented consistently or accurately school-wide

Teacher and administrators need more training in the use of portfolios to monitor progress in ELD and provide differentiated instruction

ELD

Teachers need additional support in differentiating instruction for all students in Reading, Mathematics, and Language.

Teachers need to participate in on-going professional development provided by the Literacy Coach, Math Coach, and Literacy Coordinators. An emphasis will be placed on differentiated instruction strategies for GATE, EL, SEL, Title I, Special Education, and Migrant students.

Reading/Language ArtsELDMathematicsSELGATE

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Utah Street Elementary Los Angeles Unified School DistrictA comprehensive structured language development program for English language learners is lacking.

ELL need to be provided with the daily required ELD instruction (30-45 minutes)

ELD

Regular and special education teachers need training in adaptations to meet the needs of all students and in using both core and supplemental to meet the needs of students with disabilities.

Staff needs to attend professional development sessions in adaptations to meet the needs of all students. These sessions will include the use of supplemental and core materials.

Reading/LangugeLanguage ArtsMathSpecial Education

All students have access to a complete set of OCR materials with the exception of students with learning disabilities. With increased emphasis on inclusion and Least Restrictive Environment (LRE), regular and special education teachers need training in adaptations to special needs and the materials need to be provided to all students with disabilities

Teachers neeedneed to be provided training on strategies for working with special needs students within the General Education environment with special attention placed on inclusion and Least Restrictive Environment

Reading/LangugeLanguage ArtsMathSpecial Education

Teachers and parents need a systematic process to inform parents regarding student progress toward achieving standards on the Mandated Local Assessments for Open Court Reading and Harcourt Brace Mathematics Assessments.

Teachers will need to prepare individual student reports, developed by the Literacy Coach and Math Coach, to report results for mandated local assessments in Open Court Reading and Harcourt Mathematic

Reading/LangugeLanguage ArtsMath

Teachers and parents need a systematic process to inform parents regarding progress towards meeting English Language Development standards in the ELD portfolio.

Teachers will need to prepare individual students reports that indicated progress in achieving English Language Development Standards. The Categorical Programs Advisor and Language Appraisal Team will develop the reporting form.

ELD

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Component 2

TARGETED PROFESSIONAL DEVELOPMENT

The LEA Plan Goal 3 – By 2005-06, all students will be taught by highly qualified teachers, will be accomplished by recruiting highly qualified teachers and focusing on differentiated professional development for new and experienced teachers and administrators resulting in activities and strategies that will have a substantial, measurable, and positive impact on student academic achievement. Targeted professional development will be addressed throughout the action steps in Section 5.

1. Highly Qualified Teacher Recruitment (do not delete this section – mandated inclusion in plan)

LAUSD Division of Human Resources aggressively seeks qualified teaching candidates from local universities and out-of-state/country. LAUSD also provides alternative credentialing opportunities for potential teachers through the District Intern Program, Pre-Intern Program, Para-educator Career Ladder Program, and teacher academies at the high school level. The district works with local universities to support student teaching as a means of identifying high quality candidates. Additionally, district efforts are enhanced through on-line recruitment.

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2. Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials

Quality of Staff, Status of Credentials and District Recruiting StrategyStatus of Teaching Credentials

2001-02 2002-03 2003-04

Total Number of Teachers 39 36 36

Full Credential 27 30 34

Teaching Outside Subject Area 0 2 1

Alternative Certification 0 0 0

Teachers with Waivers 2 6 2

Teachers with Bilingual Authorization 9 9 9

Teachers with English Language

Authorization8 8 8

Teachers with SDAIE Authorization 11 11 15

Teachers with Special Education certification 3 4 4

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LAUSD, 01/03/-1,

You will find this chart in your School Accountability Report Card

http://www.ed.gov/legislation/ESEA02/

http://www.ed.gov/legislation/ESEA02/


Approximate 36 of 34 classroom teachers are fully certificated with either a multiple subject or District Intern credential. Of these, 1 (number), 100% are% are in their probationary period working toward permanent status. 3 teachers are enrolled in a program to obtain a credential, and 2 are in alternative certification status. Several teachers have additional authorizations that include reading or language arts specialist credentials, or supplementary credentials in science, math, technology, or special education. English learners represent 93.1% of the student population. 28 number28 number of teachers are assigned to provide instruction to ELs; 45.8% are authorized with BCLAD/BCC, 35% with% with a CLAD/LDS, 18% with SB1969/SB395), 7.0% with interim teacher-in-training status with proof of enrollment/progress, 1 are not authorized nor in training. 79 students receive special education services from teachers, 6 hold credentials or waivers to teach Special Education, and 0 have alternative certification.

Critical Findings:

3. Paraprofessionals are required to work under the direction of a highly qualified teacher.

Highly Qualified ParaprofessionalsTotal

Number hired to

work with students

BA Degree (or higher)

AA Degree 60 Semester

Unit

LAUSD Para Exam

HS Diploma

Working towards

certification

23 0 4 23 17 23 3

What data was used to determine the need for paraprofessionals? We used the data collected from the Master Plan survey and Teacher Needs Surveys to determine which classrooms had a need of aof bilingual paraprofessionals for teachers who did not have the certification to teach ELL’s. For special education aides and trainees we use the data collected from student Individualized Education Plans(Plans (IEP’sIEPs). Some students require temporary support assistants to be assigned to them based on IEP’sIEPs. The need was also basedalso based on the number of students in special day classes. For example, if there are 8 students in ED they are then assigned 2 baseline special education assistants.

What process is used to determine assignment of paraprofessionals to meet student needs? As stated above, bilingual paraprofessional areparaprofessionals are assigned

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http://www.ed.gov/policy/elsec/leg/esea02/index.html


primarily in classrooms where the teacher is not certified to instruct ELL students. However, since the majority of the teachers are certified with the BCLAD/BCC, CLAD, or SB1969 there are not many classrooms with that need. We placed the bilingual paraprofessionals in the classrooms with the highest percentage of low ELD levels (particularly ELD 1 and 2). The remaining paraprofessionals were placed in the primary classrooms to allow for more individualized instruction.

How does the school monitor the effectiveness of the use of paraprofessionals in improving student achievement? The effectiveness is monitored by the rate of ELD students moving from level to the next, the rate of students reclassifying, the data collected from the OCR assessments, and, and the data collected from the quarterly math assessments.

Critical Findings:

There is a need to hire more paraprofessionals in order to improve student achievement however our limited budget does not allow for it. We will be funding paraprofessionals for every one more year through our High Priority Grant. Unfortunately, this is the last year of our grant and will have to find other means to either fund paraprofessionals or we will have to cut them.

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4. Design and evaluation of professional development: How is data used to determine the school’s professional development needs?

What data is used, e.g., student achievement data, total and disaggregated by student group, level of staff experience, staff-identified needs, needs identified through administrative monitoring, etc.?

The following data is used to determine the school’s professional development needs:

• CST• CST and CAT/6i. Reading Vocabularyii. Reading Comprehensioniii. Mathematical Reasoningiv. Mathematical Proceduresv. Vocabularyvi. Content Clusters

• Periodic• Periodic Writing Assessment

• 4th• 4th Grade STAR California Writing Test

• California• California English Language Development Test (CELDT)i. ELD Standards

ii. Writing Rubric iii. Retelling Stories Rubric (the Listening & Speaking Component)

• Administrative• Administrative

• Lack• Lack of Consistency across the grade levels:- Writing

• Teacher• Teacher Needs Assessment Survey- Technology- Open Court Reading and Independent Work Time Strategies- ELD portfolios- ELD standards- Writer’s Workshop Components (specifically Conferencing)

How does the school’s leadership and organizational structure facilitate professional

development aligned to data-driven student needs?

- Through analysis of the California English Language Development Test (CEDLT), California Writing Test, and Periodic Writing Assessment data needs in writing were identified. A comprehensive standards-based writing program was implemented.

- Through analysis of teachers needs assessment surveys and the Categorical Programs Advisor District H level meetings a need in ELD standards and ELD

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portfolios were identified. A standards-based review of ELD standards and ELD portfolios was implemented and staff development addressing these issues were held.

- Through analysis of teacher needs assessment surveys and SOAR data, fluency and reading comprehension needs were identified. Staff development directed by the leadership team and also the Reading First experts were held to address these issues.

How is professional development differentiated to meet the needs of both new and experienced teachers? The new teachers have participated in the New Teacher Committee throughout the year where they have worked with two experienced credentialed teachers. They have been provided specialized professional development in the areas of need. For the experienced teachers and new teachers as well, professional, professional development had not been differentiated due in part to the new programs being implemented.

Describe the school’s professional development that is based on a comprehensive, ongoing plan that is tied to needs identified through data analysis and the professional development that addresses intervention.

Describe the professional development teachers receive to instruct students requiring intervention. For students requiring intervention, the teachers who would be teaching the ELIP program met several times with the Literacy Coach, Literacy Coordinators and Administration to review the SOAR data to determine the areas of need for those students and develop a course of action the teachers would follow during Intervention classes.

What types of differentiated professional development in the areas of literacy, math, ELD, SDAIE, Title IV, TUPE, and special education have been provided and for which constituents in the school community (include paraprofessionals)?

The following types of professional development have been provided in the area of Literacy for teachers:

- Correlating the New Standards Performance Standards with California content standards- Establishing a Standards-Based Learning Classroom Environment- Analyzing Student Work against the New Standards Performance Standards to generate

standards-based feedback- Understanding the New Standards Performance Standards (NSPS)- Analyzing student writing samples to identify areas of strength and areas for

improvement- Developing Teaching Rubrics based on NSPS- Analyzing SOAR data from the mandated Local Assessments from Open Court Reading

to improve student achievement (every six weeks)- Developing Response to Literature task based on the NSPS for the book of the month- Reviewing Pacing Plans for District Core Reading Program- Implementing the Million Word Campaign school-wide

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- Collecting data for students reaching the Million Word Campaign goal- Study group meetings to plan instruction and review demonstration lessons- Conferencing with students regarding achievement of the New Standards Performance

Standards- Analyzing findings from Focus Walks related to Literacy- Analyzing Writing Prompts for the Open Court Reading Program- Analyzing Stanford 9 Comparison Data

The following types of professional development have been provided in the area of Mathematics for teachers:- Implementing a Standards-Based Mathematics Program- Implementation of standards-based instruction- Data analysis of trimester assessments- Reviewing and modifying Pacing Plans for the District Core Math Program

The following types of professional development have been provided in the area of English Language Development for teachers:- Open Court Reading- Intervention Guide- ESL Supplement- ELD Portfolios- ELD Levels - Monitoring CELDT Rubric Rating- CELDT Administration- Analyzing CELDT results

The following types of professional development have been provided for paraprofessionals:- Open Court Reading and Phonemic Awareness- Utilizing a Concept/Question Board to develop concepts in Open Court Reading- Introducing the Book of the Month and the Response to Literature Standards- Administering the CELDT- CELDT Rubric Rating- Analyzing CELDT Results

The following types of professional development have been provided for parents and community:- Reading and analyzing standardized tests scores- Understanding the report cards- Reviewing the District Parent Handbook- Reviewing the 25 Book (Million Word) Campaign- Testing Procedures and Preparedness- Writer’s Workshop lesson with all 3 components (Mini-lesson, Writing Time, and Author’s

Chair)- Math At Home (Math Workshop for parents presented by Math Coach)- Overview with Teacher Demonstration Lessons of the District Core Reading Program- Overview of the Standards-Based Writing Program

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- Implementing and supporting the Million Word Campaign- Reading and discussing the Book of the Month- Writing Activities and Using a Source Book- Standards, Curriculum and Assessment Mandates- Understanding ELD standards- Understanding the New Standards Performance Standards (NSPS)

How is professional development customized to meet the needs of the total school community (administrators, teachers, paraprofessionals)?- Under the UTLA and District contract, Professional Development falls under the Local

School Leadership Council. The Council must adhere to the strict guidelines of 50% teacher determined and 50% district determined topics.

- Professional development is designed by the needs as determined by the Local District H Standards-Based Reform Model, LAUSD CORE Program in Reading and Mathematics, and the Needs assessment developed by the Local School Leadership Council in conjunction with the School Site Council

- All teachers, support staff and paraprofessionals participate in rigorous professional development that is provided to all the staff. Teachers and staff professional development is focused and in depth based on teacher and student needs.

Describe the professional development provided to staff in the least restrictive environment for students with disabilities. - Teachers have received some training in strategies to address the needs of Special

Education students- General Education Teachers have received some training in addressing behavior and

behavior contracts from Special Education Teachers- RSP teacher is supportive of the teachers and provides strategies on an individual

basis to address individual student needs for use in the classrooms\Presentation on Least Restrictive Environment

- Presentation on Inclusion

What types of professional development are provided to staff in the area of classroom management, positive behavior support, and behavioral intervention for students with severe behavioral issues? We have not had any direct professional development related to classroom management, positive behavior support, and behavioral intervention for students with severe behavioral issues because based on our professional development needs surveys and committee it was not seen as a need. The discipline committee has worked with specific teachers who have had issues with classroom management and the administration has also helped those teachers in need of classroom management refreshers. Teachers have participated in classroom management and assertive discipline classes on their own.

How and how often is the quality of professional development measured for impact and results?- The impact it has on instruction and classroom environment

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- Staff Development Committee met with grade-levels and created a wish list of possible staff professional development topics

- Through evidence acquired in Focus Walks and AdminstrativeAdministrative Classroom Visits- Teacher evaluations- End of Year surveys- Discussions regarding the type of further training teachers’ need in the areas of

Writing Reading Mathematics English Language Development Social Studies/Science Special Education

- Teacher feedback assists in planning relevant professional development and areas that need to be re-addressed

Critical Findings: Design and evaluation of professional development

Focus Walks demonstrate the impact of professional development on the implementation of standards-based instruction and creating standards-based instruction and creating a standards-based classroom environment. There is no systematic process for evaluating professional development that is provided to teachers, paraprofessionals, classified staff, and parents/community. Therefore, there is a limited collection of data that indicates whether the design is effective.

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5. In-class coaching, collegial support and technical assistance:

How does the school’s leadership team provide support for ongoing instructional improvement?The Leadership Team provides support for on-going Instructional Improvement through the following activities:- Focus Walks- Scheduling Professional Development- Providing Professional Development- Support and Guidance of Implementation Plan- Coaching- Assistance in planning and developing lessons- Modeling Lessons- Classroom Observations- Data Collection- Team Teaching

How does staff collaborate to improve student academic achievement, e.g., grade-level teams, departments, cross-disciplinary teams, etc?- Coaches plan, facilitate and attend grade level meetings/study groups to assist

teachers in maintaining pacing of instructing and utilizing data to determine next instructional strategies for improving student achievement in the Core Programs

- Teachers completed the Needs Assessment survey to help Local Leadership Team plan the Staff Development Calendar

- Requests for staff development at staff meetings and grade-level meeting were taken into account when developing the Staff Development calendar

How is in-class coaching assigned and provided and how does coaching impact student academic achievement? - Conduct focused observation and provide “next step” support to teachers in the core

instructional program- Guide teachers in systematic examination of student work and assessment data to

inform instruction- Utilize the coaching model to provide informal feedback based on standards-based

demonstration lessons and classroom observations- Coaching is assigned based on greatest need- starting with the newest teachers and

then addressing the greatest needs

How is content literacy addressed and supported by coaches, cadres, teachers, and administrators?Coaches, coordinators, administrators and experts provide targeted professional development to address strategies for implementing research-based, standards-based content literacyOne component of the Standards-Based Reform Model provided some teachers the opportunity to observe standards-based instruction in practice. The Literacy Coordinator modeled best practices and teachers replicated the lessons in their classrooms. The

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Literacy Coordinator provided guidance and support to student and teachers through classroom visitation to ensure the implementation of a literacy block in every classroom. In additiionaddition, the Literacy Coordinator facilitated professional provided on-going support and assistance to teachers as they implemented standards-based instruction, guided instruction with clearly articulated standards, used data to plan for instruction and set targets, and monitored results of students achieving standards. Moreover, the Literacy Coordinator assisted in planning and organizing the school-wide implementation of the 25 Book Campaign (Million Word Campaign).The LAUSD funded Literacy Coach supported the implementation of the District Reading Program (Open Court) through classroom visitations, demonstration lessons, and reciprocal teaching. The data that assisted teachers in raising their implementation level. Additional assistance was provided to teachers in developing an action plan based on the assessment data to increase overall test scores.In addition, the LAUSD funded Math Coach supported the implementation of the District Math Program, Hartcourt Brace Mathematics. The Math Coach facilitated this process by communicating expectations and providing information on the curriculum and which standards were addressed. She demonstrated how the standards should be communicated to the students throughout the lessons. The Math Coach also collected data on the quarterly assessments, which was organized according to the standards. This data was organized so that teachers could easily determine which standards needed more review. As a result of this articulation, ideas have been generated to implement the following year. These strategies will help promote the achievement of the math standards. The Categorical Programs Advisor had provided professional development to teachers with ELD students regarding strategies for sheltering English to achieve ELD standards. Teachers were given information on resources and how to allow the ELD portfolios to guide instruction and teaching practices. She worked with grade levels in developing task that addressed the ELD standards and at the second grade level helped develop task packets for ELD portfolios 1-4. The Categorical Programs advisor discussed CELDT results and analyzed them to target the necessary instruction. She also met with teachers to identify students that are not making adequate progress towards reclassification.

How do coaches assist teachers in providing accommodations (ELD strategies, SDAIE strategies, primary language) to ensure ELs have access to the core instructional program?- Coaches assist teachers in providing accommodations for ElsELs to have access to

the core instructional program through additional training and modeling of SDAIE strategies.

- Coaches provide teachers with feedback and support related to instruction for ElsELs after classroom and lesson observations

- Coaches and Categorical Programs Advisor provide professional development throughout the year during grade level meetings, Banking Time and Buy Back Days related to providing accommodations and modifications for EL students.

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How do coaches, itinerant teachers, related services personnel, and other support staff assist teachers in providing accommodations to ensure that special education students have access to the core instructional program?

- Coaches assist teachers with the diagnosis of student difficulties in the core instructional program and the planning of appropriate intervention strategies of diverse learners.

- The Early Behavior Intervention Counselor (EBIC) works with students that have self-esteem and behavioral issues that interfere with their academic performance.

- The special education auxiliary teachers also provide specialized services for special education students with specific learning obstacles. These include the Adaptive Physical Education teacher, the Occupational Therapist and the Resource Specialist Teacher. They address the goals outlined in the students’ IEPs.

- The Categorical Programs Advisor, Literacy Coordinators, Literacy Coach, and Math Coach work with teachers and students to enrich the classroom standards-based curriculum.

- Coaches demonstrate lessons that model effective instructional strategies for a variety of learners especially for Special Education.

How does the school use technology to facilitate academic achievement? - The school utilizes the following technology to facilitate academic achievement through

using data, graphs, and charts to facilitate student progress.- The Literacy Coach accessed SOAR (Student Online Assessment Reporting) to generate

individual student progress and class summary reports to guide instruction.- Students in grades K-1 incorporated the Waterford Computer Early Literacy Program to

improve literacy- School based Technology Committee provided differentiated professional development to

all teachers- Technology Coordinator provided instruction in the computer lab to classrooms in the

different content areas, specifically in Writing and Computer Technology

Critical Findings: In-class coaching, collegial support and technical assistance

While in-class coaching is a recommended research-based strategy to improve student achievement, this was the first opportunity that teacher had this type of support from coaches and Literacy Coordinators. Therefore, the environment for acceptance and support from coaches was varied. Coaches and Literacy Coordinators provided demonstration lessons on standards-based instruction while teachers observed and identified best practices. Coaches assisted teachers by providing the materials, charts and data that were necessary to implement the standards-based lessons. Thus, teachers are beginning to establish an environment that is conductive to collegial support. Consequently, teachers are having collegial discussions through study groups and grade level meetings in the classroom of colleagues.

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Utah Street Elementary Los Angeles Unified School DistrictFindings and Barriers

Component 2: Targeted Professional Development


Findings Barriers(under-lying cause)


Teachers need additional strategies to implement a standards-based Mathematics program for all students in grades K-5

Teachers need additional support from Math Coach Mathematics

District mandated Local Assessments in Open Court Reading and Mathematics still demonstrate gaps in students achieving the California content standards

Teachers need additional support from Math and Literacy Coach

Reading/LangaugeLanguage ArtsMathematics

Students and teachers need additional support and guidance from the Categorical Programs Advisor to ensure that a comprehensive structured English Language Development Program is being offered and implemented for all English Language Learners within the various subgroups

Same ELD

Analysis of student work at grade meetings revealed that many ELL students and socio-economically disadvantaged students are working below grade-level standards in reading

Teachers need to use the leveled reading books for all students. Every classroom will have an adequate set of leveled reading books. Teachers are receiving training on how to utilize these materials for independent reading.


Learning Walks and CAT/6 and CST data has revealed that ELL students are not making adequate progress in vocabulary development, reading

Teachers and support personnel need to participate in additional professional development in SDAIE strategies and Writer’s Workshop.

Reading/Language ArtsELD

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Utah Street Elementary Los Angeles Unified School Districtcomprehension, and writing.

The CORE program is being implemented for OCR in most classrooms, but some teachers require further assistance in full implementation.

Teachers need to participate in professional development to support the implementation of the CORE Reading Program. The Literacy Coach will provide on-going support and guidance through demonstration lessons.


The Core program is being implemented for Harcourt Brace Mathematics in most classrooms, but some teachers require further assistance in full implementation

Teachers need to participate in professional development to support the implementation of the CORE Mathematics Program. The Math Coach will provide on-going support and guidance through demonstration lessons.

Mathematics

Based on standardized test scores there are groups of students such as children of poverty, females, and ELL who are not making sufficient gains to Close the Achievement Gap.

Teachers need to collaborate in developing standards-based lessons during banked time to address the needs of the under-served population of students as previously mentioned.

Reading/Language ArtsMathematics ELD

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Component 3

PARENT AND COMMUNITY INVOLVEMENT

Directions: Use the following guiding questions to help describe the school’s Parent and Community Involvement. Add any other significant factors pertinent to the school.

1. Communication regarding student academic achievement and standards mastery: How, and how often, are each and all parents informed about their child’s academic

progress regarding mastery of grade level content standards and performance expectations? Communication with parents occurs formally two times a year at parent conference time at the close of the first two trimesters. Teachers are expected to conference with a parent or guardian of each child regarding academic progress and behavior. They are also encouraged to explain and discuss state standardized test results with the parents. Teachers may also communicate with parents informally via notes, phone calls, and appointments made at teacher or parent requests. Report cards are sent home three times a year, at the end of each trimester in order for parents to be regularly informed of their child/children’s progress periodically throughout the year. Teachers are also required to send home Unsatisfactory Progress notices home for students who will be receiving failing grades on upcoming report cards. Parents are then required to sign and return these notices to verify that they are aware of their child/children’s academic status. Parents of students receiving special services meet annually for IEPs in addition to their regular parent/teacher conference. These IEPs discuss the progress the student has made toward meeting their specified goals and objectives in their academic plan every year. .Additionally, the Categorical Programs Advisor has been designated as the contact person who monitors the completion and analysis or the individualized learning plan for all migrant students. Teachers share the migrant students individualized learning plan (ILP) with the parent at Parent/Teacher conferences bi-annually and at any other time when there are pending issues or concerns. The migrant students ILP is reviewed and modified on an ongoing basis. Parents are made aware of the students participation in the core curriculum, supplementary instructional and auxiliary services Individual assessment and achievement results through the following activities:

- Bi-annual conferences- Intervention reports- Individualized learning plan (ILP)- Parent meetings and training sessions

How are parents of students with disabilities informed of progress to grade level content standards? Parents of students receiving special services meet annually for IEPs in addition to their regular parent/teacher conference. These IEPs discuss the progress the student has made toward meeting their specified goals and objectives in their academic plan every year.

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How does the school’s structure facilitate communication between the school and parents/community? The school uses several strategies to communicate with parents, with less than impressive results. We often send flyers and bulletins home with the students so that the information is given immediately. Sometimes communications are sent via the public mail system. There is also a parents bulletin board that displays such information and is updated regularly. Some information is also given orally at parent and council meetings. Unfortunately, despite the use of these various modemodes of communication, parents from time to time claim that they are unaware of certain information and policies. Lack of funds prevent the school from purchasing a system that would allow phone calls to be made automatically after hours to the parents of all enrolled students.

What strategies are used by administrators, teachers, clerical staff and other school personnel to communicate with parents/community and how are these strategies evaluated for effectiveness? All school-site employees are made aware of the school’s goals for achievement and have a say in the school’s mission and vision. Thus they are all kept appraised of the programs in place at the school and progress towards meeting goals school-wide. Although, all classified staff areis informed of these goals, these isthese are special attention given to paraprofessionals and office staff because they regularly communicate with parents regarding students. They make telephone calls to parents on behalf of administration and certified staff. They also respond to questions about school programs, services, bulletins, calendars, and meetings. Currently, all most and all paraprofessionals are bilingual and thus able to assist teachers and parents with communication. Furthermore, itinerant certificated employees such as the nurse, psychologist, speech pathologist, adaptive P.E. teacher, Resource Specialist teacher, EBI Counselor and Occupational Therapist also communicate with parents about achievement, individually and as part of the IEP and Student Study team process.

How do parents/community receive information about AYP (including API scores) and the status of the school in relation to target populations and disaggregated data (HPSG, CSR, and PI)? Parents and community members receive information about AYP and status of the school in relation to target population and disaggregated data during monthly parent meeting. One parent meeting was held to explain the 2003 API Base Report and it implications for the school. Another meeting was help to explain the AYP phases and the AYP report for the school. Every year parents receive a packet that contains the School Accountability Report Card, which provides figures on student attendance, enrollment, ethnicity, awards given to the students, the number of suspensions and expulsions, teacher credentialing, the average class size, the support personnel on staff, the type of leadership, the budget, the instructional minutes, and the quality of the textbooks. This information is also available on-line from the California Department of Education. Other information, such as the API score is also public information and is also printed in the city newspaper every year. Additionally, the site administrator sends home a bulletin, which informs the parents of the school’s API along with an explanation of the score criteria. Whole school scores that result from the State standardized test, the CELDT, and ELD levels are also

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communicated to the parents. The School Site Council, which includes parent and community representatives, reviews this information and makes decisions based on information gathered from these reviews. Additionally, the principal conducts a workshop for the parents at large to address any questions regarding this information. Occasionally, the state or district provides the school with further information in the form of bulletins or newsletters, which are also sent home to the parents.

Critical Findings:

Communication regarding student academic achievement and standards mastery. The majority of our parents do not attend meetings and therefore do not receive information. Furthermore, some parents do not regularly check their child/children’s homework folder or backpack for parent bulletins, flyers, and letters. Parents have also expressed a wish to receive more regular feedback on their child/children’s success throughout the trimesters. They would like more workshops scheduled at various times throughout the year so that many more parents are able to attend. They have also expressed a wish to have parents meetings twice in one day; one in the morning for the parents that can only attend that meeting and one in the early evening for those that can only attend this one.

2. Program planning, involvement and evaluation:

How are parents/community encouraged to participate and included in the collection of data, development and evaluation of school plans? In order to collect information from the parents, they were given surveys to complete regarding the duties of their child’s teacher, school policies, school/parent communication, the effectiveness of the administrator, and the evidence that the school curriculum is aligned to with the standards. When this information was disaggregated ,disaggregated, the School Site Council (SSC) which includeincludes parent representatives,representatives reviews the data and tries to understand the results. Some parents were also interviewed about the types of intervention provided, information on student progress, whether the school provides a standards-based program, the effectiveness of the discipline program, their opinion of the school/parent communication and their overall satisfaction with their child/children’s education.

How are parents/community included in leadership roles as related to increasing student academic achievement? Parents are involved in leadership roles in several capacities related to increasing student academic achievement. A community representative was hired by the school to assist in planning, organizing, and attending parent meetings. The representative is expected to provide the parents with information about council decisions, school events, programs, and any other information regarding student progress and issues. The parents must also elect council presidents and members that represent the parents on bilingual and Title I issues. These presidents conduct monthly meetings for the parents and set the agenda according to their expressed concerns and

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required monthly topics. Parent representatives are also elected to the Local School Leadership Council that schedules school events, sets the school-wide discipline policies, monitors the use of school equipment, makes decisions on certain budget, and advises on staff development.

What opportunities are provided to all parents/community to give input regarding student academic achievement and school improvement? Parents are given the opportunity to provide input on student achievement and school improvement. Standardized tests, CELDT results, and ELD levels are analyzed at parent workshops, Bilingual council meetings, Title I council meetings, and School Site Council meetings. Parents are encouraged to discuss what they believe are successful and unsuccessful practices toward meeting academic goals. School Site Council members review data and brainstorm possible solutions to improve achievement, which includes how to get parents more involved in the augmentation process.

How are parents of students with disabilities encouraged to participate in the educational decision-making of their children? Parents of students with disabilities are encouraged to participate during the IEP process and keep in close contact with the classroom teachers, special educationspecial education paraprofessionals, and theand the AP EIS in charge of handling all special education needs.

How are parents/community involved in the development of the Parent/School Compact and Parent Involvement Policy? Include Compact and Policy in Section Eight. Parents are involved in the development of the Partner/School Compact and Parent Involvement policies. Parent representatives in School Site Council (SSC) were given the opportunity to brainstorm ideas and review the LEARN-developed Partner/School Compact and Parent Involvement Policy. All representatives are expected to consider the needs of the parent population at large by discussing opinions and encouraging dialogue. They go to Advisory Council meetings and present the information and documents for feedback whichfeedback, which may result in modifications of said documents and policies.

Critical Findings:

There are not enough parents participating in the parent component. Thus, the school mostly receives input from a small group of parents that may not be truly representative of the entire parent population.

Note: Schools identified as Program Improvement need to include parent letters which describe the status of the school in Section Eight

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3. Training and support:

What training and services are provided to parents/community about standards, curriculum, and assessment? How is the effectiveness determined? The Bilingual/Title I Coordinator conducts parent workshops on how to read standardized test scores, understanding the cum, understanding the report card, reviewing the District parent handbook, testing procedures and preparedness, an overview of the content standards and what students are held accountable at all grade levels.

The Literacy Coordinators also conducted several workshopworkshops with parents regarding the standards-based writing program. They explained the expectations and procedures of the program. She had parents do the writing activities. The parents learned about the Million Word Campaign to encourage their children to read. They also had discussions of the selected Book of the Month with the parents.

The effectiveness of the training sessions was determined by follow-up sessions requested by the parents in which they discussed what they learned and how they applied it. They were also given the opportunity to practice some of the skills they learned.

Parents were educated about standards, curriculum, and assessment in parent workshops and parent conferences. In workshops, parents were given literature and a presentation about the standards, curriculum, and assessment that are recommended and required by the school site, district, and the state, which also includes ELD and performance standards. Each session incorporates time for questions and answers so that any confusionsconfusion can be answered and explained. These workshops are especially helpful for explaining any new curricular programs such as the school-wide standards-based writing program.

What other training/services are provided to parents/community? Teachers are also expected to explain the standards, curriculum, and assessment with parents at the parent /teacher conferences and at anytime, outside of instructional minutes, that the parents request more information either via notes, appointments, or phone calls. Furthermore, teachers are expected to give brief explanations of all three factors, as they pertain to their school-room practices at Back to School Night.

How are specific training and support provided to parents of English learners (EL), Standard English Learners (SEL), special education students, gifted students, low performing students, and others? All parent training conducted by the school is open to all Utah Street Elementary School parents, which includes but is not limited to the parents of English Language Learners (ELL), Standard English Learners (SEL), Special Education, Gifted and Talented (GATE) students, low performing students (Title I), students that have been reclassified (RFEP), and CAP receiving students. All parents receive the same information regarding the time, date, and content to be covered at the meetings in both English and Spanish. All meetings are conducted in both languages.

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Specifically, the parents of ELL students receive training on the master plan program placement, the language census, the CELDT, the ELD standards and portfolios. Parents of Special Education students receive additional information specific to special education. They are attendants in the IEP process and are given literature regarding special education, the IEP process and their rights under the state and district policy. Also, parents of Title I students may attend workshops for the Title I council (CEAC- Compensatory Education Advisory Committee) about the parent/school compact, qualifications for Title I, and tips on how to assist their child/children with their academic needs. Parents of GATE students may also attend district-sponsored training on cognitive development, their role in the gifted program, and how to maximize learning for their child outside the classroom.

Critical Findings: Training and support

Although all of these training opportunities are available and advertised to all parents, only a minimal number of parents actually take advantage of them and attend. Also more training needs to be provided at the school for parents of ELL, Special Education, and GATE students.

4. School/Community/Business Partnerships

How are community resources for health, social services, etc. coordinated to provide assistance to families? With the funds from the state High Priority grant, we are able to fund our School Nurse for 4 days of the week or 80% of the week. She works with health and social service resources to provide assistance to families. She refers students and families for health related issues. Our School Counselor works with the social services component of student life. She has many contacts and resources she can call on to help students and families in the area emotional and mental health.

How does the school recruit and build successful partnerships that support student academic achievement? Community members have been invited throughout the school year to come and read to students. Some of these participants, as well as other members of the community and business partners have been recruited by our Parent Community Outreach Coordinator and also by some of our staff members. Also, a recently opened Senior Center has approached the school about beginning a Library Buddy partnership at the beginning of the 2003-2004 school year.

What activities and events occur that engage the community and business partners in increasing student academic achievement? Read Across America, Million Word Kick-Off Campaign, and two semester assemblies celebrating academic achievements and excellence are the events that Utah Street Elementary School sponsors and conducts to engage the community and business partners to increase student achievement these events allow students to see the importance of education in various careers, everyday

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activities, and special events .events. Also, students get a chance to interact with different types of people with different goals and views.

Critical Findings:

The school needs to actively continue to involve parents, community members and business partners in the advancement and achievements of Utah Street students. While business and community members aremembers are invited to participate in events and activities, the effort to continue that relationship in not organized and planned out formally.

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bFindings and BarriersComponent 3: Parent and Community Involvement


Findings Barriers(underlying cause)


Professional development is generalized and not based on identified student and staff needs.

Teachers, administrators, paraprofessionals, and other support staff need to participate in comprehensive, focused professional development, which incorporates the mandates of the local district and site-based needs identified through data analysis and surveys.

All

Teachers need additional support form the Literacy Coach to further develop a Literacy Block in all classrooms and implement the LAUSD Core Reading Program (OCR).

Teachers need to receive additional in-classroom support in developing and delivering the Core Reading Program.

Reading/ Language Arts

Teachers need additional support in implementing Writer’s Workshop within the Literacy Block to provide standards-based instruction.

Teachers need to participate in on-going support form the Literacy Coordinators as they implement Writer’s Workshop. Demonstration lessons and classroom observation will be provided along with professional development n standards-based instruction.

Reading/ Language Arts

Teachers need additional support in differentiating instruction for all students in Reading, Mathematics, and Language.

Teachers need to participate in on-going professional development provided by the Literacy Coach, Math Coach, and Literacy Coordinators. An emphasis will be placed on differentiated instruction strategies for

Reading/ Language ArtsMath

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GATE, EL, SEL, Title I, Special Education, and Migrant students.

ELD portfolios are not implemented consistently or accurately school-wide.

Teachers and administrators need to be trained on the use of the ELD portfolios to monitor progress in ELD and to provide differentiated instruction.

ELD

Learning Walks to measure the extent of implementation of the Core Programs and Standards-Based Instruction are inconsistent in numbers, representation of personnel and frequency.

Teachers, staff, paraprofessionals, parents/community need to participate in quarterly Focus Walks to measure the implementation of Standards-Based Reform.

All

There is no systematic process for evaluating professional development that is provided to teachers, paraprofessionals, classified staff, and parent/community. Therefore, there is a limited collection of data that indicates whether the design is effective.

Staff needs to provide guidance and assistance to the School Site Council as they develop a systematic process for evaluating the effectiveness of professional development.

all

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Component 4

LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES

Directions: Describe in narrative or bullet form the school’s leadership, school organization, support structures and culture.1. School organization:

Describe the school’s organization and structure that ensures a focus on student achievement and closing the achievement gap.

Utah Street Elementary School’s Leadership Team ensures a focus on student achievement and closing the achievement gap by:

- Analyzing and monitoring student performance results- Collecting and analyzing school data- Overseeing implementation of the school program and the Standards-Based Reform

model- Problem solving- Communicating effectively with the staff, parents and the community- Assesses where technical assistance, training, and support may be needed and

decides how to secure support for the individuals and groups of teachers- Provides vital support to the school principal as she works to accomplish the student

achievement goals- Works with the staff to create a schedule that supports implementation of standards-

based instruction- Provides time for teachers to get together to share student work and plan strategies to

help students reach the standards.- Develops safety net programs (such as after school intervention programs and

summer school programs) in collaboration with staff and community, that give students extra time and targeted instruction so they can reach the standards

- Initiates celebrations to acknowledge progress and success in meeting of standards and targets

- Communicates the message of standards-driven teaching and learning to parents/guardians, business partners, staff and students through newsletters, hard books, meetings, and actions

- The Leadership Team meets weekly on Tuesdays at 9:00am in the Conference Room

How does the school’s organization, management structure, master schedule of classes optimize time and provide opportunities for learning for all students and group for differentiated instruction, including English learners, Standard English Learners, special education students, and GATE students? The school’s organization and management structure optimizes time and provides for learning for all students by:- Organizing teachers by grade-level- Following the District Structured Reading Program (OCR)- Ensuring 30-45 minutes of ELD instruction time

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Includes vertical or grade level teams, departments, cross-disciplinary teams, Academies, etc.


- Organizing classes by ELD levels to optimize instructional time- Grouping SEL students together for instruction- Clustering the GATE students in the same classroom for optimal instructional time- Having the Resource Specialist Teacher facilitate teaching opportunities- Staggering Open Court Independent Work Time to provide and ease of collaborative

services

How does leadership drive and support differentiated standards-based instruction? The Leadership Team drives and supports differentiated standards-based instruction by:- Providing time for teachers to meet together as a grade-level and also as a staff to

share student work and plan strategies to help students reach the standards- Collecting and analyzing data- Working with staff to create a schedule that supports implementation of standard-

based instruction- Develops safety net programs (such as after school intervention programs and

summer school programs) in collaboration with staff and community, that give students extra time and targeted instruction so they can reach the standards

- Communicates the message of standards-driven teaching and learning to parents/guardians, business partners, staff and students through newsletters, hard books, meetings, and actions

How is the school organized to support the integration of special education students into the general education classroom? The Special Education students are integrated during mixing for music, Art, P.E. and for all field trips and special events such as the Winter Program, Million Word Kick-Off. Also, Utah is following the Inclusion Model. Therefore, 90% of our SDC students are being mainstreamed for Reading/Language Arts and Math: 90% of the ED students and about 20% of our MRM students are also being mainstreamed.

What system is in place to use data to differentiate instruction and intervention for English learners? Teachers are given opportunities at the beginning of the school year to review the CST and CAT/6 data to help them determine where they need to begin to differentiate instruction. They are also given several more times a year to review the OCR unit assessments and the quarterly math assessments to help them review the assessments to help them make the modifications necessary to differentiate instruction.

How does the school leadership monitor implementation of ELD and differentiated core instruction for English learners? All teachers were required to submit their daily schedule at the beginning of the year showing what time they would be doing ELD instruction. It was overwhelmingly decided by the staff to do ELD first thing in the morning. The administrators spend their mornings visiting classrooms to monitor the implementation and differentiation of the core curriculum for ELD learners. Also the OCR coach, literacy coordinators, and math coach meet with teachers regularly to help them develop lessons that differentiate instruction for ELD students.

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What specific research-based strategies are utilized to meet the needs of migrant students?

The Categorical Programs Advisor will :- Monitor the completion and analysis of the Individualized Learning Plan (ILP)- Assure that needed support services are recommended and there is adequate

follow-through- Provide/facilitate professional development for staff and parents on services

available to migrant students- Assure that there is communication with migrant parents- Contact Migrant Office for support

Critical Findings: School organization

The school needs to work on a systematic way to integrate more Special Education students into the general education classroom.There is also a need to ensure that the 30-45 minute ELD block of time is part of the daily schedule everyday.

Note: Include copies of students’ Migrant Education Individualized Learning Plans (ILP) in Section Eight.2. Articulation across programs and schools

How are “bridges” provided for parents and students to transition from pre-K to elementary? Elementary to middle school? Middle school to high school? High school to post-secondary? Address applicable levels.Due to all the reconstruction and demolition of the neighborhood, we do not have any Pre-K students at present time. To bridge the transition from 5th grade to middle school, the Categorical Programs Advisor at Utah Street Elementary School works in collaboration with the middle school Bilingual Coordinator to schedule several events such as visits of some middle school personnel to the elementary school. These personnel may include counselors, teachers, and assistant principals. During a student assembly, students watch a Power Point presentation of the educational programs and extra-curricular activities. Students questions and concerns are also addressed at the assembly. After the assembly, a field trip is set up to invite the students to the middle school for a campus tour. The students are given a tour of the school with an opportunity to sit and observe classes. During the month of May, the Categorical Programs Coordinator is administering assessments that will determine the student placement in the Language Arts block in the middle school. Data transfer cards with teacher comments in other academic areas and extra information are handed over to the middle school Bilingual Coordinator. These are then used to help with student placement in the other academic content areas.

How are EL and GATE students transitioned from elementary, to middle school and to high school? To other program options—magnet, etc.? EL students are transitioned from elementary to middle school based on the district DPI and DRP assessments. Last year,

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LAUSD began to use the DPI(DPI (Diagnostic Placement Assessment) as a standardized way of assessing and placing ELD students. All ELD students take the DPI “The Basics” test. If they score 80% or higher, they get to move on and take the Level A test. If they pass that test (80% or higher) they take the next test. There are 3 tests the students take up to Level B. There is a baseline scale that the EL coordinator uses to determine placement. Placement is determined using the DPI score, students ELD level and CELDT score. The DPI determines the studentsstudents’ placement in the ESL middle school class. If the student places high enough on the DPI they then take the DRP. If the student places at the DRP level, it negates the need for an ESL placement. Most students who place within DRP level are ready to reclassify and will most likely do so within that school year.GATE students are transitioned from elementary to middle school based on their GATE individualized plans.Students are placed in magnet programs through parent request or a combination of parent and teacher request. Parents complete the application and submit it to the magnet school. The magnet school determines the studentsstudents’ future.

How does the local district and school facilitate articulation about student academic achievement and support for transition between feeder schools, particularly for ELs and students receiving special education services? Local District H and Utah Street Elementary School facilitates student articulation about academic achievement and support for transition between feeder schools. Fifth grade students that have not been reclassified complete the High Point Diagnostic Placement Inventory so that the results can help determine placement in the appropriate ESL classes. Special Education students have IEPs transferred to the middle school to help pauses in their academic programs. Student’s IEPs are reviewed towards the end of 5th grade to help the IEP team discuss program placement for 6th grade and the parents are also given the opportunity to visit the feeder middle school their child will be attending. Students are sent to the middle school that provides classes that addresses the individual student’s need. Furthermore, information about all students is transferred through the Data Transfer Cards. The cards indicated ELD levels, CST and CAT/6 scores, directory information, any special services that need to be provided, and any teacher comments that maybe pertinent and important to placement. Lastly, articulation also happens directly between the two schools via phone calls, letters, faxes, and the Student Information System (SIS). Additionally, this year Hollenbeck Middle School ,School, one of our feeder schools, has begun a new program - Hollenbeck Summer Bridging Program. This program was created to help ease the transition of EL students into middle school. Of the 11 students that qualified for the program, all 11 will be attending.

How are student records transferred in a timely fashion? Student records are transferred in a timely fashion via the Data Transfer Cards that are due to the middle school by mid-April. The Data Transfer Cards are either hand delivered (when the location is close enough) or mailed to the middle school Bilingual Coordinators. In Utah’s case thatcase that is 11 middle schools. Also, some information is transferred from the elementary SIS to the middle school SIS. The middle school clerk also picks up the cumulative records from the elementary school personally.

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Describe the process for transitioning students from special day classes to general education classes. With the Least Restrictive Environment plan and the Modified Consent DecreeeDecree, Utah is in the process of mainstreaming about 75% of our SDC students in general education classrooms. This is written in the students IEP and agreed upon by the special education teacher, the mainstream teacher, the APEIS and the parent of the special education student. After the student has been mainstreaming for a year, the annual IEP is reviewed to discus whether the child has had sufficient success in a mainstream classroom to be transitioned from a special education classroom to a special education classroom. It has to be committee decision but the parent has the ultimate decision in whether or not they want their student transitioned.

How are students with disabilities transitioned from pre-K to elementary to middle school? Middle to high school? From special day classes to general education? As stated previously, due to all the reconstruction and demolition of the neighborhood, we do not have any Pre-K students at present time. Elementary to middle school students have an IEP meeting prior to the end of the school year that becomes the articulation IEP. The articulation IEP is sent to the middle school along with the Data Transfer Cards. The elementary school APEIS is the contact person for the elementary school. Students exiting Special Ed. classes into general education are led through the process by the IEP. The SDC teacher makes contact with the APEIS regarding holding a transitional IEP. The IEP team convenes and the process is begun with the student entering general and the RST serving in a consultant.

Critical Findings:

Articulation between elementary school and the middle schools is not without its problems. The school needs to work on providing campus tours for the other 8 middle schools we feed to. Currently, we only provide this level of articulation for Hollenbeck Middle School, but of the100 or so students that will be moving on to middle school, only about 50 will be attending Hollenbeck.

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3. Staff and Student Attendance

Staff Attendance

Staff AttendanceAverage Number of Days Absent per School Year

2000-01 2001-02 2002-032000-2003

ChangeCertificated Local District X 8.17 8.40LAUSD 8.37 8.59ClassifiedLocal District X 15.62 16.35LAUSD 15.60 16.29

Student Attendance

2000-2001 2001-2002 2002-2003Percent of Student In-

seat Attendance 92.84% 93.47% 94.60%School

How does staff and student attendance affect student achievement? Staff attendance directly affects student achievement on two fronts. First, substitute teachers are not fully trained on the district-adopted programs for Language Arts, Math, Writing, and English Language Development. These programs use language methods, strategies, and procedures that are very specific and that may not be familiar to substitutes. Furthermore, substitutes may not be familiar with the state content standards and the specific objectives students are required to meet. Secondly, substitutes are not trained to work with English Language Learners whichLearners, which make up 78% of our student body. Therefore, the time the students spend with substitutes may not produce the most effective results possible. Formally, there is no data available to assess the impact of staff attendance on student achievement.

What auxiliary services are in place to support the school’s attendance plan?Auxiliary services support the standards-based curriculum by assisting students to overcome identified obstacles to meeting the standards. The school nurse screens students for hearing and vision difficulties in order to suggest corrections so that these problems will not impact learning. Furthermore, the nurse is involved in nutritional and health consultations with the parents and teachers so that any issues of this nature may be addressed as quickly as possible. The school psychologist evaluated and works with students who have difficulties functioning in school due to learning disabilities and/or emotional and behavioral problems. The speech pathologist does similar work with students demonstrating difficulty with speech. They work with students so they will be able to orally communicate comprehension of content, any confusion on the subject matter, and state their knowledge of facts and data. The Early Behavior Intervention Counselor (EBIC) works with students that have self-esteem, family,

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Implications for Title I, SCE and SI EC 52054 OPTIONAL




and behavior issues that interfere with their academic performance. The special education auxiliary teachers also provide specialized services for specialsfor specials education students with specific learning disabilities. These include the adaptive physical education teacher, the occupational therapist, and the resource specialist teacher. They work with the classroom teacher to help address the goals and objectives and outlined in the students’ IEPs. The Categorical Programs Advisor, Literacy Coordinators, Literacy Coach, and Math Coach work with teachers and students to enrich the classroom standards-based instruction. They demonstrate lessons, pull out students for more instruction, and provide teachers with information on how to promote the standards in the classroom.Students’ academic achievement is impacted by auxiliary services because they are trained to address and work towards correcting any special problem students may have in meeting the standards. Most of the services mentioned above are regularly scheduled and evaluated. Some services, like the nurse’s consultation and psychologist’s evaluations happen as the need arises. Although there is no data available on how these services impact student learning and achievement, there are some students that move out of special education classes because they have met their IEP goals. Additionally, teachers have reported that student work samples have shown marked improvement owing to the implementation of the standards-driven writing program Writer’s Workshop.Student achievement is impacted by auxiliary services because they are trained to address student needs and also in correcting any special problems students may be having in meeting the standards. Most of the services mentioned above are regularly scheduled and evaluated.

Identify significant changes in student attendance rates. There have been no significant changes in student attendance rates. Over the past three years, the attendance has fluctuated between 92% to 94%. These rates are consistently higher that those for Local District H and all of LAUSD.

Critical Findings:

We have a district funded PSA Counselor (Pupil Services and Attendance) that helps support student attendance. She implemented rewards for classrooms with the best attendance and popcorn parties for classrooms once they have had 25 days of perfect attendance. She is also works with students with severely low attendance records and their families. She makes phone calls, writes letters, and makes home visits to promote better attendance.

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4. Suspensions and Expulsions

Suspension and Expulsion Data

School District2000-01 2001-02 2002-03 2000-01 2001-02 2002-03

Suspensions (number) 84 11 7

Suspensions(rate) 1.27 1.18 1.57

Expulsions(number) 0 0 0

Expulsions(rate) 0 0 0

Compare the rate of suspensions over the three-year period to determine any trends shown by the data. What factors might have contributed to these trends? The rate of suspensions has dropped significantly especially from 2001 to 2002; a decrease more than 12%. In 2000-2001 there was a rate of 14% and in 2001-2002 the rate was a little less than 2%. Factors that may have contributed to these trends are:- Change in the neighborhood and community

Compare the rate of expulsions over the three-year period to determine any trends shown by the data. What factors might have contributed to these trends? There have been no expulsions in the past three-year period.

What auxiliary services are in place to support reduction of suspensions and expulsions? The services in place to support the reduction of suspension and expulsion rates are the Early Behavior Intervention counseling and psychologist services provided by the school psychologist. Both of these services work directly with students that demonstrate behavioral problems, such as fighting, not following instructions, not completing tasks, and aggressions towards classmates and staff.

How is student achievement affected by the above data? Student attendance does affect student achievement because students that are constantly absent or disciplined are missing valuable classroom instruction. Because of pacing plans and reduced paraprofessional time, it is difficult to provide students with instruction that was missed on a day that they were absent. Students that exhibit the many behavioral problemproblems that typically result in suspensions and expulsions are generally missing classroom instruction wheninstruction when they are timed-out in a corner, sent to another classroom, or sent to the administrator. Furthermore, anytime the administrator or classroom teacher had to address discipline matters, they not addressing factors in achievement. Thus, valuable instructional time and resources are being utilized on a

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small group of students for non-instructional purposes and directed away from well-behaving students for achievement.

Critical Findings:

Suspensions and expulsions result in students missing classroom instruction and losing valuable learning time. Instructional time and resources are lost for non-instructional time.

5. Auxiliary Services: How do auxiliary services staff impact student achievement? Auxiliary services support

the standards-based curriculum by assisting students to overcome identified obstacles to meeting the standards. The school nurse screens students for hearing and vision difficulties in order to suggest corrections so that these problems will not impact learning. Furthermore, the nurse is involved in nutritional and health consultations with the parents and teachers so that any issues of this nature may be addressed as quickly as possible. The school psychologist evaluated and works with students who have difficulties functioning in school due to learning disabilities and/or emotional and behavioral problems. The speech pathologist does similar work with students demonstrating difficulty with speech. They work with students so they will be able to orally communicate comprehension of content, any confusion on the subject matter, and state their knowledge of facts and data. The Early Behavior Intervention Counselor (EBIC) works with students that have self-esteem, family, and behavior issues that interfere with their academic performance. The special education auxiliary teachers also provide specialized services for specialsfor specials education students with specific learning disabilities. These include the adaptive physical education teacher, the occupational therapist, and the resource specialist teacher. They work with the classroom teacher to help address the goals and objectives and outlined in the students’ IEPs. The Categorical Programs Advisor, Literacy Coordinators, Literacy Coach, and Math Coach work with teachers and students to enrich the classroom standards-based instruction. They demonstrate lessons, pull out students for more instruction, and provide teachers with information on how to promote the standards in the classroom.

How are student achievement data used to identify the need for auxiliary services?Students’ academic achievement is impacted by auxiliary services because they are trained to address and work towards correcting any special problem students may have in meeting the standards. Most of the services mentioned above are regularly scheduled and evaluated. Some services, like the nurse’s consultation and psychologist’s evaluations happen as the need arises. Although there is no data available on how these services impact student learning and achievement, there are some students that move out of special education classes because they have met their IEP goals. Additionally, teachers have reported that student work samples have shown marked improvement owing to the implementation of the standards-driven writing program Writer’s Workshop.

How are the services of auxiliary staff coordinated and evaluated for effectiveness? The data to evaluate the effectiveness of these services is not available.

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Critical Findings:

There is no formal system to measure the effectiveness of the program. Furthermore, there is no formal system of communication, planning, and implementing of the program. The program needs to be better organized and planned so that objectives, instruction, and evaluation are clearand communicated priorcommunicated prior to, during, and at the completion of the program.

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Utah Street Elementary Los Angeles Unified School District6. Governance and Funds Management:

Identify and describe the governance structure of the school. (SBM, LEARN, SDMC, SSC, Dependent Charter etc.)The school governance structure of Utah Street ES is based on the LEARN model. It consists of two governance bodies: Local School Leadership Council and School Site Council (LSLC and SSC). Both councils are comprised of representatives from each stakeholder group who are committed to the implementation of a standards-driven curriculum and the improvement of all aspects of school life. Subcommittees of the LSLC and SSC ,SSC, which guide research, development and implementation of new ideas and courses of action, act as advisory committees of bothof both councils. The councils are comprised of the following members:

Who participates in the school-wide decision-making leadership team? Describe how team membership was determined. School wide decisions are made by Local School Leadership and the School Site Council. Councils are comprised of the school administrator, elected teachers, parents, and classified representatives. The School Site Council is the school-wide decision-making team and is made up of administrators, teachers, parents, and classified employees. Team membership is determined by Bulletin BP-7: m Advisory Committees and School Site Councils bulletin that is published and released yearly by the Parent Community Services Branch. The principal is an automatic voting member of the SSC. Teachers are elected at the school level by other teachers, classified personnel is, classified personnel are elected by classified personnel and parents are elected at a special parent election meeting. All members of the council have equal voting rights.

How are curriculum/instruction/assessment decisions made? All stakeholder groups are involved in curriculum, instruction, and assessment via the school plan, which is written and implemented by the SSC. Some decisions regarding the curriculum, instruction, and assessment are mandated by the Local Education Agent (LEA) at large, by Local District H, and also by the state of California. These include, but are not limited to Open Court, the Harcourt Brace Mathematics program, and the Standards-Based Writing Program.

How does student achievement data influence budget decisions? Student achievement is the driving force behind budgetary decisions. Administrators, parents, teachers, and classified staff are required to review assessment data and any other achievement information to determine problems and possible solutions. This information is considered at council meetings by all stakeholder representatives. Since all stakeholders groups are involved in writing the school plan, the missions statement, and the vision statement, the must consider the specified objectives of all 3 when making decisions concerning budget.

How are budgetary decisions made? Budgetary decisions are made by both councils. The Local School Leadership Council makes decisions on expenditures for the IMA account and the two textbook accounts. The School Site Council makes decisions on the Categorical Program Budget, which includes Title I, Bilingual, School Improvement, state block grants, and the Governor’s Award. Both councils consider the needs and what is in

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the best interest of the students. They also consider stakeholder concerns and the academic objectives specified in the school plan when making budget decisions.

How are parents/community encouraged to participate and how do parents/community participate in the School Site Council (governance body)? Are representatives of CEAC and ELAC included? Parents are encouraged to participate in monthly parent workshops and meetings, ELAC, CEAC, SSC, and other volunteer programs where parents can not only participate in school leadership roles, but receive information not only about curriculum, but also federal and state laws.

What opportunities are afforded to ELAC to exercise their legal responsibility to advise the principal/staff/SSC regarding Master Plan programs for ELs? ELAC parents are encouraged to participate in monthly meeting to discuss and observe Master Plan programs. As a group they are asked to advise on the implementation of ELD standards and portfolios

What opportunities are afforded to CEAC to advise the principal/staff/SSC regarding the Compensatory Education Program? CEAC parents are afforded the opportunities to advise the principal/staff/ SSC through monthly meetings. They are able to advicse on budget expenditures, school plan and plan modifications through surveys and discussions.

Critical Findings:

Utah Street Elementary School had two governing councils with elected parents, classified and teacher representatives to ensure that all stakeholders are able to participate in decision making for funds and instruction.

7. Facilities Management: Are there safety and cleanliness issues that affect the learning climate?

The following are some safety and cleanliness issues that interfere and affect instruction and student learning:- Classroom clean-up after a student had had an accident in the classroom- Heating and air conditioning problems- Student furniture is inadequate for the size of the student- Bathroom maintenance is a daily concern for staff- After hours student bathrooms are limited due to the facilities being closed for the

after school program

What has been or will be done to correct the above-described problems?- Plant personnel will be available to respond to teacher request for clean-up- Plant personnel will make trouble shooting calls to try to rectify heating and air

conditioning problems- Locate funds in order to buy furniture that is the adequate size of the students- Continue to work with the plant personnel to maintain student and staff bathrooms

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Address your school/district safety plan here.


How does the structure of the school allow for physical accessibility for students with physical disabilities? Physical accessibility is limited because we do not have access to the second floor classrooms and the outside bathrooms do not have wide-enough doors or ramps to accommodate wheelchairs.

If the school exceeds the optimum enrollment goals as defined in the Rodriguez Consent Decree, address the questions below:

o What strategies are used to achieve the district expenditure average?o What specific steps are taken to minimize the impact of a large enrollment? o How is the school different because of the implementation?o Were the above strategies effective or not effective?

Critical Findings:

We are maximizing Utah Street Elementary’s facilities by providing after school intervention program and the LA’s Best youth services program. However, at this time we do not have the ability to provide access for students with special needs like those in wheel chairs to use the second floor classrooms or bathrooms. In order to serve these students we need to be able to rectify this situation in order to be able to accommodate said students.

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Findings and BarriersComponent 4: Leadership, School Organization, and Support Structures

Directions: Review and prioritize the findings from each section in Component 4. Select the findings that have the greatest impact on improving student achievement. Identify the underlying causes that led to the lack of student achievement (barriers). An Action Step will be developed in Section Five to address the barrier.

Findings Barriers(underlying cause)

Classes are not organized to maximize utilization of teachers authorized to provide instruction to ELs.

High transceincy rate causes student enrollment to be all year long. EL coordinator places students based on ELD level as much as possible but when there is no room in EI classrooms, students must them be placed in the next available classroom.

Data that demonstrates that the intervention program closes the achievement gap in not being collected and/or is not consistent across the grade levels.

Lack of a strandardizedstandardized Intervention program and no set of assessment tools to be used at the start, mid-way point, and end of the intervention program.

A formal system of communication, planning, and implementing the extending opportunities program needs to be in place in order to close the achievement gap.

100% of parents and teachers involved in Extended Opportunities programs will receive adequate information to communicate, plan, and implement the program.

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Section Five

ACTION STEPSSchool Site Objectives and Benchmarks for Three Year Plan

School Site Objectives and Benchmarks Aligned to Disaggregated Student Academic Achievement Data to Close the Achievement Gap

The LEA Plan performance goals and Adequate Yearly Progress (AYP) objectives are now incorporated into the Action Steps pages for Literacy, Mathematics, English learners, Closing the Achievement Gap and Safe and Drug-Free Schools and Communities (SDFSC) and Tobacco Use Prevention Education (TUPE). In addition, the Modified Consent Decree requirements, objectives and benchmarks are found on the Least Restrictive Environment Action Steps pages.

Schools are encouraged to develop their own school site objectives, aligned with disaggregated student academic achievement data or periodic assessments, that will support the AYP objectives and the LEA Plan goals.

Directions: Develop appropriate school site objectives. Insert the school site objectives under the headings below. Delete unused headings. In addition, school site objectives and benchmarks should be transferred directly to the appropriate Action Steps templates.

LANGUAGE ARTS/LITERACY:

MATHEMATICS:

ENGLISH LEARNERS:

ALL OTHER CONTENT AREAS:

CLOSING THE ACHIEVEMENT GAP:

LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES:

SDFSC and TUPE:

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ACTION STEPS TO IMPROVE LITERACY3-YEAR PLAN

(Elementary Schools)

The Action Steps should address the barriers identified in Components 1, 2, and 3. Action Steps are solutions that overcome barriers that inhibit student achievement. The timeline of the Action Steps may be one to three years for implementation. The evidence column reflects what will be used to determine the Action Step completion. In addition to the principal, the monitoring responsibility includes the identification of other staff members, who are responsible for the implementation of the Action Step.LEA PLAN GOAL I: All students will reach high standards, at a minimum attaining proficiency or better in reading by 2013-14.AYP OBJECTIVE: By 2004-05 the percentage of students scoring proficient or above on the California Standards Tests and the

California Alternate Performance Assessment in English Language Arts will equal or exceed 24.4 percent. For 2005-06 and 2006-07 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in English Language Arts will equal or exceed 24.4 percent.

SCHOOL SITE OBJECTIVE(S): Raise student proficiency levels on CST in English Language ArtsBarrier Action Step Persons

InvolvedTimeline (mo./yr.)

Evidence MonitoringResponsibility

Funding Source

Monitoring Comments

Standards-Based Curriculum and Assessment (Component 1)

Leadership Team will provide additional support to teachers and students in developing and maintaining standards-based curriculum and instruction in all classrooms.

All students and staff

Ongoing Higher percentage of students scoring proficient & advanced on CST English Language Arts

PrincipalLeadership TeamLiteracy CoordinatorsMath CoachLiteracy Coach

SIBilingualTitle I

Targeted Professional Development (Component 2)

Raise proficiency rates of ELL students in vocabulary development, reading comprehension, and writing so that they are making adequate progress by providing standards-based professional development aligned to the ELL standards and CA Content Standards by aligning

All students and staff

Ongoing Higher percentage of ELL students scoring proficient & advanced on CST English


BilingualTitle IPI

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Identify target populations (e.g. GATE, Special Education, Economically Disadvantaged, EL’s)

Utah Street Elementary Los Angeles Unified School Districtand unpacking the standards Language

Arts

Parent and CommunityInvolvement (Component 3)

Increase parent understanding of CST and CAT/6 data and how they can help their students raise their proficiency levels to Proficient and Advanced

Parents and students

Ongoing Higher percentage of all students scoring proficient & advanced on CST English Language Arts


BilingualTitle IPISI

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ACTION STEPS TO IMPROVE LITERACY3-YEAR PLAN (continued)


SCHOOL SITE OBJECTIVE(S):By June 2005, 80% of students will score Proficient or Advanced on the California Standards Tests for ELA.K-5 students are being instructed in a research-based, standards-based language arts program (Open Court Reading). Unit assessments are administered to determine numbers of students meeting benchmark, numbers of students at the strategic level and number of students at the Intensive level. Data from these assessments are inputted into the SOAR system. Data is available online.

Barrier Action Step Persons Involved

Timeline (mo./yr.)


Funding Source

Monitoring Comments


Provide grade level meetings to review SOAR data; determine pattern of errors to develop “Next Steps” for instruction.

All Teachers (K-5)

MonthlyOngoing

AgendasSign-insGrade-level plans

Literacy CoachLeadership TeamPrincipal

DistrictBilingualTitle ISI


Provide targeted professional development to address areas of need on the unit assessments; professional development to take place during grade level meetings, banked time Tuesdays presentations, demonstration lessons by Literacy Coach and OCR experts

All teachers (k-5) MonthlyOngoing

AgendasSign-insEvaluations

Literacy CoachLeadership TeamPrincipal

DistrictBilingualTitle ISI


Teachers keep parents/guardians updated on instruction occurring in the classroom.

TeacherParents

Updates provide information on the link

September

Leadership TeamTitle I/Bilingual Coordinator

DistrictTitle IBilingualSI

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Student work provided to parents during parent/teacher conferences

between the performance targets and standards


Provide time for grade levels to meet to review upcoming units and plan instruction. Emphasis should be placed on introducing the theme(realia and pictures), tiering and scaffolding vocabulary, identifying mini-lessons to reinforce unit instruction and elements of Writer’s Workshop

All teachers (K-5) Grade-level meetingsMinutesAgendasSign-ins

MonthlyOngoing

Literacy CoachOCR experts

District


All K-3 teachers to hold a 2.5 hour literacy block and all grade 4-5 teachers to hold a 2-hour literacy block

All teachers (K-5) Master schedule developed and shared with staffClassroom

Ongoing PrincipalLeadership Team

District

Targeted Professional Development (Component 2

An informational meeting is delivered to all staff members, describing the literacy program and providing specific information on the focus of Writer’s Workshop and the continuation of the program.

All teachers (K-5) Literacy program being implemented. Students practice and review the rituals and routines

Ongoing Literacy coordinators

SIBilingualTitle I


The continuation of Writer’s Workshop in all classrooms

All teachers (K-5) Classroom schedulesMonthly monitoring that tracks implementation and continuation

Ongoing Literacy coordinators PrincipalLeadership Team

SIBilingualTitle I

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processLearning Walks


Learning Walks are conducted to determine what Writer’s Workshop rituals and routines are in place. Feedback provided to appropriate teachers and Literacy Coordinators

All teachers (K-5) Next steps feedback sheetsNext steps monitoredFollow-up focus walks conducted

September through June

Literacy CoordinatorsTeachers

BilingualSITitle I

Targeted Professional Development (Component 2

Teachers meet in grade-level meetings to develop class profiles ad share mini-lessons that address activities to improve scores on the subtest clusters identified in the performance targets

All teachers School schedule reflects time for grade-level teacher meetingsArchive of mini-lessons linked to the performance target and standards


PrincipalLeadership TeamTeachers

District


Classroom instruction and mini-lessons developed by classroom teachers to address the performance targets. The instruction linked to standards and instructional strategies

All students and teachers (K-5)

Class instructional plans and mini-lessons linking performance targets, standards and instruction


Teachers District

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ACTION STEPS TO IMPROVE MATHEMATICS3-YEAR PLAN

(Elementary Schools)The Action Steps should address the barriers identified in Components 1, 2, and 3. Action Steps are solutions that overcome barriers that inhibit student achievement. The timeline of the Action Steps may be one to three years for implementation. The evidence column reflects what will be used to determine the Action Step completion. In addition to the principal, the monitoring responsibility includes the identification of other staff members, who are responsible for the implementation of the Action Step.

LEA PLAN GOAL I: All students will reach high standards, at a minimum attaining proficiency or better in mathematics by 2013-14.

AYP OBJECTIVE: By 2004-05 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in Mathematics will equal or exceed 26.5 percent. For 2005-06 and 2006-07 the percent of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in Mathematics will equal or exceed 26.5 percent.

SCHOOL SITE OBJECTIVE(S): Barrier Action Step Persons



Funding Source

Monitoring Comments


One hour math block will be scheduled daily for all math teachers

All teachers and students

Ongoing Learning WalksDaily Schedules

Math CoachLeadership Team

District


Teachers will use grade-level pacing plans to ensure students are receiving instruction in grade-level standards

All teachers and students

Ongoing Quarterly assessments


District


Parents will be informed about the math program that is being implemented a the school

All students and parents

Sept. Sign-ins Math CoachLeadership Team

District


Teachers meet by grade-level to assess student work and share math lessons to address grade-level standards

All Teachers Ongoing Teacher sign-insAgendas


District

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Students use accountable talk and communicate effectively about math

All students Ongoing Learning WalksStudent workTchr. Obs.

Math CoachLeadership Teams

District

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ACTION STEPS TO IMPROVE MATHEMATICS3-YEAR PLAN (Continued)


SCHOOL SITE OBJECTIVE(S):


Timeline (mo./yr.)


Funding Source

Monitoring Comments


Student use math skill and tools effectively

All students Ongoing Learning walkTeacher observationsStudent work


DistrictTitle ISIBilingual


Teachers will have professional development to learn to use manipulatives to build understanding of abstract concepts through the use of concrete activities

Teachers will receive professional development on using overhead materials to build visual literacy of abstract concepts

All teachers (K-5)

All teachers (K-5)

Ongoing

Ongoing

Learning WalksTeacher sign-insAgendas

Math Coach Leadership Team



Teachers keep parents updated on the instruction occurring in the classroom

All students Ongoing Home-school communicationsParent/teacher conferences



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Identify target populations (e.g. GATE, Special Education, Economically Disadvantaged, ELs)



Students will engage in supplemental independent practice of number sense through the use of technology

All students Ongoing Learning walksTeacher obs.Quarterly assessments



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ACTION STEPS TO IMPROVE THE ACHIEVEMENT OF ENGLISH LEARNERS3-YEAR PLAN


The Action Steps should address the barriers identified in Components 1, 2, and 3. Action Steps are solutions that overcome barriers that inhibit student achievement. The timeline of the Action Steps may be one to three years for implementation. The evidence column reflects what will be used to determine the Action Step completion. In addition to the principal, the monitoring responsibility includes the identification of other staff members, who are responsible for the implementation of the Action Step.

LEA PLAN GOAL 2: All Limited English Proficient (LEP) students will reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

AYP OBJECTIVE: By 2004-05 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in English Language Arts will equal or exceed 24.4 percent. For 2005-06 and 2006-07 the percentage of students scoring proficient or above on the California Standards Test and the California Alternate Performance Assessment in English Language Arts will equal or exceed 24.4 percent.

By 2004-05 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in Mathematics will equal or exceed 26.5 percent. For 2005-06 and 2006-07 the percent of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in Mathematics will equal or exceed 26.5 percent.

EL OBJECTIVE: From June 2005-2007, ____% of 6-8 English Learners will make adequate progress for their grade-level by advancing at least one ELD level each year/semester.

SCHOOL SITE OBJECTIVE:Barrier Action Step Persons



Funding Source

Monitoring Comments


Teachers will provide rigorous ELD instructional program. Students grouped by proficiency level will receive differentiated instruction for 30-45 minutes daily

All ELL students Ongoing Class schedulesLearning Walks

PrincipalEL coordinator

Bilingual

Standards-Based Curriculum

Every classroom teacher will have state-approved ELD instructional

Teachers of EL students

Ongoing Materials in classrooms

PrincipalEL coordinator

Bilingual

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and Assessment (Component 1)

materials


Professional development will be provided to all teachers of ELLs and paraprofessional based on ELD standards, curriculum, and assessments

Teachers and paraprofessionals of EL students

Ongoing AgendasSign-ins

PrincipalEL coordinatorLAT

Bilingual


Professional development on the ELD portfolio will be provided to all teachers and paraprofessionals of EL students

Teachers and paraprofessionals of EL students

Ongoing Sign-insAgendas


Bilingual


Parents of EL students will be provided a workshop on the Master Plan Programs available in LAUSD

Parents of EL students

Ongoing Sign-insAgendas


Bilingual

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ACTION STEPS TO IMPROVE THE ACHIEVEMENT OF ENGLISH LEARNERS3-YEAR PLAN (Continued)

(Elementary School)

SITE OBJECTIVE:By June 2005, 80% of students will score Proficient on the California Standards Test for ELA. All grades K-5 will implement and maintain Writer’s Workshop utilizing the ELA content standards, ELD standards, and the New Performance Standards to analyze, modify, maintain and monitor instruction.


Timeline (mo./yr.)


Funding Source

Monitoring Comments


Planning meeting are scheduled and delivered by Literacy Coordinators to appropriate staff members as specified by an ELD/Writing needs assessment survey.

K-5 Ongoing - Schedule of meetings

- Teacher evaluations

- Agendas

Literacy Coordinators

Principal

Title IBilingualDistrict



Teachers meet at grade-level meetings to develop class profiles and share mini-lessons that address ELD, ELA, and Performance standards to improve the ELL subgroup.

K-5 Ongoing - Schedule of meetings

- Archive of mini-lessons linked to all the standards


Principal


128




Classroom instruction and mini-lessons developed by classroom teachers to address ELD standards in alignment to content and performance standards

K-5 Ongoing - Class instruction plans

- Mini-lesson archive and resource binder


Principal


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ACTION STEPS TO IMPROVE ALL OTHER CONTENT AREAS3-YEAR PLAN

The Action Steps should address the barriers identified in Components 1, 2, and 3. Action Steps are solutions that overcome barriers that inhibit student achievement. The timeline of the Action Steps may be one to three years for implementation. The evidence column reflects what will be used to determine the Action Step completion. In addition to the principal, the monitoring responsibility includes the identification of other staff members, who are responsible for the implementation of the Action Step.SCHOOLSITE OBJECTIVE (S):

By 2005, 80% of students will be working toward mastering grade-level Social Studies standards.


Timeline (mo./yr.)


Funding Source

Monitoring Comments


Teachers will be provided opportunity to review social studies standards and the social studies series

All teachers September

AgendasSign-ins

Leadership TeamCoordinators

SIBilingualTitle I


Provide targeted professional development sessions to address the social studies series

All teachers Ongoing Implementation of Science Program

Leadership TeamPrincipal


Provide professional development for the implementation of the social studies standards

All teachers Ongoing Learning walksSign-insAgendas


District

130



Parents will be informed about the social studies program that is being implemented at the school

All parents October AgendasSign-ins

Leadership TeamCoordinator

SIBilinugalBilingualTitle I

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ACTION STEPS TO IMPROVE ALL OTHER CONTENT AREAS 3-YEAR PLAN (Continued)

SCHOOLSITE OBJECTIVE (S):By 2005, 80% of students will be working toward mastering grade-level Science standards. This will be evident in the percentage of 5th grade students scoring at or above proficient on the CAT/6 Science subtest.


Timeline (mo./yr.)


Funding Source

Monitoring Comments


Teachers will be provided opportunity to review science standards and new science series

All teachers September

AgendasSign-ins

Leadership TeamCoordinators

SIBilingualTitle I


Provide targeted professional development sessions to address the new science series

All teachers Ongoing Implementation of Science Program



Provide professional development for the implementation of the science standards

All teachers Ongoing Learning walksSign-insAgendas


District


Parents will be informed about the science program that is being implemented at the school

All parents October AgendasSign-ins

Leadership TeamCoordinator

SIBilingualTitle I

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ACTION STEPS TO CLOSE THE ACHIEVEMENT GAP3-YEAR PLAN


The Action Steps should address the barriers identified in Components 1, 2, and 3. Action Steps are solutions that overcome barriers that inhibit student achievement. The timeline of the Action Steps may be one to three years for implementation. The evidence column reflects what will be used to determine the Action Step completion. In addition to the principal, the monitoring responsibility includes the identification of other staff members, who are responsible for the implementation of the Action Step.LEA PLAN GOAL 5: All students will graduate from high school. (Elementary and middle schools will prepare targeted subgroups to graduate from high school.)AYP OBJECTIVE: The school will increase the graduation rate by one-tenth of one percent (0.1) per year until the school reaches 100 percent. (Targeted subgroups will meet or exceed the Annual Measurable Objectives in elementary and middle school.)LAUSD OBJECTIVE: From June 2005-2007, schools will have identified and provided professional development and training on culturally responsive pedagogy to address the needs of Standard English Learners and all other students at risk of not meeting grade level standards.

SCHOOL SITE OBJECTIVE: Action Step Targeted

SubgroupsTimeline (mo./yr.)


Funding Source

Monitoring Comments

100% of all teachers and administrators will be trained on the use of the ELD portfolios to monitor progress in ELD

EL studentsTeachersAdministrators

Sept. PortfoliosSign-ins Agendas

CoordinatorLATPrincipal

Bilingual

100% of EL students will be provided with daily ELD required instruction (30-45 minutes)

EL students Sept. Class schedulesLearning Walks

PrincipalLATCoordinator

Bilingual

100% of all teachers will receive additional in classroom support in delivering the CORE mathematics program

All students Oct. Learning WalksDemo-lessonProfessional development

PrincipalLeadership Team

District

100% of teachers will receive additional in classroom support in delivering the CORE reading program



District

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100% of all teachers will receive additional in classroom support in delivering the supplemental program Writer’s Workshop



BilingualSITitle I

100% of K-5 teachers will hold a 3-hour literacy block every day.

K-3 students Ongoing - Master schedule developed and shared with staff

- Daily Classroom visitations by administration


HPTitle IDistrict

134


ACTION STEPS FOR LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES3-YEAR PLAN

The Action Steps should address the barriers identified in Component 4. Action Steps are solutions that overcome barriers that inhibit student achievement. The timeline of the Action Steps may be one to three years for implementation. The evidence column reflects what will be used to determine the Action Step completion. In addition to the principal, the monitoring responsibility includes the identification of other staff members, who are responsible for the implementation of the Action Steps.SCHOOL SITEOBJECTIVE(S):


Timeline (mo./yr.)


Funding Source

Monitoring Comments

School Organization Provide more opportunities for staff and administration to work more closely together to increase student achievement in all content areas

All StaffAdministrators

Ongoing AgendasSign-insTargeted Professional Development


Title IBilingualHP

Articulation across programs and schools

Establish more communication between elementary school and middle school. More communication to determine correct placement.

5th grade students

Sept. Master schedule with communications between us and the MS

PrincipalCoordinator5th grade teachers

Title IBilingualHP

Staff and Student Attendance

Suspensions and Expulsions

Not a significant issue

Auxiliary Services Fund more Psychologist time to deal with the high percentage of students requiring

All students Ongoing Assessment process taking less timeLess IEPs out


HP

135


assessment and annual IEP maintenance

of compliance

Governance and Funds Increase parent attendance to ELAC and CEAC parent meetings by holding meeting twice a day: morning meetings and evening meetings as well.

All students, teachers, parents, and community

Ongoing AgendasSign-ins

PrincipalCoordinator

Title IBilingual

FacilitiesManagement

136


COMPLIANCE ITEMS FOR LEAST RESTRICTIVE ENVIRONMENT

2003-2004 BENCHMARK: 65% of students with disabilities in state-identified grade levels (2-11) will participate in the statewide assessment program with no accommodations or standard accommodations.

Benchmarks Responsible Staff Compliant

(indicate date completed)

In Progress

Analyze school data regarding the number of students with disabilities participating in the 2002-2003 statewide assessment programprograms with no accommodations or standard accommodations to determine if students with disabilities are participating according to District policy.

Principal

X

Develop and implement a plan of action to be included in an amended Single Plan for Student Achievement to increase participation of students with disabilities in the 2003-2004 statewide assessment programs with no accommodations or standard accommodations if 2002-2003 participation rate is below the stated target.

Principal

X

Review with IEP teams the guidelines for participation by students with disabilities in the 2004-2005 statewide assessment program, including participation of students with severe disabilities in the CAPA and provision of approved standard accommodations.

Principal

X

Monitor IEPs for inclusion of students with disabilities in the 2003-2004 statewide assessment program, including participation of students with severe disabilities in the CAPA and provision of approved standard accommodations.

Principal

X

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ACTION STEPS FOR LEAST RESTRICTIVE ENVIRONMENTDirections: The Modified Consent Decree requires the following objective from every K-12 comprehensive school. Develop the action steps needed to accomplish this goal in the given timeframe. OBJECTIVE: Students with disabilities will improve performance on the STAR assessment program by _10_% points.

Modified Consent Decree Requirements

Action Steps Persons Involved

Timeline (mo./yr.)

Evidence Monitoring Responsibility

Funding Source


To be determined

Establish a rigorous professional development program to analyze data from the web-based IEPs, SIS and the SESAC to identify students who have and have not met the established criteria

Students with disabilities

Sept. IEPsMinutesSign-ins

SSTAPEISSpecial Ed. Teacher

Modified


To be determined

Implement in-class accommodations and modifications to ensure students with disabilities that are not meeting established criteria receive additional intervention


Sept. IEPsLearning Walks

IEP TeamAPEISTeachers

Modified


Continue a rigorous professional development program to implement various learning models (e.g. co-teaching and collaborative consultation) to support students in the general classroom


Sept. IEP APEIS Modified


Teachers will continue to participate in professional development in differentiating instruction, and implementing


Oct. IEPPercentage of number of students

SSTGeneral Education and Special Education teachers

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appropriate accommodations and modifications to ensure the participation of students with disabilities in the general education classrooms

with disabilities participating in the general education classroomLearning Walks

APEISIEP Team

139


COMPLIANCE ITEMS FOR LEAST RESTRICTIVE ENVIRONMENT(Elementary Schools)

140


ACTION STEPS FOR LEAST RESTRICTIVE ENVIRONMENT

141

2003-2004 BENCHMARK: 63% or more of students with eligibilities of Specific Learning Disabled (SLD) and Speech/Language Impaired (SLI) participate in general education classes for 41% of the day or more.

Benchmarks Responsible Staff

Compliant

(indicate date

completed)

In Progress

Analyze school site data regarding percentage of SLD and SLI eligibilities out of general education for more than 60% of the instructional day and less than 60% of the instructional day. (“Instructional day” means the legal minimum instructional minutes at that grade level.)

Principal Fall 2003

Set school target for decreasing the percent of students with SLD and SLI eligibilities placed outside of the general education classroom for more than 60% of the instructional day. (“Instructional day” means the legal minimum instructional minutes at that grade level.)

Principal Spring 2004

Implement professional development regarding research-based strategies for educating diverse learners through differentiated instruction within the general education classroom.

Principal

X

Implement current year phase of LRE elements of Single Plan for Student Achievement (comprehensive or abridged versions) to initiate/expand collaborative service delivery models and supports, to increase the percentage of students with eligibilities of SLD and SLI participating in the general education classrooms, and to expand the capacity for students with disabilities to access the general curriculum through differentiated instruction.

Principal

X


Directions: The Modified Consent Decree requires the following objective from every K-12 comprehensive school. Develop the action steps needed to accomplish this goal in the given timeframe. OBJECTIVE: By June of 2007 80% or more of students with eligibilities of Specific Learning Disabled (SLD) and Speech/Language Impaired (SLI) will participate in general education classes for 41% of the day or more.



Timeline (mo./yr.)


Funding Source

By 2004-2005, 63 % of students with eligibilities of SLD and SLI participate in general education classes for 41% or more of the day.

Provide targeted professional development to all staff on Least Restrictive Environment throughout the year to allow all teachers to participate in the mainstreaming process.

All staff Ongoing AgendasSign-InsMaster Schedule


By 2005-2006, 73% of students with eligibilities of SLD and SLI participate in general education classes for 41% or more of the day.

Implement professional development regarding research-based strategies for educating diverse learners through differentiated instruction within the general education classroom.



By 2006-2007, 80% or more of students with eligibilities of SLD and SLI participate in general education classes for 41% or more of the day.

Provide targeted professional development to all staff on differentiated instruction and learning modalities to help all teachers participate in LRE in all the content areas, specifically in literacy and mathematics.



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COMPLIANCE ITEMS FOR LEAST RESTRICTIVE ENVIRONMENT

144

2003-2004 BENCHMARK: 21% or more of students with all other disabilities participate in general education classes for 41% or more of the day.

Benchmarks Responsible Staff

Compliant(indicate date

completed)

In Progress

Analyze school site data regarding percentage of students with eligibilities other than SLD and SLI out of general education for more than 60% of the instructional day and less than 60% of the instructional day. (“Instructional day” means the legal minimum instructional minutes at that grade level.)

Principal Fall 2003

Set school target for decreasing the percentage of students with eligibilities other than SLD and SLI outside of the general education classroom for more than 60% of the instructional day. (“Instructional day” means the legal minimum instructional minutes at that grade level.)

Principal Fall 2003

Implement current year phase of LRE elements of Single Plan for Student Achievement (comprehensive or abridged versions) to initiate/expand collaborative service delivery models and supports, to increase the percentage of students with eligibilities other than SLD and SLI participating in the general education classroom, and to expand the capacity for students with disabilities to access the general curriculum through differentiated instruction.

Principal

X


ACTION STEPS FOR LEAST RESTRICTIVE ENVIRONMENTDirections: The Modified Consent Decree requires the following objective from every K-12 comprehensive school. Develop the action steps needed to accomplish this goal in the given timeframe. OBJECTIVE: By June 2007, 60% or more of students with all other disabilities will participate in general education classes for 41% or more of the day.



Timeline (mo./yr.)


Funding Source

By 2004-2005, 21% of students with all other eligibilities participate in general education classes for 41% or more of the day.

Increase the percentage of students with eligibilities other than SLD and SLI participating in the general education classroom, and to expand the capacity for students with disabilities to access the general curriculum through differentiated instruction.

All teachers Ongoing Increase in students participating in general education classroomsAgendasSign-Ins

PrincipalAPEISIEP TeamLeadership Team

By 2005-2006, 52 % of students with all other eligibilities participate in general education classes for 41% or more of the day.




By 2006-2007, 60% or more of students with all other eligibilities participate in general education classes for 41% or more of the day.




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(Must be above 52 %)

146


COMPLIANCE ITEMS FOR ENGLISH LANGUAGE DEVELOPMENT3-YEAR PLAN

Schools are to check compliance for the following items. For those items in progress schools must develop action steps to meet full compliance.ENGLISH LANGUAGE DEVELOPMENT Full Compliance In ProgressClassroom instruction is organized to assure that English Learners are grouped together by ELD level to facilitate differentiated instruction. X

All teachers with ELs provide rigorous ELD instruction differentiated by proficiency level on a daily basis (2 periods in secondary)

X

Every teacher of ELs has appropriate state-approved materials for ELD instruction (High Point for secondary)

X

Professional development is provided during grade level/department/faculty meetings and/or professional development days to all teachers and paraprofessionals based on the ELD standards, curriculum, assessment, and identified student and staff needs.

X

Each teacher uses ELD Assessment Portfolios appropriate to their grade span and ELD level to record student progress at each grading period.

X

Teachers of ELs are appropriately authorized to teach ELD and teachers-in-training are enrolled in course work leading to appropriate authorizations.

X

Language Appraisal Team (LAT) is established to 1) assess the general ELD progress of students as well as individual student concerns and 2) prescribe program modifications and/or interventions.

X

Time is scheduled for staff to analyze ELD progress data, work samples and instructional materials to inform ELD program improvement, identify staff development needs, and align student needs to appropriate intervention services.

X

147


ACTION STEPS TO MEET COMPLIANCE FOR ENGLISH LANGUAGE DEVELOPMENT

3-YEAR PLAN


Timeline (mo./yr.)


Funding Source

Monitoring Comments

Classroom instruction is organized to assure that English Learners are grouped together by ELD level to facilitate differentiated instruction.

All Teachers Ongoing - Master Plan Rosters

- Master Plan Survey

PrincipalEL Coordinator

Bilingual

Professional development is provided during grade level/department/faculty meetings and/or professional development days to all teachers and paraprofessionals based on the ELD standards, curriculum, assessment, and identified student and staff needs.

All teachers Ongoing - Master Schedule

- Agendas

- Sign-Ins


Bilingual

Each teacher uses ELD Assessment Portfolios appropriate to their grade span and ELD level to record student progress at each grading period.

All teachers Ongoing - Agendas

- Sign-Ins

- ELD Portfolios


Bilingual

Time is scheduled for staff to analyze ELD progress data, work samples and instructional materials to inform ELD program improvement, identify staff development needs, and align student needs to appropriate intervention services.

All teachers Ongoing - Master Schedule

- Agendas

- Sign-Ins

- Student Work


Bilingual

148


Samples

149


COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID-STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)

Schools are to check compliance for the following items. For those items in progress schools must develop action steps to meet full compliance.CATEGORICAL PROGRAMS Full Compliance In ProgressMinutes of School Site Council (SSC) meetings are on file to verify that the SSC updates the school plan annually and proposes related expenditures.

X

Evidence exists that the advisory committees provided suggestions in the development of the school site plan and modifications to the plan.

X

Documentation exists verifying the broad involvement of staff and parents in the development of program improvements.

X

The school plan contains activities that are based on sound educational theory and that respond to the academic needs of all students, including at-risk students,

X

The school plan contains staff development activities needed by teachers, other personnel, and parents to effectively implement plan improvement to the instructional program.

X

Proposed expenditures are clearly related to the purposes of their fund source and necessary for the implementation of planned activities.

X

The school plan includes criteria to determine the relative effectiveness of planned programs.

X

The school plan is modified when planned improvements are found to be ineffective. Activities are either upgraded or eliminated.

X

Schools that operate under the provisions of the School-Based Program Coordination Act have included that compensatory education program design included in the plan.

X

Schools receiving Title 1 funds use highly qualified staff. XTitle 1 Targeted Assistance schools have used resources to help participants meet state performance standards.

X

150


ACTION STEPS TO MEET COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID-STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)


Timeline (mo./yr.)


Funding Source

Monitoring Comments

Continue with the involvement of School Site Council in the expenditures and annual update of the school plan

All parents, teachers, and students

Sept. Sign-inMinutesAgendas

Principal Coordinator

Title IBilingualSI

Enlist the broad involvement of the staff and parents in the development of the improvement plan


Sept. Sign-inMinutesAgendas

Principal Leadership TeamSchool Site Council

District

Implement the staff development activities outlined in the school plan

All teachers, other personnel and parents

Sept.-June Sign-inAgendas

PrincipalLeadership TeamSchool Site Council

District

Modify the school plan when planned activities are found to be ineffective


Sept.-June MinutesBudgetSign-inSchool Plan

SSCCoordinatorsPrincipal

Title ISIBilingual

Ascertain that expenditures are clearly related to the purpose for their funding source and necessary for the implementation of planned activities


BudgetMinutesSign-inSchool Plan

Sept.-June SSCPrincipal

Title ISIBilingual

151


COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE IV, SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE)


Schools are to check compliance for the following items. For those items in progress schools must develop action steps to meet full compliance.SDFSC & TUPE Full Compliance In ProgressEvidence exists that science-based, State approved programs are implemented with fidelity in the classroom and school site to reduce violence, illegal drug use, and tobacco use.

X

Documentation exists verifying that staff development opportunities are offered to individuals who implement the science-based, State approved programs addressing alcohol, drug, and tobacco use and violence prevention and intervention.

X

Evidence exists that intervention strategies are used after a student is identified as “at risk” because of use or possession of alcohol, drugs, or tobacco or because of violent behavior.

X

Documentation exists verifying parental notification of prevention, intervention, and cessation services for their students.

X

Evidence exists that services are available to pregnant minors and minor parents about tobacco-use prevention and cessation.

X

Evidence exists that intentional positive youth development and asset building strategies and activities have been implemented at the school site.

X

Evidence exists that signs prohibiting tobacco use are posted. X

Documentation exists verifying that staff received Bulletin No. X-1 (Implementing Zero-Tolerance Policies for Drug-, Alcohol- and Tobacco-Free Workplaces), Bulletin No. Z-73 (Preventive Measures and Mandatory Procedures for Students Who Violate Laws Regarding Drugs, Alcohol, and Tobacco) and Bulletin No. Z-66 (Compliance on Services for Pregnant Minors and Parenting Minors).

X

152

Utah Street Elementary Los Angeles Unified School District ACTION STEPS TO MEET COMPLIANCE FOR CATEGORICAL PROGRAMS TITLE IV, SAFE AND DRUG-FREE SCHOOLS

AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE)

LEA PLAN Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

OBJECTIVE: The school will adopt and implement a comprehensive program for students to prevent alcohol, drug, and tobacco use and decrease violent behavior.

SCHOOL SITEOBJECTIVE(S):


Timeline(mo./yr.)


Funding Source

Monitoring Comments

153


Section Six

Monitoring/Evaluation

School Site and Local District Monitoring of the Action Steps and Evaluation of the Single Plan for Student Achievement

A comprehensive and multi-level monitoring process will assist the school and the Local District in evaluating the implementation of Action Steps and providing information for long-term site planning for improved student achievement.

Required Monitoring/Evaluation:

The School Site Council (SSC) has the responsibility to monitor and evaluate the overall progress of the Single Plan for Student Achievement. Schools and Local Districts will collaboratively determine how, how often, and how results are reported.

The school and the Local District Director will participate collaboratively in the monitoring and evaluation process.

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 assist in the ongoing monitoring and, when necessary, modification process.

Directions: Provide a succinct description of how the school will monitor the action steps of the single Plan of Student Achievement. Included in the description must be the members of the monitoring committee, frequency of the meetings and the process for communicating the committee’s findings with stakeholder groups.

- Teachers will administer and monitor six-week assessments and meet by grade levels to monitor and

examine student work samples. The grade level chairpersons will be the scribe and the person

responsible for turning in the grade level findings to the administrator.

- Every six weeks the Literacy and Math Coaches at the school site will: collect and input student data and

results into the SOAR data base, facilitate analysis of the data, monitor the identification and dismissal of

students requiring Extended Learning Program support. The coaches shall report findings in written form

to the principal and the School Site Council.

- The School Site Council will: meet once a month to review implementation of the Single School Site

Action Plan. It will also review data from the literacy and math coaches. The council will make

recommendations on modifications needed on the plan.

- A school-site data team, composed of parent representatives, teacher representatives, and the council

chairperson will: meet every six to eight weeks to review math, literacy and ELD data and report the

findings in written form to the entire council.

154


- Parents and community members will: meet once a month to review data findings, expenditures, and other

evidence that the Single School Plan has been successful in helping subgroups meet the standards.

-

- Teachers will adminster and monitor

Other suggestions for school monitoring process:

Grade level and vertical team meetings, or departmental and cross-departmental meetings: Teachers

will: (e.g.): administer and monitor in-program six-eight week assessments, examine student work

samples (how often? in what form? reported to whom?)

Literacy and math coaches at the school site will: (e.g.): facilitate analysis of data, monitor the

identification of entry and exit criteria of students requiring various extended learning programs, etc…

(how often? in what form? reported to whom?)

A school-site data team, composed of representatives from _____, _____, and, _________will review

data: (How often? In what form? Reported to whom?

Parents and community members will review data: (how often? in what form? reported to whom?)

155

Describe the school monitoring process.

- Teachers will administer and monitor six-week assessments and meet by grade levels to

monitor and examine student work samples. The grade level chairpersons will be the scribe

and the person responsible for turning in the grade level findings to the administrator.

- Every six weeks the Literacy and Math Coaches at the school site will: collect and input

student data and results into the SOAR data base, facilitate analysis of the data, monitor the

identification and dismissal of students requiring Extended Learning Program support. The

coaches shall report findings in written form to the principal and the School Site Council.

- The School Site Council will: meet once a month to review implementation of the Single

School Site Action Plan. It will also review data from the literacy and math coaches. The

council will make recommendations on modifications needed on the plan.

- A school-site data team, composed of parent representatives, teacher representatives,

and the council chairperson will: meet every six to eight weeks to review math, literacy and

ELD data and report the findings in written form to the entire council.

- Parents and community members will: meet once a month to review data findings,

expenditures, and other evidence that the Single School Plan has been successful in helping

subgroups meet the standards.


The Local District will monitor the extent to which each student has appropriate textbooks and supplementary materials aligned with the California content standards and will also be responsible to provide and facilitate the use of all assessments to inform instruction and improve academic achievement.

156

Describe the Local District monitoring process.


Section Seven

BUDGET ASSURANCES

ALLOCATIONS

BUDGETS

BUDGET JUSTIFICATIONS

CENTRALIZED SERVICES(insert when you receive)

157

Single Plan for Student Achievement Assurances, Budgets, and Justifications

2004 - 2005School Local District Principal

School AddressCity

TelephoneArea Code( ) -

The Single Plan for Student Achievement has been reviewed by the Local District and recommended for approval to Specially Funded Programs.

Typed Name of Local District Superintendent

Signature of Local District Superintendent Date

Date approved by District Board of EducationSchool-based Coordinated Program (SBCP)

Check each applicable box

Plan Cycle Programs

Initial three-year plan Compensatory EducationSecond-year plan modification Title I Schoolwide Program (SWP)

Third-year plan modification Title I Targeted Assistance School (TAS)

Schoolwide Program English LearnersInitial/Reauthorization

Annual Update School Improvement

158

Los Angeles Unified School DistrictSpecially Funded Programs, Compliance and Technical Support

1 9 6 4 7 3 3

LAUSD Single Plan For Student Achievement

School Name: 2004-2005 Local District:ASSURANCES

The signatures below verify that the school site council: Sought and considered all recommendations from the following groups or committees before adopting this plan and budget. (Check

those that apply.)School Advisory Committee for State Compensatory Education Gifted and Talented Education Program Advisory CommitteePrograms HPSGEnglish Learner Advisory Committee II/USP/CSR Action TeamCommunity Advisory Committee for Special Education Programs Chapter Chair/Designee

Other (list)

Reviewed annually and updated the Single Plan including proposed expenditures of funds allocated to the school through the consolidated application.

Concurs that the district may apply for any waivers necessary to implement appropriate supplemental programs to support the district goals using categorical funds.

School Site Council Typed name of chairperson Signature Date

Principal Typed name of principal Signature Date

Check box if SSC is an umbrella group for the CEAC. The minutes for this vote are on file at the school site.

The Signatures below verify that stakeholders have had the opportunity to provide recommendations during the budget-planning process. The signatures do not necessarily indicate approval of the spending plan.Compensatory EducationAdvisory Committee (CEAC)

Typed name of chairperson Signature Date

English LearnersAdvisory Committee (ELAC)


Classified Typed name of classified person Signature Date

Chapter Chair orChapter Chair’s Designee

Typed name of teacher Signature Date

Other (list) Typed name Signature Date

Other (list) Typed name Signature Date

159


Categorical Funding Allocated to This SchoolThe following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

(Delete funding sources from this list for which the school does not receive an allocation.)

State ProgramsEconomic Impact Aid/ State Compensatory Education Amount: $Purpose: Help educationally disadvantaged students succeed in the regular program.

Economic Impact Aid/ Limited English Proficient Amount: $Purpose: Develop fluency in English and academic proficiency of English Learners.

School Improvement Program Amount: $Purpose: Improve school response to educational, personal and career needs of all students.

Other State or Local funds (list and describe): Amount: $

Federal ProgramsElementary and Secondary Education Act:Title I: Schoolwide Program Amount: $Purpose: Upgrade the entire educational program of the school.

Title I: Targeted Assistance Program Amount: $Purpose: Help educationally disadvantaged students achieve grade level proficiency.

Title III: English Language Development Amount: $Purpose:

Other Federal Funds (list and describe): Amount: $

Total amount of state and federal categorical funds allocated to this school: $

After funding has been established, determine what funds can be used to fund the school’s priorities.

160


Title IBudget

Fiscal Year 2004-2005

Name of District: Los Angeles Unified School District Date:CDS Code: 1964733 2004-05 Allocation:Name of School: School CDS Code:School Contact Person: Phone:Local District: Fax:

Object Code Description of Line Item Amount of

Funds

Funding Source

(Indicate additional sources if

multi-funded)

Number of Positions

Justification

Include page # in Single

Plan or Current Plan

1000 Certificated Personnel Salaries (includes benefits)

2000 Classified Personnel Salaries (includes benefits)

4000 Books, Materials, Supplies

161


Title IBudget

Fiscal Year 2004-2005 (continued)


Funds

Funding Source


multi-funded)

Number of Positions

Justification



5000 Services and Other Operating Expenses

6000 Capital Outlay (Equipment)

7000 Other OutgoingPending DistributionFunding Variance

Allocation $

Program Improvement SchoolsIdentified Program Improvement (PI) Schools must annually set aside 10% of the current year’s Title I allocation to support professional development in Literacy and/or Mathematics.

162


Title I Budget JustificationFiscal Year 2004-2005

1000 Certificated Personnel Salaries

2000 Classified Personnel Salaries




7000 Other Outgoing

163


Title I Parent Involvement E046 Budget




Funds

Funding Source


multi-funded)

Number of Positions

Justification




2000 Classified Personnel Salaries (includes benefits)Clerical ReliefCommunity RepresentativeCustodial ReliefProfessional ExpertStudent Aide

4000 Books, Materials, SuppliesInstructional MaterialCompensatory Education Advisory Committee Expense

5000 Services and Other Operating ExpensesContracted Instructional ServicesIndependent ContractParent Conference AttendanceParent Training Allowance

164


Title I Parent Involvement E 046 Budget


Title I Parent InvolvementTitle I schools must implement activities for parents that support the instructional program. Using the Title I parent involvement budget worksheet (E046), schools will develop a budget justification for the allocation. Questions should be directed to the Parent Community Services Branch (PCSB) or the local district.

165


Funds

Funding Source


multi-funded)

Number of Positions

Justification





Allocation $


Title I Parent Involvement (E046) Budget Justification







7000 Other Outgoing

166


EIA-SCE Budget




Funds

Funding Source


multi-funded)

Number of Positions

Justification






167


EIA-SCE Budget


168


Funds

Funding Source


multi-funded)

Number of Positions

Justification






Allocation $


EIA-SCE JustificationFiscal Year 2004-2005






7000 Other Outgoing

169


Bilingual (EIA-LEP + District)Budget




Funds

Funding Source


multi-funded)

Number of Positions

Justification






170




Bilingual (EIA-LEP + District)Schools must allocate five percent of the initial EL budget for (1) professional development activities and (2) an additional five percent for appropriate supplemental instructional materials to support compliant implementation of the District’s Master Plan and its Instructional Programs School Guide for ELs.

171


Funds

Funding Source


multi-funded)

Number of Positions

Justification






Allocation $


Bilingual (EIA-LEP +District) JustificationFiscal Year 2004-2005






7000 Other Outgoing

172


School Improvement Budget




Funds

Funding Source


multi-funded)

Number of Positions

Justification






173



Fiscal Year 2004-2005 (continued)Section Seven

BUDGET ASSURANCES

ALLOCATIONS

BUDGETS

BUDGET JUSTIFICATIONS

174


Funds

Funding Source


multi-funded)

Number of Positions

Justification

Include page # in Single Plan

or Current Plan




Allocation $


CENTRALIZED SERVICES(insert when you receive)

175

Single Plan for Student Achievement Assurances, Budgets, and Justifications

2004 - 2005School Utah Street School Local District H Principal Patricia L. Castro

School Address 255 Gabriel Garcia MarquezCity

Telephone (323) 261-1171 Los Angeles

The Single Plan for Student Achievement has been reviewed by the Local District and recommended for approval to Specially Funded Programs.

Typed Name of Local District Superintendent Rowena Lagrossa

Signature of Local District SuperintendentDate approved by District Board of Education

School-based Coordinated Program (SBCP)

Check each applicable box

Plan Cycle Programs

X Initial three-year plan Compensatory EducationSecond-year plan modification X Title I Schoolwide Program (SWP)

Third-year plan modification Title I Targeted Assistance School (TAS)

Schoolwide Program X English LearnersX Initial/Reauthorization

Annual Update X School Improvement

176

Los Angeles Unified School DistrictSpecially Funded Programs, Compliance and Technical Support

1 9 6 4 7 3 3 6 0 1 9 6 3 2

LAUSD Single Plan For Student Achievement

School Name: Utah Street School 2004-2005 Local District: H

ASSURANCESThe signatures below verify that the school site council: Sought and considered all recommendations from the following groups or committees before adopting this plan and budget. (Check

those that apply.)X School Advisory Committee for State Compensatory Education X Gifted and Talented Education Program Advisory Committee

Programs X HPSG

X English Learner Advisory Committee II/USP/CSR Action Team

X Community Advisory Committee for Special Education Programs X Chapter Chair/DesigneeOther (list)

Reviewed annually and updated the Single Plan including proposed expenditures of funds allocated to the school through the consolidated application.

Concurs that the district may apply for any waivers necessary to implement appropriate supplemental programs to support the district goals using categorical funds.

School Site Council Typed name of chairperson Signature Date

Cesar Castillo May 28, 2004

Principal Typed name of principal Signature Date

Patricia Castro May 28, 2004X Check box if SSC is an umbrella group for the CEAC. The minutes for this vote are on file at the school site.

The Signatures below verify that stakeholders have had the opportunity to provide recommendations during the budget-planning process. The signatures do not necessarily indicate approval of the spending plan.Compensatory EducationAdvisory Committee (CEAC)


Lucila Rufina May 28, 2004English LearnersAdvisory Committee (ELAC)


Yolanda Alvarez May 28, 2004

Classified Typed name of classified person Signature Date

Julie Martinez May 28, 2004

Chapter Chair orChapter Chair’s Designee

Typed name of teacher Signature Date

Paul Delaney May 28, 2004

Other (list) Gifted and Talented Typed name Signature Date

Maria Machuca-Chavez May 28, 2004

177

School Name Utah Street School Los Angeles Unified School District

Categorical Funding Allocated to This SchoolThe following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

(Delete funding sources from this list for which the school does not receive an allocation.)

State ProgramsEconomic Impact Aid/ State Compensatory Education Amount: $ 9,078Purpose: Help educationally disadvantaged students succeed in the regular program.

Economic Impact Aid/ Limited English Proficient Amount: $ 99,137Purpose: Develop fluency in English and academic proficiency of English Learners.

School Improvement Program Amount: $ 32,981Purpose: Improve school response to educational, personal and career needs of all students.

Other State or Local funds (list and describe): Amount: $

Federal ProgramsElementary and Secondary Education Act:Title I: Schoolwide Program Amount: $ 162,870Purpose: Upgrade the entire educational program of the school.

Title I: Targeted Assistance Program Amount: $Purpose: Help educationally disadvantaged students achieve grade level proficiency.

Title III: English Language Development Amount: $Purpose:

Other Federal Funds (list and describe): Title I Parent Amount: $ 3,204 InvolvementTotal amount of state and federal categorical funds allocated to this school: $ 307,270

After funding has been established, determine what funds can be used to fund the school’s priorities.

178


Title IBudget


Name of District: Los Angeles Unified School District Date: May 28, 2004CDS Code: 1964733 2004-05 Allocation: 162,870Name of School: Utah Street School School CDS Code: 6019632School Contact Person: Patricia Castro Phone: (323) 261-1171Local District: H Fax: (323) 265-2090


Funds

Funding Source


multi-funded)

Number of Positions

Justification



1000 Certificated Personnel Salaries (includes benefits)Teacher,Sub Day-to-day Elem. $12,175 52 daysSchool Nurse $15,273 .20School Psychologist $ 34,958 .40

Categorical Program Coordinator $42,439 S536

.50

Coor. Diff. Catego. Prog. Adv. $ 744

Teacher Assistant – 5 hrs $ 9,603 1 Teacher Assistant – 4 hrs. $ 23,049 3


4000 Books, Materials, SuppliesSupplemental Instructional Materials $19,029Advisory Committee Expenses $ 600

179


Title IBudget


Object Code Description of Line Item Amount of Funds

Funding Source


multi-funded)

Number of Positions

Justification






Allocation $ 162,870

Program Improvement SchoolsIdentified Program Improvement (PI) Schools must annually set aside 10% of the current year’s Title I allocation to support professional development in Literacy and/or Mathematics.

180


Title I Budget JustificationFiscal Year 2004-2005

1000 Certificated Personnel Salaries52 Day-to-Day Substitutes (12,116) Provide teachers the opportunity to attend training, conferences and demonstration lessons in

reading, writing and mathematics Provide release time for teachers to visit classrooms and other sites Provide program related professional development time for classroom teachers Provide release time for program related planning activities

0.2 FTE School Nurse ($15,273)

Provide supplementary health services to participating students

.40 FTE School Psychologist ($34,958)Provide assessments, diagnosis and counseling services for all identified students

0.5 FTE Categorical Program Advisor ($42,439) Align categorical programs, including Title 1, School Improvement and Bilingual to support

Standards Based-Instructional program Manages assessments and regrouping of students as needed Organizing, coordinating, and presenting parent training Identification and placement of newly enrolled students Coaches teachers and facilitates staff development Monitors student progress and interventions Assisting teachers with implementation of Standards Based Program Direct services to students including teaching, program evaluation activities and demonstration

lessons.

Semester differential ($744) for Categorical Program Advisor Performs program-related activities outside the regular six-hour work day Indirect services are provided before and after the regular teaching day and include monitoring

the program expenditures, distributing program materials and planning related to the program Ensure continuity of program

Five hour Teacher Assistant ($9,603) Provide reinforcement and support to participating students in the classroom under the direct

supervision of a highly qualified teacher

3.0 Four hour Teacher Assistant ($23,049) Provide reinforcement and support to participating students in the classroom under the direct

supervision of a highly qualified teacher

181


4000 Books, Materials, Supplies $19.029 for Supplemental materials to support the instructional program

School Advisory Committee Expenses ($600)Expenses include refreshments and paper goods for monthly meetings.

182


Title I Parent Involvement E046 Budget


Name of District: Los Angeles Unified School District Date: May 28, 2004CDS Code: 1964733 2004-05 Allocation: $3,204Name of School: Utah Street School School CDS Code: 6019632School Contact Person: Patricia Castro Phone: (323) 261-1171Local District: H Fax: (323) 265-5090


Funds

Funding Source


multi-funded)

Number of Positions

Justification




2000 Classified Personnel Salaries (includes benefits)Clerical ReliefCommunity Representative $ 3,204Custodial ReliefProfessional ExpertStudent Aide

4000 Books, Materials, SuppliesInstructional MaterialCompensatory Education Advisory Committee Expense

5000 Services and Other Operating ExpensesContracted Instructional ServicesIndependent ContractParent Conference AttendanceParent Training Allowance

183


Title I Parent Involvement E 046 Budget


Title I Parent InvolvementTitle I schools must implement activities for parents that support the instructional program. Using the Title I parent involvement budget worksheet (E046), schools will develop a budget justification for the allocation. Questions should be directed to the Parent Community Services Branch (PCSB) or the local district.

184


Funding Source


multi-funded)

Number of Positions

Justification





Allocation $ 3,204


Title I Parent Involvement (E046) Budget Justification



Community Representative ($3,204)Community Representative serves as a liaison between the school and the community.Services involve participation as a neighborhood resource adviser to the principal, teachers, parents

or project personnel concerned with community-school relations.

185


EIA-SCE Budget




Funds

Funding Source


multi-funded)

Number of Positions

Justification



1000 Certificated Personnel Salaries (includes benefits)Teacher Assistant – 3hrs 5,762 1


4000 Books, Materials, SuppliesSupplemental Instructional Materials 3,316

186


EIA-SCE Budget


187


Funding Source


multi-funded)

Number of Positions

Justification






Allocation $ 9,078


EIA-SCE JustificationFiscal Year 2004-2005

1000 Certificated Personnel Salaries1.0 Three hour Teacher Assistant ($5,762)

Provide reinforcement and support to participating students in the classroom under the direct supervision of a highly qualified teacher


$3,316 for Supplemental materials to support the instructional program

188






Funds

Funding Source


multi-funded)

Number of Positions

Justification




Teacher, Sub Day-to-Day Elem $ 2,281 9 daysTeacher Assistants $36,800 5.0Categorical Program Advisor $42,439 .50Diff, Categorical Program Adv. $ 744 S046Tchr. Asst. Relief $ 3,022


4000 Books, Materials, SuppliesSupplemental Instructional Material $6,537Advisory Committee Expenses $ 600

189




Bilingual (EIA-LEP + District)Schools must allocate five percent of the initial EL budget for (1) professional development activities and (2) an additional five percent for appropriate supplemental instructional materials to support compliant implementation of the District’s Master Plan and its Instructional Programs School Guide for ELs.

190


Funding Source


multi-funded)

Number of Positions

Justification



5000 Services and Other Operating ExpensesMaintenance Equipment $3,889Conference Attendance $2825



Allocation $ 99,137


Bilingual (EIA-LEP +District) JustificationFiscal Year 2004-2005


0.5 FTE Categorical Program Advisor ($42,439) Align categorical programs, including Title 1, School Improvement and Bilingual to support

Standards Based-Instructional program Manages assessments and regrouping of students as needed Organizing, coordinating, and presenting parent training Identification and placement of newly enrolled students Coaches teachers and facilitates staff development Monitors student progress and interventions Assisting teachers with implementation of Standards Based Program Direct services to students including teaching, program evaluation activities and demonstration

lessons.

Semester differential ($744) for Categorical Program Advisor Performs program-related activities outside the regular six-hour work day Indirect services are provided before and after the regular teaching day and include monitoring

the program expenditures, distributing program materials and planning related to the program Ensure continuity of program

9 Day-to-Day Substitutes ($2,271) Provide teachers the opportunity to attend training, conferences and demonstration lessons in

reading, writing and mathematics Provide release time for teachers to visit classrooms and other sites Provide program related professional development time for classroom teachers Provide release time for program related planning activities 5.0Three hour Teacher Assistants ($34,800) Provide reinforcement and support to participating students in the classroom under the direct

supervision of a highly qualified teacher.

Teacher Assistant Relief (3,022)

Provide translation for parents during parent conferences, meetings and workshops

191


4000 Books, Materials, Supplies Supplemental Instructional Materials ($6,537) Appropriate supplemental materials to support compliant implementation of the District’s Master

Plan for English Language Learners Student materials include ELD reading and writing materials Teacher training materials Software to support in-classroom interventions School Advisory Committee Expenses ($600) Expenses include refreshments and paper goods for monthly meetings.

5000 Services and Other Operating Expenses Maintenance of Equipment ($3,889) Canon copier used to support the instructional and/or professional development activities

Conference Attendance ($2,825)Teachers will attend conferences and share information at grade level meetings.CABETESOLWest Coast Literacy ConferenceUCLA Writing

192






Funds

Funding Source


multi-funded)

Number of Positions

Justification




2000 Classified Personnel Salaries (includes benefits)Community Representative $3,344

4000 Books, Materials, SuppliesSupplemental Instructional Materials $14,364

193




194


Funding Source


multi-funded)

Number of Positions

Justification

Include page # in Single Plan

or Current Plan




Allocation $ 32,981


School Improvement JustificationFiscal Year 2004-2005


Community Representative ($3,344) Serves as a liaison between the school and the community. Services involve participation as a

neighborhood resource adviser to the principal, teachers, parents and other personnel concerned with community-school relations.


$14,364 for Supplemental materials to support the instructional program

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School Name Los Angeles Unified School District

Section EightATTACHMENTS

Program Improvement Status Letter

Parents Right To Know Notification

School-Parent Compact

Parent Involvement Policy

School Accountability Report Card (SARC)

Migrant Education Individualized Learning Plans (ILP)

Language Acquisition Waivers

SBM/Learn Waivers

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School Name Los Angeles Unified School District

School Improvement JustificationFiscal Year 2004-2005






7000 Other Outgoing

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Section EightATTACHMENTS

Program Improvement Status Letter

Parents Right To Know Notification

School-Parent Compact


School Accountability Report Card (SARC)

Migrant Education Individualized Learning Plans (ILP)

Language Acquisition Waivers

SBM/Learn Waivers

Utah Street Elementary School Roy Romer255 Gabriel Garcia Marquez St. Superintendent of SchoolsLos Angeles, CA 90033 Rowena Lagrosa(323)261- 1171 Superintendent Local District H

Patricia CastroPrincipal

lAs a parent at Utah Street Elementary I promise to:• Provide a quiet place for my child to study every night.• Make sure my child gets plenty of rest.• Encourage my child to complete homework every day.• Attend Back-to-School Night, parent conferences, Open House and other school events.• Spend at least 15 minutes per day reading to my child.• Limit television viewing to 2 hours daily as to leave time for reading and other active pursuits.

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• Set a good example for my children, and talk directly to them about the dangers of gangs, drugs, alcohol and the values I want them to have.

__________________________________ ______________Signature of Parent or Guardian Date

As a student at Utah Street Elementary I promise to :• Respect my myself and others.• Have a positive attitude about my education and myself.• Attend school every day.• Complete my homework and turn it in on time.• Follow school rules.• Talk about school with parents, teachers, and other students.• Spend at least 15 minutes per day reading.__________________________________ ________________Signature of Student Date

As a teacher at Utah Street Elementary I promise to:• Provide a safe place for children to learn.• Teach all needed standards to students so they can achieve.• Communicate regularly with parents on their child’s progress.• Promote self worth by providing a welcoming, supportive, nurturing, and safe learning

environment where all children are valued.• Provide an engaging, challenging instructional program to meet the needs of all children.• Respect and validate cultural and linguistic diversity, model life-long learning.

___________________________________ ___________________Signature of Students DateUtah Street Elementary School Roy Romer255 Gabriel Garcia Marquez St. Superintendent of SchoolsLos Angeles, CA 90033 Rowena Lagrosa(323)261- 1171 Superintendent Local District H

Patricia CastroPrincipal

Como padre de la escuela Utah Street Elementary prometo:• Proveer un lugar tranquilo a mi hijo/hija para estudiar cada noche.• Animarlos a terminar la tarea.• Asegurarme de que tengan suficiente descanso.• Mandarlos a la esucela a timepo.• Asistir a los noches de visita de escuela, las conferencias de padres y maestros, y otros eventos de

ecuela.• Dedicar por lo menos 15 minutos al dia leyendo algun libro con mis hijos.• Limitar lo maximo de 2 horas diariamente de television para darle mas tiempo para leer y efectuar

otras practicas.• Ser un ejemplo para mi hijo/a. Hablar con ellos acerca de los peligros de pandillas, drogas, alcohol, y

de valores familiares que deseamos que tengan._________________________________ ______________Signature of Parent or Guardian Date

Como estudiante de Utah Street Elementary prometo:• Asistir a la escuela diariamente.

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Utah Street Elementary Los Angeles Unified School District• Repsetarme a mi mismo/a y a los demas.• Tener una actitud positiva acerca de mi educacion y de si mismo/a• Terminar mi tarea y entregarla a tiempo.• Communicarme acerca de la escuela con mis padres, maestros, y otros estudiantes.__________________________________ ________________Signature of Student Date

Como maestra/o de Utah Street Elemenatry prometo:• Proveer un lugar seguro de aprendizaje para sus niños.• Enseñar todos los conceptos necesarios para que puedan lograr sus estudios.• Comunicarme regularmente con los padres de mi salon.• Promover valor en si mismo/a creando un ambiente de aprendizaje, de beinvenida, de apoyo.• Proveer un programa de instruccion con retos y comprometiendome a que se dirijan los necesidades de

todos los estudiantes.• Respetar y valorar la diversidad cultural y linguistica. Modelar aprendizaje para toda la vida.___________________________________ ___________________Signature of Students Date


Utah Street Elementary School’s parent and community involvement consists of the following salient points:

- A calendar of events, in Spanish and English sent home monthly for every school month.- Parent letters to address school events are sent home monthly.- Master Plan program workshops and programs notification letters are sent home.- The Parent Community Representative is available to parents and students.- Parent Conferences are held twice a year.- Standardized Test Scores are distributed and reviewed at the first parent conferences.- OCR and Math assessments are distributed and reviewed at the first parent conferences.- Parent Safety Patrol (before, during, and after school).- Title I Parent Notification letters are sent home in English and Spanish.- Parent Workshops to address the following:

• educational programs being implemented at the school• report cards• assessments

- District Summit information is distributed out.- PHABAO representatives give reports at meetings.- Advisory Councils meetings are held once a month.- Parent Volunteers are involved in the classroom, school activities, and leadership roles.- Parent Representatives are involved in the two decision-making councils (Local School

Leadership Council and School Site Council)- Book of the Month is read at all parent meetings and parents are involved to the reading goal

celebrations.

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- Community and parents are invited to the annual international day celebration.- Community and parents are invited to participate in Million Word Kick-Off Campaign

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