Foshay Learning Center Los Angeles Unified School District · 2/15/2007 · Foshay Learning Center 3 School Site Council Composition (SSC) EC 52012, 52852 * A School Site Council

Foshay Learning Center

Los Angeles Unified School District

Single Plan for Student Achievement

2011 – 2012 Update (December 2011) Implementation


Superintendent John Deasy

Board Members

Mónica Garcia, Board President Marguerite Poindexter LaMotte

Tamar Galatzan Steve Zimmer

Bennett Kayser Nury Martinez

Richard Vladovic


TABLE OF CONTENTS DISTRICT AND SCHOOL INFORMATION .................................................................................................................................................1

School Program Identification......................................................................................................................................................................................1 School Program Improvement Status..........................................................................................................................................................................2 School Site Council Composition.................................................................................................................................................................................3 Committee Recommendations and Assurances .........................................................................................................................................................4 Parent Involvement Committee Recommendations ....................................................................................................................................................4 District Description and Core Program for All Students...............................................................................................................................................6 Mission Statements and School Profile Descriptions ..................................................................................................................................................7

COMPREHENSIVE NEEDS ASSESSMENT ............................................................................................................................................12 School Performance Meter ........................................................................................................................................................................................12 School Data Summary Sheet ....................................................................................................................................................................................13 SPSA Evaluation .......................................................................................................................................................................................................16 Comprehensive Needs Assessment to Determine Key Findings ..............................................................................................................................17 High Schools—WASC Recommendations ................................................................................................................................................................20

DISTRICT ACCOUNTABILITY MATRIX...................................................................................................................................................21 AYP Goals & Targets for Performance Meter............................................................................................................................................................21 LAUSD LEA Plan Goals—School Achievement Goals .............................................................................................................................................22 Accountability Matrix—100% Graduation ..................................................................................................................................................................23 Accountability Matrix—Proficiency for All ..................................................................................................................................................................25 Accountability Matrix—100% Attendance..................................................................................................................................................................52 Accountability Matrix—Parent and Community Engagement ....................................................................................................................................53 Accountability Matrix—School Safety / Organization / Support Structures ...............................................................................................................56

TITLE I REQUIRED COMPONENTS.........................................................................................................................................................57 Components for Implementation School Wide Program (SWP) ................................................................................................................................57

PARENT & COMMUNITY ENGAGEMENT ATTACHMENTS ..................................................................................................................59 Parent Involvement Policy .........................................................................................................................................................................................59 School-Parent Compact.............................................................................................................................................................................................60

LOCAL DISTRICT MONITORING.............................................................................................................................................................61 ATTACHMENTS........................................................................................................................................................................................62


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SCHOOL PROGRAM IDENTIFICATION School Name: Foshay Learning Center Local District: 7 District CDS Code: 1964733 School CDS Code: 19-64733-6061451 Initial Year: 2011-2012 For additional information on our school programs contact the following:

Principal: Yvonne Garrison Edwards E-mail address: [email protected] Contact Person: Yolanda McCoy Position: Title I Coordinator E-mail address: [email protected] Address: 3751 S. Harvard Blvd., Los Angeles, CA 90018 Telephone Number: 323-373-2700

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

Other:

The District Governing Board approved this Revision to Update the Single Plan for Student Achievement on: Date The Local District staff has reviewed the School Plan with the principal and agreed to support and provide feedback for implementation. Signature Signature

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


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PROGRAM IMPROVEMENT YEAR 5+ 2011-2012 School Restructuring Decision

The School Restructuring decision is based on the following principles of restructuring: a major reorganization of the school’s structure that makes fundamental reforms; substantial promise of enabling the school to make Annual Yearly Progress (AYP); and consistency with State law. Directions: The LEA selects one or more Restructuring Options. Check the applicable box(es). Strategies and activities to support the restructuring decisions should be described in the appropriate Accountability Matrix pages.

Enter into a contract with an outside entity to manage or provide guidance in the management and operation of the school. (The District must have a Memorandum of Understanding (MOU) with the outside entity to utilize this option.) iDesign Partner (Indicate name of partner):

Reopen the school as a charter school. (Schools selecting this option will need to submit a proposal to the Charter Office for approval by the Board of Education.) Select one of the other major restructuring options below: (Select at least one of the options below and describe the process to implement in the “School Safety/Organization/Support Structures” section of the Accountability Matrix)

Participate in Public School Choice process. (Include a description of specific actions/strategies to address student needs of this LAUSD Board reform in the appropriate section of the SPSA)

Operate APPROVED Small Learning Communities (SLCs) (per guidelines of LAUSD BUL-1600)

Operate Small Schools - ( ) number of schools with separate CDS codes

CDE School Improvement Grant (SIG) recipient and will implement the following model: Transformation Model Turnaround Model Restart Model

Implement Professional Learning Communities (PLCs)

Local District Superintendent:

George McKenna

Print Name Signature Date

Local District Principal Darryl Narimatsu Leader Print Name Signature Date

Principal: Yvonne Garrison Edwards Print Name Signature Date

School Site Council Chair: Mary Lewis Print Name Signature Date


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School Site Council Composition (SSC)

EC 52012, 52852

* A School Site Council at the middle school may, but is not required to, include student representatives (EC 33133-C). Part A – School Staff Part B – Parents/Community

Name Principal Classroom Teacher

Other Personnel Name Parent Community Student

Yvonne Garrison Edwards X Brenda Campos X Steve Balmer X Rosa Donis X Lisa Beebe X Christi Holloway X

Michela Carlton X Maria Orozco X John Carroll X Brendia Powell X

Tracey Jones-Adzaho X Mathew De La Cruz X Gail Lenon X Miguel De La Cruz X Mary Lewis X Rosemary Donis X

Yolanda McCoy X Theodore Johnson II X Jasmine Tigolo X Chris Ramos X

Total number in each column 1 5 4 Total number in each column 5 5 Total number in Part A 10 Total number in Part B 10

Mary Lewis Teacher Name of SSC Chairperson Position (e.g., Parent, Teacher) Signature of SSC Chairperson Date Yvonne Garrison Edwards Name of Principal Signature of Principal Date

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

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


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

1. School site councils have developed and approved, and will monitor the plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process, and any other school programs or grants they choose to include.

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

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

Chairperson Check Committees

Print Name Signature Parent/ Community Staff

Date of review of

recommendation

Compensatory Education Advisory Rosa Donis X 11/16/11

English Learner Advisory Maria Orozco X 11/17/11

Gifted & Talented Education Program Advisory

UTLA Chapter Chair or Chapter Chair’s Designee Mary Lewis X 12/1/11

Other (list)

3. The content of the plan must be aligned with school goals for improving student achievement. 4. The plan must be reviewed annually and updated, including proposed expenditures of funds allocated to the school through the consolidated application, by

the school site council. 5. Plans must be reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic

programs for students covered by programs” funded through the consolidated application. 6. The school minimizes the removal of identified children during the regular school hours for supplemental Title I instruction. (Targeted Assistance Schools only)

7. This school plan was adopted by the school site council on: Dec. 1, 2011

Date

Attested: Mary Lewis

Typed name of SSC chairperson Signature of SSC chairperson Date

Yvonne Garrison Edwards Typed name of school principal Signature of school principal Date


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Parent Involvement Policy

Each school in LAUSD is required to develop a written parent involvement policy. This policy describes how the school will support and increase parent involvement. The parent involvement policy must be developed with parents/community and include participation from all appropriate advisory committees and be agreed upon by the School Site Council. The written parent involvement policy at Title I schools must include how parents will be informed of the school’s Title I program requirements. Schools not receiving categorical funds must develop a written parent involvement policy with the participation of parents and community members that describes how the school will: (a) engage parents in their children’s education (b) inform parents that they can directly affect the success of their children’s learning (c) build consistent and effective communication between the home and school (d) train teachers and administrators to communicate effectively with parents (e) integrate parent involvement programs with the Single Plan for Student Achievement (EC 11504)

Questions regarding this requirement should be addressed to the Local District Parent Ombudsperson or School, Family and Parent/Community Services Branch at (213) 481-3350.

Chairperson Check Committees


Date of review by Committee

Compensatory Education Advisory Rosa Donis X 11/16/11

English Learner Advisory Maria Orozco X 11/17/11

Chairperson Check Council


Date of review and approval by

Council

School Site Council Mary Lewis x 12/1/11

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

Yolanda McCoy, Title I Coordinator


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Los Angeles Unified School District Profile

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

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

District Description:

PI Corrective Action:

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

District Priorities:

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

• Use data to ensure instruction is provided at the intensity necessary for all students to succeed. • Implement curriculum-based measures (i.e., Progress Monitoring) to inform instruction and maximize student exposure to that instruction.

District Core Program for All Students:

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


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MISSION STATEMENTS AND SCHOOL DESCRIPTIONS

School Vision and Mission

The mission of James A. Foshay Learning Center is to develop socially responsible citizens prepared to face the challenges of the 21st Century.

Vision To create an internationally focused school that promotes:

• Communication within our community and throughout the world • Inquiry and problem solving in a rigorous academic setting • Technology as a means to learn, communicate, and demonstrate knowledge • A community of caring students, parents, and staff • Service with the goal of making the world a better place

School Profile Description Foshay Learning Center (FLC) is located in south Los Angeles, California. The surrounding community consists of single-family homes,

apartment buildings, strip malls, a major university, a county museum complex and several major sports venues. From one block to the

next, renovated homes, duplexes, apartments and small businesses compete with gang-grafittied walls. Until the mid-1980s, African-

Americans were the predominant ethnicity in the community. (LA Almanac) However, there has been a major shift in migration patterns

since that time and our school community now consists primarily of Latino families. There are significantly fewer African-Americans

attending Foshay High School. In addition, 87% of Foshay students qualify for the Federal Lunch Program, thus, entitling Foshay to be

school-wide Title I. Forty-three percent of the student population are English Learners.

With the proximity of downtown Los Angeles and the University of Southern California Foshay has seen the rapid “gentrification” of the

neighborhoods several blocks to the east. Foshay belongs to USC’s Family of Schools program, which contributes to the academic

achievement of our students and promotes the school’s vision and mission by providing a variety of resources and services (eg.


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mentors, tutors, journalism, MESA, mini-courses, Mission Science, robotics, KidWatch). A metro train line is currently under

construction that will run from USC to Culver City, with a stop planned at the corner of Foshay’s campus.

Los Angeles’ per capita income was $26,983 in 2010 according to the US Census data; 16% of individuals were below the federal

poverty line. The census puts the median household income in 2009 at $54,374. Educational attainment for residents over 25 years of

age was 75.5% with a high school diploma; and 28.4% with some college experience. It is to be noted that statistics for the community

of South Los Angeles are not disaggregated from those of Los Angeles city.

Foshay Learning Center is a large K-12 school. The middle school is the “school of residence” for 6th to 8th grade, and the small

elementary is a “school of choice”, with parents utilizing the District’s “Open Enrollment” opting for school choice. The elementary

feeders for our middle school are M.L. King, John Mack, Weemes, Bright and Vermont. Foshay’s high school is a "community-based"

school, meaning it is not a magnet school or a "receiver" school for busing of students from other areas of the district. Our incoming 9th

graders are selected via lottery from our current 8th graders in the middle school. With very few exceptions, our high school students

enroll exclusively from our middle school. Our applicant pool has grown with each school year and we now average more than 300

applicants for 150-170 ninth grade openings. The requirements for 9th grade admission are:

1. Meet the LAUSD academic standards to culminate from the middle school and promote to high school.

2. Meet the Foshay behavior standards to participate in the middle school culmination ceremony.

3. Meet the specific math, English and other requirements for the high school:

a. Receive a C or better in both semesters of 8th grade math.

b. Be ready for regular English 9A for fall of ninth grade year.

c. Meet the LAUSD Continuing Enrollment Permit criteria for attendance and behavior (per Attendance and Dean’s Office

documentation).


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d. Complete the application process as directed by the set deadline. Application includes: application form, contract,

teacher recommendation form & essay. This indicates a strong desire to be enrolled in a college preparatory/school-to-

career program for high school; one that requires students to fulfill the UC/CSU A-G subject requirements.

Foshay operates on an 8-period block schedule on a traditional calendar. The student population is approximately 2,050 K-12. The

middle school is divided into 4 PLEs (6th grade, Technology, Visual/Performing Arts and Math/Science/Robotics). All ninth grade

students are assigned to the 9th Grade House, a small learning community. All students in grades 10-12 are placed in one of three

career/college pathway academies (Finance, Health and Technology), largely supported by California Partnership Academy grants. The

high school participates in the WASC accreditation process, and is currently accredited through June 2012.

Foshay high school fosters a strong academically focused learning culture that provides students a variety of college preparatory

experiences and career development opportunities. All students are enrolled in the full compliment of CSU/UC A-G courses, and are

encouraged to take up to 4 Advanced Placement courses. Foshay High School has struggled to meet the specific needs of the special

education population due to the constraints of the master schedule, the need for professional development on inclusion for regular

education teachers and the lack of appropriate career transition services. The high school only offers IEP services to students through

the Resource Specialist Program. However, the middle school offers a full complement of special education services.

The school maintains a full-time library and a full-time technology center. Modernizations to improve the campus environment include:

• new science room furniture and lab upgrades;

• increased use of SMARTboards, laptop carts and ELMO carts throughout the school

• established a math lab, which includes a SMARTboard, desktop computers with math software and independent workstations

for differentiated instruction

• computers allocated to each 6th grade student for home use through a Computers for Youth grant

• upgraded fire alarm safety, which includes telephones in every classroom;


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• a renovated student cafeteria, which includes an identification system that has reduced the time students stand in line

• school-wide wireless internet access; and,

• the auditorium is currently being renovated with the estimated project completion in 2012. It will have state-of-the art lighting,

sound system, seats, handicapped accessibility, better acoustics, video, new painting, etc. and will return to its original art deco

design.

All meetings and home communication occur in English and Spanish. Foshay makes use of its automated calling system to

communicate with parents about student achievement, school programs, meetings, events, student absences and any emergencies.

Individual student assessment data is discussed and explained at regularly scheduled parent conferences throughout the year along

with informational parent meetings that are held monthly in compliance with the requirements of Title I and Title III. Monthly English

Language Advisory Council (ELAC) meetings are held to assess the English Learner program and advise how Title III funds are spent

in accordance with the Master Plan for English Learners and the school’s Single Plan for Student Achievement. Parents discuss topics

including attendance, discipline and CaHSEE awareness. They also take part in workshops on financial aid and the California English

Language Development Test (CELDT). Each year, teachers, parents and support staff attend the California Association for Bilingual

Education (CABE) conference and other professional development opportunities to support classroom instruction. Eight ELAC board

members attend district sponsored parent leadership conferences annually, as well.

Parent meetings usually include 1) an informational section to notify parents about classes and conferences available to them, 2) a

fiscal oversight section in which parents review how funds are spent for improvement of student achievement, and 3) an

issues/concerns section in which parents can discuss issues that impact the school and their children. Title I parents are an advisory

component of the School Site Council; their recommendations, where appropriate, must be sought out and considered in issues

brought before the Council. In this process, parents consider presentations on projects and purchases intended to enhance student

achievement as they are brought before School Site Council. Parents often interact closely and discuss matters with the principal or

other administrators. These opportunities for interaction have been very well received. Many times concerns caused by


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misunderstanding or miscommunication are resolved without difficulty and with positive results. Parent participation in the development

of this new K-12 Single Plan for Student Achievement occurred (evidenced by SSC minutes and sign-in sheets).

According to the 2010 CST data, none of our subgroups (African-American, Hispanic/Latino, socioeconomically disadvantaged, English

Learners and students with disabilities) met the percent proficient in English Language Arts or mathematics. Foshay is in PI5+ status.

To improve student achievement and exit PI status, the school is in Cohort 2 of the district’s Response to Instruction and Intervention

(RTI2) training.


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COMPREHENSIVE NEEDS ASSESSMENT School Performance Meter

School Baseline School Annual Targets LAUSD Annual Targets GOAL 1: 100% GRADUATION 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. Four-Year Cohort Graduation Rate 79% 72% 80% 81% 85% 88% 95% 60 63 70

B. Students On-Track for Meeting A-G Requirements 47% 57% 67% 79% 100% 38 50 75

School Baseline School Annual Targets LAUSD Annual Targets GOAL 2: PROFICIENCY FOR ALL 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. English Language Arts, Elementary: Proficient & Advanced

23% 27% 27% 26% 34% 41% 47% 60 67 74

B. English Language Arts, Secondary: Proficient & Advanced

24% 29% 31% 38% 45% 51% 56% 45 50 54

C. Mathematics, Elementary: Proficient & Advanced 23% 25% 24% 25% 33% 40% 46% 69 75 82

D. Mathematics, Secondary: Proficient & Advanced 17% 20% 20% 20% 28% 36% 43% 36 41 47 E. 3rd Grade Proficiency Rate in English Language Arts

12% 23% 22% 28% 36% 43% 49% 49 55 62

F. Proficiency in Algebra 22% 30% 22% 16% 24% 32% 39% 38 47 55 G. Reclassification Rates 20% 18% 13% 5% 15% 24% 32% 21 24 27

School Baseline School Annual Targets LAUSD Annual Targets GOAL 3: 100% ATTENDANCE 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. Percentage of students with 96% or higher attendance

59% 59% 62% 71% 75% 80% 85% 66 71 76

B. Percentage of staff with 96% or higher attendance 56% 53% 53% 58% 59% 64% 69% 69 74 79

School Baseline School Annual Targets LAUSD Annual Targets GOAL 4: PARENT AND COMMUNITY ENGAGEMENT 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 A. Percentage of parents who talk with the teacher about their child’s schoolwork

57% 57% 49% 56% 61% 66% 65 70 75

B. Parent participation on School Experience Surveys 12% 21% 11% 21% 26% 36% 35 40 50

School Baseline School Annual Targets LAUSD Annual Targets GOAL 5: SCHOOL SAFETY 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

A. Instructional days lost to suspension 767 547 585 49 46 43 40 40,876 38,376 35,876 B. % of students who feel safe on school grounds (agree or strongly agree)

80% 86% 77% 79% 81% 83% 86 88 90


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COMPREHENSIVE NEEDS ASSESSMENT


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Single Plan for Student Achievement (SPSA) Evaluation Linking Goals, Strategies, and Actions from the SPSA to Increased Student Achievement

School Name: Foshay Learning Center Local District: 7 1a. Examine the data that has been downloaded. What is the overall rate of growth over the last 5 years for the proficient or advanced proficient group in English/Language Arts? 14% (If the overall rate has grown by at least 10%, answer question 1b. If the overall rate has not increased by 10%, answer question 1c) 1b. Which of the expenditures increased growth in the proficient or the advanced proficient group? What data supports this finding? The following expenditures increased growth: professional development by outside contractors in research-based strategies including mentoring and implementation of appropriate after-school intervention programs, International Baccalaureate and RTI2; supplemental instructional materials (Accelerated Reader, BrainPop, etc.) Formal and informal classroom observations, examination of student work, culminating tasks, student portfolios and 2010 CST results support this finding. 2a. Examine the data that has been downloaded. What is the overall rate of growth over the last 5 years for the proficient or advanced proficient group in mathematics? 3% (If the overall rate has grown by at least 10%, answer question 2b. If the overall rate has not increased by 10%, answer question 2c) 2c. Which of the expenditures did not increase growth in the proficient or the advanced proficient group and therefore will no longer be funded. The following expenditures did not increase growth: Math Instructional Coach and the PowerLearning assessment program. 3a. As measured by CELDT, what percentage of ELs is making progress in ELD (AMAO 1)? 44% What percentage of ELs demonstrates English proficiency (AMAO 2)? 28.5% If AMAO 1 was met, and if AMAO 2 was met for all ELs, answer question 2b. If AMAO 1 was not met, and/or AMAO 2 was not met for all ELs, answer question 2c. 3c. Which of the expenditures did not result in increased achievement in ELD and therefore will no longer be funded? The following expenditures did not result in increased achievement: additional English Learner Coordinator position for professional development 4. How did research-based professional development [70A56 and 70V94 (if applicable)] lead to academic growth? (For PI Schools only) Classroom teachers, administrators and support staff attended multiple professional development sessions on the International Baccalaureate program in which students must develop an understanding of their own culture and national identity. Teachers trained to use backward planning to develop standards-based instructional units of inquiry, encouraging international mindedness. Students are encouraged to ask challenging questions, to reflect critically, to develop research skills and to learn how to learn. 5. What other evidence (i.e. other performance data) exists that shows an increase in student learning? The school's API has increased every year since 2005. (600 in 2005, 614 in 2006, 621 in 2007, 645 in 2008, 650 in 2009, 653 in 2010, and 690 in 2011) Tenth graders increased the overall pass rate of all students on both parts of the CAHSEE by 6.1% (from 86.1% to 92.2%). Students passing at least one Advanced Placement course increased from 39.5% to 87.8%. 6. Using local data (school experience survey, parent trainings, parent volunteers, parent centers, etc.), describe the expenditures from 7E046 and 709V4 that resulted in increased parental involvement. Agendas and sign in sheets evidence increased parent attendance at CEAC and ELAC meetings; an increase in parent volunteers on campus; an increase in parent volunteers in classrooms; increase in parents at Back-to-School Night, parent conferences and parent orientations. The expenditures are: Community Representatives, school advisory committee expenses, custodial overtime and annual parent fair expenses. 7. Based on the responses to questions 1-6, are the 2011-2012 budgets aligned to maximize program effectiveness? If not, what changes in strategies/activities need to occur? The 2011-2012 budgets are aligned to maximize program effectiveness.


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

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

Data Summary Sheet

Analysis of Data Problem Identification *

School’s Key Findings Problem Analysis *

X CEAC Date: 10/19/11

X ELAC Date: 10/27/11

X SSC Date: 11/3/11

X Grade-level Teams Date: 11/1/11

X Vertical Teams Date: 11/8/11

X Departments Date: 10/11/11

X WASC Focus Group Date: 10/18/11

Other: Date:

100%

Graduation

• Was the Graduation Rate met? • What significant changes occurred in Grad

Rate from one year to the next? • What changes occurred in the 4-year

dropout rate? • What changes occurred with CAHSEE

results? • What changes occurred between grade

levels in meeting A-G Requirements? • What conclusions may be written based on

the graduation rate?

• No, the graduation rate was not met. • The graduation rate decreased by 1%. • The 4-year dropout rate increased by 1.6%. • Tenth grade CaHSEE pass rate increased by 6.1%. The 11th and 12th

grade pass rates decreased (5.3% and 2.9% respectively) • The percentage of students meeting the A-G requirements increased

in all grades: 9 (29.2%), 10 (47.1%), 11 (55%) and 12 (45.8%). • The decrease in graduation rate is primarily due to the system of

tracking students who leave Foshay prior to graduation.



X SSC Date: 11/3/11





Other: Date:

Proficiency

for All

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

• Was API met? • What significant changes occurred in AYP

ELA CST scores? • What changes occurred in AYP Math CST

scores? • What changes occurred in 3rd Grade ELA

scores? • What changes occurred in Algebra? • What changes occurred in reclassification

rates from one year to the next? • Did the school meet the AMAOs? • What factors explain the changes in

proficiency levels over time?

• The school did not meet all AYP requirements. Those met were: Participation Rate for all sub-groups in ELA and math and API.

• Yes, API was met. • What significant changes occurred in AYP ELA CST scores?

o 2-5: The percentage of students scoring at proficient or advanced decreased in grades 2 (10%), 4 (12%) &5 (5%); it increased in grade 3 (6%).

o 6-8: The percentage of students scoring at proficient or advanced increased by .1%-9% at all grade levels.

o 9-11: The percentage of students scoring at proficient or advanced decreased in 9th (.4%), no change in 10th and increase in 11th (8%).

• What changes occurred in AYP Math CST scores? o 2-5: The percentage of students scoring at proficient or

advanced significantly decreased in 2nd (27%) & 5th (42%) grades; grades 3 & 4 increased (17% & 14% respectively).

o 6-8: The percentage of students scoring at proficient or advanced increased in 6th (.7%) and decreased in 7th (2%) and 8th (7%).

o 9-11: The percentage of students scoring at proficient or advanced decreased in geometry (.3%) and Algebra II (9%); it increased in HS Math (13%)

• Third grade ELA scores increased by 6%. • Algebra scores decreased by 7%. • Reclassification rates decreased by 8%. • AMAO 1 was not met; AMAO 2 was not met for ELs in the program

for more than 5 years but was met for ELs in the program for less than 5 years; AMAO 3 was not met.

• The focus on standards-based instruction and implementation of SDAIE strategies has contributed to the 5-year pattern of growth in scores. Significant changes in staffing, administration, calendar and scheduling of classes and insufficient emphasis on data analysis has resulted in slow growth in scores.


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Data Summary Sheet





X SSC Date: 11/3/11





Other: Date:

100%

Attendance

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

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

• What factors explain these differences?

• The attendance rate for students has increased by 2%. • The attendance rate for staff has increased by 2%. • Student attendance is monitored closely with period-by-period

marking. Staff attendance is also more closely monitored by administration.



X SSC Date: 11/3/11





Other: Date:

Parent and Community Engagement

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

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

• What factors explain these changes? • What conclusions may be drawn from

conducting the School Experience Survey?

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

• Elem: Increased by 10%. • MS: Decreased by 11%. • HS: Decreased by 7%.

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

• Elem: Decrease by 6%. • MS: Decreased by 5%. • HS: Decreased by 18%.

• As a span school with most families having students at different grade levels, Foshay has difficulty tracking the return of the surveys as they are mailed home rather than being handed out and monitored by classroom teachers.

• The school needs to emphasize the importance of returning the School Experience Survey by developing an incentive plan.



X SSC Date: 11/3/11





Other: Date:

School Safety/ Organization/

Support Structure

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

• What changes occurred in instructional days lost to suspension?

• What changes occurred in student responses to school safety?

• What factors explain these differences?

• The suspension rate decreased by 10%. • The number of days lost due to suspension decreased significantly

(from 585 to 49). • The percentage of students who feel safe on campus increased in

the elementary school (6%) and decreased in the middle school (7%) and high school (19%).

• The school implemented a Positive Behavior Support Plan school-wide.

Additional Data

• What conclusions may be drawn based on additional data?

• The additional data that we are reviewing includes sign-in and evaluations from parent and family center trainings; interviews with parent volunteers and back to school sign-ins and evaluations. By reviewing this additional data, our school will draw conclusions on the quality of our programs and areas that need improvement.


19


Data Summary Sheet



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

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


20

COMPREHENSIVE NEEDS ASSESSMENT High Schools

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

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

Graduation

X Proficiency for All

Attendance

Parent & Community Engagement

School Safety/ Organization/Support Structures

The high school administration and staff need to develop a systemic plan with accountability for data collection, analysis, and staff development to continuously increase student achievement.

Graduation


Attendance



The high school administration and staff need to provide a variety of differentiated instructional strategies to fully engage all students in the instructional process.

Graduation


Attendance


X


The administration and faculty address the impact of instructional strategies on student achievement, specifically with regard to the high number of D’s and F’s in core courses. The committee recommends implementing immediate and focused intervention during the regular school day to support struggling students.


21

Los Angeles Unified School District Single Plan for Student Achievement

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

AYP Targets: PROFICIENCY FOR ALL

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

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

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

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

California Alternate Performance Assessment (CAPA) in English Language Arts 2011-2012 will equal or exceed 78.4% and for 2012-2013 will equal or exceed 89.2%.

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

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

High Schools—ELA: • The percentage of students scoring proficient or above on the 10th grade administration of the CAHSEE

and the California Alternate Performance Assessment (CAPA) in English Language Arts for 2011-2012 will be equal or exceed 77.8% and for 2012-2013 will equal or exceed 88.9%.

High Schools—Math: • The percentage of students scoring proficient or above on the 10th grade administration of the CAHSEE

and the California Alternate Performance Assessment (CAPA) in Mathematics for 2011-2012 will be equal or exceed 77.4% and for 2012-2013 will equal or exceed 88.7%.

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

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

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

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

PERFORMANCE METER Goals

• Percentage increase in Four-Year Cohort Graduation Rate • Percentage increase in Students On-Track for Meeting A-G Requirements 100% Graduation:

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

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

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

child’s schoolwork • Increase parent participation and ratings on School Experience Surveys

School Safety / Organization / Support Structure: • Decrease the instructional days lost to suspension • Increase the percentage of students who feel safe on school grounds

* AYP Criteria


22

Los Angeles Unified School District Single Plan for Student Achievement

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

proficiency or better in reading/language arts and mathematics. • All students will be educated in learning environments that are safe, drug-free, and conducive to learning. • All students will graduate from high school.

School Achievement Goals

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

Indicate the data used to identify goal

.

Subgroup(s)

School SMART Goals:

Progress Monitoring Data to be used to measure student achievement

AYP Math CST Scores

All By 2012 the percentage of students scoring at advanced or proficient in math will increase by 10% through intensive training for teachers in data analysis and data-driven instruction as measured by California Standards Test results.

Professional Development Evaluations; AYP CST

Results; LAUSD Periodic Assessment Results

AYP ELA CST Scores

All By 2012 the percentage of students scoring at advanced or proficient in English Language Arts and will increase by 10% through intensive training for teachers in data analysis and data-driven instruction as measured by California Standards Test results.

Professional Development Evaluations; AYP CST

Results; LAUSD Periodic Assessment Results

Reclassification Rate English Learners

By 2012 the percentage of students who reclassify will increase by 10% through a school-wide, systematic approach to programming English Learners at the Preparing to Reclassify Program (PRP) level in significant clusters enabling teachers to effectively utilized SDAIE strategies to improve the students’ proficiency in English.

CEDLT Results; Reclassification Rate

Student Responses to School

Experience Survey

All By 2013 the percentage of students who report feeling safe on campus will meet or exceed the LAUSD Performance Meter Annual Target for school safety through school-wide consistency in the use of Positive Behavior Support Strategies and implementation of the Student Standards of Conduct, the Discipline Foundation Policy and the Office Discipline Referral System procedures.

LAUSD School Experience Survey

Results; LAUSD Office Discipline Referral System

Statistics

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

Foshay Learning Center Los Angeles Unified School District 2011-2012 Single Plan for Student Achievement Performance Meter Matrix

23

For PI Years 3—5+

100% GRADUATION (High School Only)

Directions for PI Year 5+ Schools: After completing the Comprehensive Needs Assessment review Box 1 to determine if the schools met the 2010-11 LAUSD Target. Respond in Box 2 by indicating “YES” or “NO”. If the response is “YES” Boxes 4 through 9 DO NOT NEED to be completed. If the response is “NO” Boxes 4 through 9 MUST be completed.

(1) SPSA 2010-2011

(2) Did the school meet the

2010-11 LAUSD Target?

(3) SPSA 2011-2012

(4) Subgroup(s)

(5) Instructional Strategies/Activities to Implement

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

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

(6) Supplemental

Resources/Proposed Funding Sources

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

instructional strategies, activities, and/or support.

(7) Process for

Evaluation of Implementation

Identify informal and formal interim

measures/assessments (i.e., progress monitoring,

school-based assessments, student

work and grades) that are indicators to measure the

effectiveness of the instructional

strategies/activities that address the school’s

goals.

(8) Staff

Responsible

Who is responsible for monitoring the specific strategies/

activities and/or support?

(9) Start/

Completion Date

Indicate when the strategy will

be implemented and projected

date of completion

Increase the Graduation Rate 2010-11 LAUSD Target: 10 percentage point or more increase

Yes

No

Percentage increase in the Four-Year Cohort Graduation Rate (AYP Target) 2012 Goal – 87.41%

All Students • High School College Counselor provides assistance in transcripts, grade point average and ranks from a college perspective

• After School Homework Center to combat D’s and Fails

• High School counseling program provides a systematic, ongoing review of each student’s academic and other appropriate records.

• Beginning in 9th grade the counselor creates an Individualized Graduation Plan, and provides other pertinent information necessary for student success in high school.

• At the beginning of each Fall semester the counselor meets with all students by grade level to review graduation plan

Limited Contract Teacher (Intervention) Provides instruction to Tier III students. Title II

As measured by: • My Data

Progress Monitoring Rosters

• Report Cards

Principal Administrative Staff

November 2011 – June 2013

Increase the overall pass rate of all students on both parts of the CAHSEE 2010-11 LAUSD Target: 5 percentage point or more increase

Yes

No

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

N/A N/A N/A N/A N/A


24

For PI Years 3—5+

100% GRADUATION (High School Only) Directions for PI Year 5+ Schools: After completing the Comprehensive Needs Assessment review Box 1 to determine if the schools met the 2010-11 LAUSD Target. Respond in Box 2 by indicating “YES” or “NO”. If the response is “YES” Boxes 4 through 9 DO NOT NEED to be completed. If the response is “NO” Boxes 4 through 9 MUST be completed.

(1) SPSA 2010-2011

(2) Did the school

meet the 2010-11 LAUSD Target?

(3) SPSA 2011-2012

(4) Subgroup(s)


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

students meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality learning time such as through an enriched and accelerated curriculum (before,

during, and after the school day). Include strategies for meeting the educational needs of historically underserved populations.


(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible

Who is responsible for monitoring the specific

strategies/ activities and/or support?

(9) Start/

Completion Date

Indicate when the strategy will be implemented and projected

date of completion

Increase percent of first time pass rate of 10th graders on both parts of CAHSEE on the first attempt 2010-11 LAUSD Target: 8 percentage points or more increase

Yes

No

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

All Students • CaHSEE Diagnostic given in 10th grade English and Math classes.

• Results of Diagnostic analyzed by the Instructional Coach, department and academy teachers to strategize and concentrate on areas of need.

• 10-15 minutes of instruction at least once a week in academic and advisory classes concentrating on vocabulary development and questions analysis

• Pull out from teacher to concentrate on building skills necessary to pass the CaHSEE

Instructional Coach/Differential Collaborates with general and special education teachers and CPAs to promote standards-based literacy across the content areas. Title I

As Measured by: • My Data

Progress Monitoring Rosters

• Periodic Assessments, where appropriate

• CaHSEE Diagnostic Results



Increase in the number of students graduating who have completed A-G requirements. 2010-11 LAUSD Target: 80 % target

Yes

No

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

N/A N/A N/A N/A N/A


25

For PI Years 3—5+

PROFICIENCY FOR ALL


(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)



students meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality

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

underserved populations.


(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date

Indicate when the strategy will be

implemented and projected date of

completion

Increase percentage of students in grades 2-11 scoring proficient or advanced on the CST in ELA

2010-11 LAUSD Target: 10 percentage point or more increase in students scoring proficient and above.

Yes

No

Increase percentage of students in grades 2-11 scoring Proficient or Advanced on the CST in ELA (AYP Target) 2012 Goal – 78.4%

All Students Supplemental strategies/activities that will support the core program: • Grade level English teachers in each

Personalized Learning Environment (PLE) and Academy will collaboratively create and implement backwards-planned units of inquiry with the support and input of all stakeholders and IB consultants. These units will include common assessments, concrete checks for understanding, common significant question/concept, and international mindedness.

• English classrooms will implement inquiry-based instruction, including cooperative learning, interactive technology such as BrainPop, Accelerated Reading, STAR Reading, Read 180, Measuring Up, Buckle Down, culturally relevant novels, Wilson Reading System, trainings for existing software and programs, journals, realia and manipulatives.

• Curricular trips such as (but not limited to) the Kodak Theater and other venues to view theatrical performers, College English classes, movies to see replicas’ of books, concerts to listen to the music of a particular period in which they are reading, authors presentations at colleges and other locations, Holocaust Museum, Korean Cultural Center, to allow students to use

General Supplies For items of expendable nature that are consumable. Title 1, Title II, EIA-LEP, EIA-SCE PD Teacher Regular To allow teachers to participate in trainings. Title 1 Curricular Trips Funds to provide admission and/or transportation for curricular and school journey field trips related to Science, Social Studies, Math, Art, Music and English. CE-EIA

As measured by:

• progress monitoring assessments, e.g., MyData

• periodic assessments

• student grades

• student work • classroom

assessments • end-of-unit

tests • culminating

tasks • student

portfolios • CST • CELDT • Classroom

observation • Student

essays and writing samples

• STAR California Writing Test




26

For PI Years 3—5+

multiple modalities that connect learning to real-world experiences.

• An Instructional Leadership Team (ILT) will coordinate and monitor through data the professional development and other activities to promote student achievement through good first instruction and ensure these activities effectively align with RTI2 strategies, IB philosophy, the Single Plan and District mandates. The ILT will be composed of the Instructional Coach, the administrator over instruction, Categorical Program Advisors (Title I, English Learner and Title III), a School Site Council officer, the Bridge Coordinator, School Psychologist, Non-Register Carrying Teacher, and any other persons deemed appropriate by the principal.

• Intensive school wide professional development will be held prior to the start of the school year. They will be used to create common core subject units of inquiry for each PLE (including assessment and acceleration).

• PLEs and Academies will have one common conference period with their team and lead teacher to determine the progress of their unit implementation, look at student data and make adjustments to the IB unit.

Psychologist, School Provides specialized services to identified students to remove motional, behavioral, and family crises barriers to learning. NonRegcTchr Sec/ Differential Teacher will serve students identified as being in need of supplemental assistance in basic and advanced skills in literacy and mathematics, history/social science, and science.

for grades 4th & 7th


27

For PI Years 3—5+

(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



completion

Accelerate the performance of significant subgroups on the CST in ELA 2010-11 LAUSD Target: 10 percentage point increase of students in each subgroup moving into proficient.

Yes

No

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

Prof/Adv CST ELA 09-10 10-11 Change African- Americans 36% 38% 2% Hispanics 35% 38% 3% ELs 13% 15% 2% SWD 10% 13% 3% Econ Dis 36% 39% 3% 2012 Goal – 78.4%

All Students Supplemental strategies/activities that will support the core program: • Teachers (including teachers of ELs) will meet

to plan differentiated lessons to target Basic students

• Train teachers to implement SDAIE strategies • After hours tutoring program and/or summer

bridge program for students • Classroom teachers will meet with students for

motivational, one-to-one conferences • Students will set goals and complete a Goal

Sheet for improvement after personal analysis of prior year CST results.

• Students and parents will attend motivational assemblies facilitated by the counselors, CPA (Title I), and Bridge Coordinator explaining test results and the importance of the CST exams.

• Reduce student to teacher ratio in 6-8 grade

Tutor X/Z –time Payment for a regular status teacher to provide intervention to students outside of the basic assignment. Title 1, CE-EIA, CE-EIA-LEP, Title3A-LEP Teacher X –time- Payment for a regular status teacher to provide intervention to students outside of the basic assignment. Title 1 CSR Teacher Highly qualified, register-carrying teachers to reduce class size in literacy, mathematics, science, and social studies. Title 1 Administrator Differential A coordinating differential is paid to

As measured by:


• student grades




tasks • student

portfolios




28

For PI Years 3—5+

an administrator who performs categorical program related activities outside the regular work day. Title 1 IMA- Budget for supplemental materials that support students receiving Tier 1, 2 and 3 instruction and intervention. Title 1, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP Custodial OT Custodial services required as the direct result of intervention and program activities at the school.Title 1 Clerical Relief and OT Short term clerical help and for overtime payments directly attributable to the program. Title 1 M & O Supplies Supplies used in connection with program services. Title 1 CPA Coordinator, Title 1 Performs duties that are direct services to the students and parents. Title 1


29

For PI Years 3—5+

CPA X Direct To perform duties outside of the regular assignment. CE-ECO IMPACT Bridge Coordinator Supports the instructional and compliance activities involved in working with students with disabilities. Title 1 MS/HS Counselors Collaborates with school admin and staff in developing student knowledge, skills and attitudes that promote personal, social, emotional and academic growth. Title 1 Day to day Substitutes Teacher’s released to plan differentiated instruction that meets the need of all students. CE-ECO Impact, T3A-LEP


30

For PI Years 3—5+

(1)

SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



completion

Increase the percentage of students moving from one performance band to another on the CST ELA (e.g., from FBB to BB; BB to Basic; Basic to Proficient, Proficient to Advanced) 2010-11 LAUSD Target: 10 percentage point increase of students in each subgroup moving into proficient.

Yes

No

Increase percentage of students moving from one performance band to another on the CST ELA (API Target)

All Students Supplemental strategies/activities that will support the core program: • Teachers (including teachers of ELs) will meet

to plan differentiated lessons to target FBB and BB students

• Reduce student to teacher ratio in 6-8 grade • After hours tutoring program and/or summer

bridge program for Tier III students coordinated by CPA (Title I), etc.

• Train teachers to implement SDAIE strategies in core classes

• Students will be initially identified for intervention by CPAs, Bridge Coordinator and School Psychologist, Non-register Carrying Teacher, etc. based on their CST and/or other achievement data. Students identified as needing Tier II intervention will be programmed into double English classes.

• Students not making progress after receiving Tier II or Tier III services may be referred to the SST to determine the need for further assessment.

AmeriCorps Vista Contracted Instructional Services for onsite or local trainings in research-based strategies provided by experts regarding mentoring, implementation of appropriate after IB and RTI2. Title 1, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP Psychologist, School Provides specialized services to identified students to remove motional, behavioral, and family crises barriers to learning NonRegcTchr Sec/ Differential Teacher will serve students identified as being in need of

As measured by:



• student grades

• classroom assessments

• end-of-unit tests




31

For PI Years 3—5+

supplemental assistance in basic and advanced skills in literacy and mathematics, history/social science, and science. Office Technician Performs a variety of clerical services in connection with the Title 1 program. Title 1


32

For PI Years 3—5+

PROFICIENCY FOR ALL Directions for PI Year 5+ Schools: After completing the Comprehensive Needs Assessment review Box 1 to determine if the schools met the 2010-11 LAUSD Target. Respond in Box 2 by indicating “YES” or “NO”. If the response is “YES” Boxes 4 through 9 DO NOT NEED to be completed. If the response is “NO” Boxes 4 through 9 MUST be completed.

(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)


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

in students meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality




(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Must be completed by PI 3-5 elementary schools

Increase 3rd Grade Proficiency Rate in ELA (Performance Meter) 2012 Goal – 36%

All Students • Third grade teacher will improve student fluency by systematically focusing on the following strategies using Treasures: predicting, questioning, summarizing, monitoring and clarifying – giving the students needed practice in applying each of these skills as they read.

• Teacher will attend professional development provided by the publisher and/or Local District on the implementation of these strategies.

• Teacher will use the web-based Accelerated Reader Renaissance Place program to continually monitor comprehension, track the time students spend reading, and differentiate reading practice.

• At-risk second grade students will attend an intervention program prior to the beginning of third grade.

General Supplies For items of expendable nature that are consumable. Title 1, Title II, EIA-LEP, EIA-SCE, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP IMA- Budget for supplemental materials that support students receiving Tier 1, 2 and 3 instruction and intervention. T1, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP Tutor X/Z –time- Payment for a regular status teacher to provide intervention to students outside of the basic assignment Title 1, CE-EIA, CE-EIA-

As measured by:

• Diagnostic and TOPS reports



• student grades


assessments




33

For PI Years 3—5+

LEP, Title3A-LEP Teacher X/Z–time Payment for a regular status teacher to provide intervention to students outside of the basic assignment. Title1 Administrator Differential A coordinating differential is paid to an administrator who performs categorical program related activities outside the regular work day. Title 1 M & O Supplies Supplies used in connection with program services. Title1 Custodial OT: Custodial services required as the direct result of intervention and program activities at the school.Title 1 Clerical Relief and OT- Short term clerical help and for overtime payments directly attributable to the program. Title 1


34

For PI Years 3—5+

(1)

SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Increase percentage of students in grades 2-11 scoring proficient or advanced on the CST in Math 2010-11 LAUSD Target: Minimum of 10 percentage point increase of students in students scoring proficient and above

Yes

No

Increase percentage of students in grades 2-11 scoring Proficient or Advanced on the CST in Math (AYP Target) 2012 Goal – 79%

All Students Supplemental strategies/activities that will support the core program: • All mathematics classrooms will implement

inquiry-based instruction, including cooperative learning, Math Talk (re-voicing, re-stating, agree/disagree and why, wait time, justifying), interactive technology such as Accelerated Math, STAR Math and ST Math computer programs in the maintained, t math computer lab, Math Journals, and manipulatives.

• Grade level mathematics teachers in each Personalized Learning Environment (PLE) and Academy will collaboratively create and implement backwards-planned units of inquiry with the support and input of all stakeholders and International Baccalaureate (IB) consultants. These units will include common assessments, concrete checks for understanding, common significant question/concept, and international mindedness.

• Professional development will be around common inquiry units of study (including assessment, concrete checks for understanding, significant question/concept and international mindedness).

• Intensive school wide professional development will be held prior to the start of the school year. They will be used to create common core subject units of inquiry for each PLE (including assessment and acceleration). The PDs will be facilitated by the PLE Lead

General Supplies For items of expendable nature that are consumable. Title I, Title II, EIA-LEP, EIA-SCE PD Teacher Regular To allow teachers to participate in trainings. Title IMA- Budget for supplemental materials that support students receiving Tier 1, 2 and 3 instruction and intervention. T1, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP Maintenance of Equipment-To repair supplemental equipment previously purchased . CE-ECO IMPACT

As measured by:



• student grades




tasks student portfolios




35

For PI Years 3—5+

Teachers and administrators and will be lead by teachers with advanced IB training.

• PLEs and Academies will have one common conference period with their team and lead teacher to determine the progress of their unit implementation, look at student data and make adjustments to the IB unit.

• Differentiation of instruction • Reduce student to teacher ratio in 6-8 grade • Train teachers to implement SDAIE strategies

and Thinking Maps in core classes Supplemental strategies/activities that will support the core program: • Train teachers to implement SDAIE strategies • After hours tutoring program and/or summer

bridge program for students (as identified by teachers/EL/Title I CPAs)

• Classroom teachers will meet with students for motivational, one-to-one conferences

• Students will set goals and complete a Goal Sheet for improvement after personal analysis of prior year CST results.

• Students and parents will attend motivational assemblies facilitated by the coordinators, counselors and teachers, explaining test results and the importance of the CST exams.

• Curricular trips such as the Science Center, MESA Competitions, Magic Mountain Physics Competition, Observatory, collecting and graphing shells at Cabrillo Beach, and Robotic Competitions, to allow students to use multiple modalities that connect learning to real-world experiences.

Custodial OT: Custodial services required as the direct result of intervention and program activities at the school. Title 1 Clerical Relief and OT- Short term clerical help and for overtime payments directly attributable to the program. Title 1 M & O Supplies Supplies used in connection with program services. Title 1 CSR Teacher(s) Highly qualified, register-carrying teachers to reduce class size in literacy, mathematics, science, and social studies. Title 1 Day to day Substitutes Teachers released to plan differentiated instruction that meets the need of all students. CE-Eco Impact, T3A-LEP Tutor X/Z –time Payment for a regular status


36

For PI Years 3—5+

teacher to provide intervention to students outside of the basic assignment. Title 1, CE-EIA, CE-EIA-LEP, Title3A-LEP Teacher X/Z–time Payment for a regular status teacher to provide intervention to students outside of the basic assignment. Title1 Administrator Differential A coordinating differential is paid to an administrator who performs categorical program related activities outside the regular work day. Title 1 CPA Coordinator Performs duties that are direct services to the students and parents. T1 CPA, EL X-Direct To perform duties outside of the regular assignment. Title 1 Bridge Coordinator- Supports the instructional and compliance activities involved in


37

For PI Years 3—5+

working with students with disabilities. Title 1 MS/HS Counselors Collaborate with school administration and staff in developing student knowledge, skills and attitudes that promote personal, social, emotional and academic growth. Title 1 Curricular Trips Funds to provide admission and/or transportation for curricular and school journey field trips related to Science, Social Studies, Math, Art, Music and English. CE-EIA


38

For PI Years 3—5+

(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Accelerate the performance of significant subgroups on the CST in Math 2010-11 LAUSD Target: 10 percentage point increase of students in each subgroup moving into proficient

Yes

No

Accelerate the performance of significant subgroups in math (AYP Target) Prof/Adv CST Math 09-10 10-11 Change African- Americans 30% 33% 3% Hispanics 35% 39% 4% ELs 24% 29% 5% SWD 14% 18% 4% Econ Dis 36% 40% 4% 2012 Goal – 79%

All Students Supplemental strategies/activities that will support the core program: • Differentiation of instruction • Train teachers to implement SDAIE strategies • After hours tutoring program and/or summer

bridge program for students (as identified by teachers/EL/Title I CPAs)

• Classroom teachers will meet with students for motivational, one-to-one conferences.

• Curricular trips such as the Science Center, MESA Competitions, Magic Mountain Physics Competition, Observatory, collecting and graphing shells at Cabrillo Beach, and Robotic Competitions, to allow students to use multiple modalities that connect learning to real-world experiences.

CSR Teacher(s) Highly qualified, register-carrying teachers to reduce class size in literacy, mathematics, science, and social studies. Title 1

As measured by:



• student grades




tasks • student

portfolios




39

For PI Years 3—5+


(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)

(5) Instructional Strategies/Activities to

Implement

Identify strategies/activities within a multi-tiered framework and that are based on scientifically-based

research that will result in students meeting or exceeding proficiency on outcome measures in all areas. Indicate the increased amount of quality learning time such as

through an enriched and accelerated curriculum (before, during, and after the school day). Include strategies for

meeting the educational needs of historically underserved populations.


(6) Supplemental


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

activities, and/or support.

(7) Process for Evaluation of

Implementation

Identify informal and formal interim measures/assessments (i.e.,

progress monitoring, school-based assessments, student work and

grades) that are indicators to measure the effectiveness of the

instructional strategies/activities that address the school’s goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Increase the percentage of significant subgroups moving from one performance band to another on the CST Math (e.g., from FBB to BB; BB to Basic; Basic to Proficient, Proficient to Advanced) 2010-11 LAUSD Target: 10 percentage point increase in students moving students into basic or proficient and above

Yes

No

Increase percentage of students moving from one performance band to another on the CST Math (API Target)

All Students • Differentiation of instruction to target FBB and BB students

• Students will be initially identified for intervention by CPAs, Non-Register Carrying Teacher, etc. based on their CST and/or other achievement data. Students identified as needing Tier II intervention will be programmed into double mathematics classes. Tier III intervention students will be programmed into after hours tutoring programs.

• Students not successful after receiving Tiers II and III services will be referred to the SST to determine the need for further assessment.

• Students will set goals and complete a Goal Sheet for improvement after personal analysis of prior CST results.

• Students and parents will attend motivational assemblies facilitated by the coaches explaining test results and the importance of the CST exams.

• Curricular trips such as the Science Center, MESA Competitions, Magic Mountain Physics Competition, Observatory, collecting and graphing shells at Cabrillo Beach and Robotic Competitions, to allow students to use multiple modalities that connect learning

As measured by:


• periodic assessments • student grades • student work • classroom

assessments • end-of-unit tests • culminating tasks • student portfolios




40

For PI Years 3—5+

to real-world experiences.

(1)

SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)


Implement






(6) Supplemental





Implementation





(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Must be completed by all secondary PI 3-5+ schools

Increase Proficiency Rate in Algebra (Performance Meter) 2012 Goal – 24%

All Students • Algebra I teachers will use the web-based Accelerated Math Renaissance Place program, recognized as a mastery measure by the National Center on Response to Intervention, as intervention to enable teachers to monitor and differentiate math practice.

• Teachers, students and parents will use the TOPS report and daily information about student progress toward math mastery, skill by skill.

• Teachers will attend professional development from Renaissance Learning to help translate screening, progress monitoring and diagnostic data to best serve all students.

As measured by:

• Daily TOPS reports • progress monitoring

assessments, e.g., MyData

• periodic assessments • student grades • student work • classroom

assessments • end-of-unit tests • District EOC test




41

For PI Years 3—5+

(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)


Implement






(6) Supplemental





Implementation





(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

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

2010-11 LAUSD Target: Meet or exceed State target.

Yes

No

AMAO 1—Meet or exceed the percentage of ELs making annual progress in learning English (AYP Target) 2012 Goal – 56%

English Learners (K-12)

Strategies/activities include: • Targeted standards-based ELD

instruction (K-12) based on student’s proficiency level

• 45-60 minutes of daily standards-based ELD instruction for K-5 English learners

• 80 min. instructional blocks of daily ELD/ESL instruction at the student’s identified proficiency level for secondary English learners

• Use of WestEd, The Map of Standards for English Learners (ELD/ELA alignment document) to ensure access to ELA standards for K-5 English learners.

• Teacher Assistant(s) and Educational Resource Aides will provide direct primary language support services to ELs or facilitate communication during school and after school hours between home and school in the primary language of the majority of the students; they will also provide small group instruction. They will also be trained in EL program implementation and best practices, particularly focusing on effective SDAIE strategies.

• Consistent implementation of effective ELD/ESL instruction including: • K-5 ELD Practicum & Support

Modules • Secondary High Point Curriculum • Thinking Maps & Graphic

Organizers • Task-Based Language Teaching

CPA, EL/Differential To provide direct primary language services to English Learners and their parents. EIA-LEP CPA, EL X-Direct To perform Master Plan-related duties outside of the regular assignment. EIA-LEP Staff Training Rate 1 Compensate teachers to attend training. EIA-SCE, Title III, EIA-LEP Bridge Coordinator/Differential Supports the instructional and compliance activities involved in working with students with disabilities. Title 1 Nurse Health counseling for students with health conditions that affect attendance and learning such as childhood obesity, dental health, asthma and hypertension. Title 1,

As measured by: • My Data Progress

Monitoring Rosters • ELD Portfolios (K-12) • ELD Practicum/Into

English Assessments (K-5)

• High Point Curriculum/Assessments (6-12)

• Periodic Assessments, where appropriate

• CELDT • ELSSA Data Consistent monitoring of student progress through: • curriculum-based

assessments • ELD Assessment

Portfolios • use of MyData, • supervision of

instruction and classroom observation during the ELD block

• Periodic Assessments for ESL 3/4

Principal Administrative Staff CPA / EL Coordinator



42

For PI Years 3—5+

• Numbered Heads Together • Think-Pair-Share • Reciprocal Teaching • Curriculum driven field-trips • Oral presentations through

PowerPoint and other presentation media

• Students will be initially identified for intervention by CPAs, Non Register Carrying Teacher, etc. based on their CELDT, CST and/or other achievement data. Students identified as needing Tiers II and III intervention (including ELs not demonstrating adequate progress in ELD or grade level content as measured by NCLB AMAO 1-3 achievement data) will be programmed into after hours tutoring programs.

• Students not successful after receiving Tiers II and III services will be referred to the SST to determine the need for further assessment.

• Nurse who will follow up on health factors identified as potentially contributing to students’ poor academic achievement; participate on the SST committee to identify support services

• Professional development and conference attendance (district-sponsored, CABE, AMAE) for teachers and parents on EL program implementation and best practices, particularly focusing on effective SDAIE strategies.

CE-EIA-LEP Psychologist, School Provides specialized services to identified students to remove motional, behavioral, and family crises barriers to learning IMA Budget for supplemental materials that support students receiving Tier 1, 2 and 3 instruction and intervention. Title 1, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP Tutor X/Z –time Payment for a regular status teacher to provide intervention to students outside of the basic assignment. Title 1, CE-EIA, CE-EIA-LEP, Title3A-LEP Teacher X/Z–time Payment for a regular status teacher to provide intervention to students outside of the basic assignment. Title1 Administrator Differential A coordinating differential is paid to an administrator who performs categorical program related activities outside the regular work day. Title 1


43

For PI Years 3—5+

Limited Contract Teacher (Intervention) Provides instruction to Tier III students. Title II NonRegcTchr Sec Teacher will serve students identified as being in need of supplemental assistance in basic and advanced skills in literacy and mathematics, history/social science, and science. Custodial OT Custodial services required as the direct result of intervention and program activities at the school. Title 1 Clerical Relief and OT Short term clerical help and for overtime payments directly attributable to the program. Title 1 M & O Supplies Supplies used in connection with program services. Title 1 General Supplies For items of expendable nature that are consumable. Title I, Title II, EIA-LEP, EIA-SCE Teacher Assistants Provide services under the direct supervision of a highly qualified classroom teacher. Title


44

For PI Years 3—5+

1, CE-EIA, CE-ECO IMPACT, EIA-LEP Educational Resource Aides- Assists in supporting and extending the focus of the school’s instructional program under the direct supervision of a highly qualified teacher. T1, CE-EIA Ed. Resource Aide X-time Used to pay Teacher’s Assistants outside of their regular working hours for parent conferences evenings, Saturday meetings before and after school hours. CE-EIA, CE-CEO IMPACT, EIA-LEP Ed Aide 3 AVID Assists in instructional reinforcement activities with student in the Advancement Via Individual Determination (AVID) Program TA Relief Used to pay Teacher’s Assistants outside of their regular working hours for parent conferences evenings, Saturday meetings before and after school hours. CE-EIA, CE-CEO IMPACT, EIA-LEP Staff Conference Attendance To fund registration and/or travel costs for teachers to


45

For PI Years 3—5+

attend professional development opportunities and conferences directly related to improving academic achievement. Title 1, CE-ECO IMPACT, CE-EIA-LEP, Title 3 PD Teacher Regular To allow teachers to participate in trainings. Title I, CE-EIA-LEP Day to day Substitutes Teacher’s released to plan differentiated instruction that meets the need of ELs. CE-EIA-LEP, T3A-LEP Maintenance of Equipment To repair supplemental equipment previously purchased. CE-ECO IMPACT


46

For PI Years 3—5+


(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4)

Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

AMAO 2 – Meet or exceed the percentage of English Learners scoring early advanced and advanced on the CELDT % Early Adv/Adv Less than 5 year identified as EL

% Early Adv/Adv 5 years or more identified as EL (see page 1 of Accountability Matrix) 2010-11 LAUSD Target: Meet or exceed State target.

Yes

No

Yes

No

AMAO 2—Meet or exceed the percentage of ELs scoring early advanced and advanced on the CELDT (AYP Target) 2012 ELA Goal – 78.4% 2012 Math Goal – 79%


Strategies/activities include: • Targeted standards-based ELD instruction (K-

12) based on student’s proficiency level • 45-60 minutes of daily standards-based ELD

instruction for K-5 English learners • 80 min. instructional blocks of daily ELD/ESL

instruction at the student’s identified proficiency level for secondary English learners

• Use of WestEd, The Map of Standards for English Learners (ELD/ELA alignment document) to ensure access to ELA standards for K-5 English learners

• Teacher Assistant(s) will provide direct primary language support services to ELs or facilitate communication during school and after school hours between home and school in the primary language of the majority of the students; they will also provide small group instruction. They will also be trained in EL program implementation and best practices, particularly focusing on effective SDAIE strategies.

• Consistent implementation of effective ELD/ESL instruction including:

• K-5 ELD Practicum & Support Modules • Secondary High Point Curriculum • Thinking Maps, Graphic Organizers & LCD

projectors

Consistent monitoring of student progress through: • curriculum-

based assessments

• ELD Assessment Portfolios

• use of MyData,

• supervision of instruction and classroom observation during the ELD block

• Periodic Assessments

• Selection Tests

• Performance Assessments




47

For PI Years 3—5+

• Task-Based Language Teaching • Numbered Heads Together, Think-Pair-Share

(Kagan materials) & Thinking Maps • Reciprocal Teaching • Students will be initially identified for

intervention by CPAs, etc. based on their CELDT, CST and/or other achievement data. Students identified as needing Tiers II and III intervention (including ELs not demonstrating adequate progress in ELD or grade level content as measured by NCLB AMAO 1-3 achievement data) will be programmed into after hours tutoring programs.

• Students not successful after Tiers II and II intervention programs may be referred to the SST to determine the need for further assessment.

• Professional development and conference attendance (district-sponsored, CABE, AMAE, and CLES/CLMS/CLHS (EL specific) for teachers on EL program implementation and best practices, particularly focusing on effective SDAIE strategies.


48

For PI Years 3—5+

(1)

SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

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

2010-11 LAUSD Target: Meet or exceed State target.

Yes

No

AMAO 3—Meet or exceed the percentage of ELs scoring Proficient or Advanced on the CST (AYP Target) 2012 ELA Goal – 78.4% 2012 Math Goal – 79%


Strategies/activities include: • Use of the WestEd ELD/ELA Alignment

document to ensure access to ELA standards for all English learners & Core SDAIE Instructional Strategies and Lesson Design Template to ensure delivery of effective standards-based SDAIE lessons

• Implementation of the critical elements of SDAIE (Content, Connections, Comprehensibility, and Interactions) to enhance existing lessons from instructional guides and other LAUSD core curricular materials & Consistent implementation of access strategies/SDAIE for mathematics and other content areas

• Targeted, data-driven professional development around effective SDAIE strategies and differentiated instruction for teachers (including teachers of ELs) based on students linguistic and academic needs

• After hours grade level meetings facilitated by CPA (EL) to analyze EL assessment data and plan differentiated instruction.

• Teacher Assistant(s) will provide direct primary language support services to ELs or facilitate communication during school and after school hours between home and school in the primary language of the majority of the students; they will also provide small group instruction. They will be trained in EL program implementation and best practices focusing on effective SDAIE strategies.

As measured by: • progress

monitoring assessments, e.g., MyData


• student grades




tasks • student

portfolios




49

For PI Years 3—5+

• Students will be initially identified for intervention by CPAs, etc. based on their CELDT, CST and/or other achievement data. Students identified as needing Tiers II and III intervention (including ELs not demonstrating adequate progress in ELD or grade level content as measured by NCLB AMAO 1-3 achievement data) will be programmed into after hours tutoring programs.


50

For PI Years 3—5+

(1)

SPSA 2010-2011



(3) SPSA 2011-2012

(4) Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Increase EL reclassification rates at the elementary, middle, and high school levels

2010-11 LAUSD Target: 5 percentage point increase at each level (elementary, middle and high school)

Yes

No

Increase EL reclassification rates at the elementary, middle, and high school levels (Performance Meter) 2012 Goal – 9.7%


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

• Implement 4 critical elements, SDAIE/CRRE bridge

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

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

• Teacher Assistant(s) will provide direct primary language support services to ELs or facilitate communication during school and after school hours between home and school in the primary language of the majority of the students; they will also provide small group instruction. They will also be trained in EL program implementation and best practices, particularly focusing on effective SDAIE strategies.

• Students will be initially identified for intervention based by CPAs, etc. on their CELDT, CST and/or other achievement data. Students identified as needing Tiers II and III intervention (including ELs not demonstrating adequate progress in ELD or grade level content as measured by NCLB AMAO 1-3 achievement data) will be programmed into after hours tutoring programs (requiring custodial/clerical overtime & M/O supplies such as bathroom tissue, paper towels and cleaning supplies).

• Students not successful after Tiers II and II intervention programs may be referred to the

As measured by: • EL monitoring

rosters, and where possible EL students not moving or reclassifying

• RFEP Monitoring Rosters




51

For PI Years 3—5+

SST to determine the need for further assessment.

• Professional development and conference attendance (district-sponsored, CABE, AMAE, and CLES/CLMS/CLHS (EL specific) for teachers on EL program implementation and best practices, particularly focusing on effective SDAIE strategies.


52

For PI Years 3—5+

100% ATTENDANCE


(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4)

Subgroup(s)







(6) Supplemental

Resources/Proposed Funding

Sources

List the resources, funding sources, and amount

needed to implement the data-based instructional

strategies, activities, and/or support.

(7) Process for




school-based assessments, student work and grades)

that are indicators to measure the effectiveness

of the instructional strategies/activities that

address the school’s goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Increase attendance of staff and students 2010-11 LAUSD Target: Students: 96%

Yes

No

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

All Students N/A N/A N/A N/A N/A

Increase attendance of staff and students 2010-11 LAUSD Target: Teachers: 96%

Yes

No

Increase percentage of staff with 96% or higher attendance (Performance Meter) 2012 Goal – 59%

• Increase attendance incentives/reward systems

• Regular school wide recognition/incentives

IMA Budget for supplemental materials that support students receiving Tier 1, 2 and 3 instruction and intervention. Title 1, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP General Supplies For items of expendable nature that are consumable. Title I, Title II, EIA-LEP, EIA-SCE

• Increase in number of attendance incentives and/or reward systems

• Increased school wide recognition events

• Staff attendance rates




53

For PI Years 3—5+

PARENT & COMMUNITY ENGAGEMENT


(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4)

Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date



date of completion

Must be complete by all PI 3-5+ schools

Increase percentage who talk with the teacher about their child’s schoolwork (Performance Meter) 2012 Goal – 56%

Parents of All Students

• Parent Education: Parents will attend conferences such as CABE and COBA that are related to raising academic achievement and/or increasing parent involvement.

• Title I Coordinator, EL Coordinator, Principal and Parent/Community Reps will work with local businesses and community organizations on programs to enhance student skills, including producing the annual spring Foshay 6th Grade Orientation and Parent Resource Fair and Family Nights.

• Community Reps will facilitate parent education classes in ESL, Spanish, parenting workshops, computer use and institute new workshops based on regular needs assessments taken at monthly parent advisory committee meetings. Purchase materials and supplies for parent workshops, such as journals, paper, pencils, projection equipment and computers.

Community Representative(s) Payment to a community person performing in a liaison role between the school and the community. Title 1, CE-ECO, EIA-LEP IMA Budget for supplemental materials that support students receiving Tier 1, 2 and 3 instruction and intervention. Title 1, CE-EIA, CE-ECO IMPACT, CE-EIA-LEP General Supplies For items of expendable nature that are consumable. Title I, Title II, EIA-LEP, EIA-SCE

• Welcoming environment

• Parents who talk with the teacher about their child’s schoolwork will increase by 10%

• Ongoing engagement in parent center activities

• Increase in attendance at Back to School, parent conferences and Open House




54

For PI Years 3—5+

Parent Conference Attendance To provide parents of ELs training at district-sponsored and professional conferences (CABE/AMAE) to support student achievement. Parent Training Allowance Allow funds for reimbursements for meals, child care, and mileage to parents attending training sessions related to the program. CE-ECO IMPACT, Title 3

Increase the response rates for parents returning surveys.

Yes

No

Increase parent participation and ratings on School Experience Surveys (Performance Meter) 2012 Goal – 21%

Parents of All Students

• Parent and community involvement for effective schooling (Marzano 2000) identify key areas that should be present, and it is our strategy that this is reflective in our Parent Resource Center: communication, participation, education, governance and home environment.

• Parent/Community Representatives who will represent the school at district meetings and share pertinent information with parents at monthly parent advisory meetings.

• Utilize district all-call service to notify all parents of important information, meetings and schedule changes and the Call ‘Em service to contact members of parent advisory committees.

• Communication: bi-monthly Breakfast with the Principal meetings; Parent/Community Reps maintain an information booth to provide parents with meeting and workshop information at parent functions such as Back to School Night, parent conferences, parent orientations, Family Math/Science Nights, etc.

Advisory Comm Expense Funds used for local advisory committee to provide refreshments, supplies & training materials for parents and staff during the advisory council meetings and trainings. Title 1, CE-ECO IMPACT, CE-EIA-LEP, T3-LEP Educational Resource Aides Assists in supporting and extending the focus of the school’s instructional

• Welcoming environment and opportunities to participate

• Parent home involvement should be at 90% in the current parent survey.

• Ongoing engagement in parent center activities

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




55

For PI Years 3—5+

program under the direct supervision of a highly qualified teacher. Title 1, CE-EIA Telephone Expense Installation and the basic service fee to assist with communications to parents. EIA-LEP

activities • Parent

Conference Attendance


56

For PI Years 3—5+

SCHOOL SAFETY / ORGANIZATION / SUPPORT STRUCTURES


(1) SPSA 2010-2011



(3) SPSA 2011-2012

(4)

Subgroup(s)







(6) Supplemental




(7) Process for








goals.

(8) Staff

Responsible



(9) Start/

Completion Date

Indicate when the

strategy will be

implemented and

projected date of

completion

Yes

No

Decrease instructional days lost to suspension (Performance Meter)

N/A N/A N/A N/A N/A Decrease the number of suspensions

Yes

No

Increase percentage of students who feel safe on school grounds (Performance Meter) 2012 Goal – 79%

All Students • School police, out-of-classroom personnel, parent volunteers, campus aides, Community Representatives and administration will provide heightened campus supervision during passing periods as well as lunch and nutrition.

• Students will be randomly scanned for weapons.

• Middle school PLEs and high school Academies will continue to develop small school activities for all students to personalize their educational experience.

General Supplies For items of expendable nature that are consumable. Title I, Title II, EIA-LEP, EIA-SCE Community Representative(s) Payment to a community person performing in a liaison role between the school and the community. Title 1, CE-ECO, EIA-LEP

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

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



57

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

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

Students are recruited and encouraged to attend Saturday School. After-school tutoring and activities are also provided for students. In addition, the mathematics department has created after-school seminars to address the key skills and concepts that students need to review. Other activities promoting increased learning time include CAHSEE boot camp; the Stone Soup program, which provides before and after school tutoring for elementary students; the Joint Educational Project (JEP) through the University of Southern California, which provides reading intervention; the Japanese Culture Club meets during lunch and after school, and provides additional exposure to high-interest reading material; the Chess Club fosters critical thinking during their regular lunch and after school meetings. Foshay students match intellects with students from other schools through Academic Decathlon and the USC Debate Team; our Award-winning Robotics team and also our MESA program are mentor-based programs to build science, engineering and technology skills; our travel club that has traveled abroad to Spain, France, England, Costa Rica and Thailand. Net Generation of Youth Cyber Journalists Ambassadors and USC Community Journalism projects invite students to attend community events and create press releases and newspaper articles to report on the event. 2. Describe the strategies to be utilized to meet the educational needs of historically underserved population (migrant students, homeless students and

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

• Ensure that the Family Questionnaire will be part of the enrollment packet. • The Principal will designate a contact person for matters pertaining to migrant children and the contact person will be the Assistant Principal, Secondary Student Services. • Complete, analyze and monitor the Individual Learning Plan. • Assure that recommended support services are provided. • Provide/facilitate in-service to staff and parents on the Migrant Education Program. • Make sure Individual Learning Plan is kept on file in the student’s cumulative records. • Contact Migrant Education Office for support.

The following strategies will be utilized to meet the educational needs of Homeless Students: • Include the Student Residency Questionnaire in school enrollment packet and ensure the questionnaire will be given to students who are already enrolled but have since

become homeless. • The Student Residency Questionnaire will be disseminated annually. • The Student Residency Questionnaire for identified homeless students will be faxed to the Homeless Education Program upon receipt. • Each principal shall designate an administrator to serve and be responsible as the School Site Homeless Liaison or oversee a designee to ensure that procedures related

to homeless students are implemented appropriately. The designated person will be the Assistant Principal, Secondary Student Services. He/she will adhere to current District policy regarding the enrollment of homeless children and youth in schools and ensure that these students receive services.

The following strategies will be utilized to meet the educational needs of American Indian Students: • The Title VII Student Eligibility certification form will be included in the school’s enrollment packet and the contact person to assure that American Indian students receive

services is the Assistant Principal, Secondary Student Services. 3. Description of strategies used by the District to attract high-quality, highly qualified teachers to high need schools includes recruitment efforts to ensure that

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

58

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

(continued)

4. Describe how the school will coordinate and integrate federal, state, and local services and programs. Participation in the School-based Coordinated Program provides schools greater flexibility in using certain categorical resources to ensure that all students, including students with special needs, receive an enriched program. Foshay analyzes student needs via the Student Study Team and/or the Language Acquisition Team.

5. Describe how the school will evaluate the effectiveness of the program in meeting the goals and make necessary modifications. To determine whether or not district, state, and federal goals were met, a report will be compiled [i.e., AYP (AMOs), AMAOs, and MCDs]. Strategies to achieve the goals will be measured for effectiveness through data and the completion of the Annual Evaluation of Single Plan for Student Achievement. The evaluation will serve as the indicator to make any significant changes to the instructional program. Modifications will be made if the strategies identified in the accountability matrix have not provided results or sustained improvement. In addition, parents are provided opportunities (i.e., participation in SSC, various public meetings, and/or advisory committees) to renew the report and provide feedback on the programs that have been implemented. 6. Describe how the school assists preschool children in the transition from early childhood programs to elementary school. (elementary schools only) N/A – There is an application process to enter Foshay’s Kindergarten. Foshay Elementary School is not a school of residence.

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

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

• Training on the use of MyData to determine the progress of their students on periodic assessments and annual CST scores • Use of CoreK12 and the development of assessments based on their lessons • Collaboration among grade levels and departments on the assessment results and developing lessons • Provide intervention for students not meeting grade level standards on the assessments

59

PARENT INVOLVEMENT POLICY

A. INVOLVEMENT POLICY 1. Foshay Learning Center will hold meetings annually to inform parents of the Foshay Learning Center Parent Involvement Policy and guidelines provided by Title I to

participate in the planning, review, and input in all school programs, including Title I. 2. The meetings will also include information about needs of the instructional program or changes in curriculum, high stakes testing dates, results, and impact on students

and school. 3. Meetings will be advertised 10 days in advance to facilitate ability of parents to plan schedule to attend. 4. The number and/or time of meetings will be added to facilitate parent participation as requested.

B. SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT 1. Foshay Learning Center will jointly develop a school-parent-student compact that details the responsibilities of each of the three groups of stakeholders to support

achievement proficiency of students from all ethnicities and educational needs. 2. The compact will be revised annually by School Site Council members. 3. Foshay Learning Center will provide high-quality curriculum and instruction and assist parents in understanding the importance of supporting their child’s learning. 4. Foshay Learning Center will address the importance of maintaining communication between school and parent through parent-teacher conferences, report cards, and

reasonable access to staff. C. BUILDING CAPACITY FOR INVOLVEMENT AND ENGAGEMENT

1. Foshay Learning Center will provide Professional Development opportunities for parents to increase their understanding of state/local assessments; federal, state, and local compliance requirements; school-wide intervention and achievement programs, including reform of comprehensive school into Small Learning Communities; school rules; school policies; and coordinator, counselor, or administrative personnel changes.

2. Foshay Learning Center will provide a formal class visitation day for all parents annually. 3. Foshay Learning Center will revise professional development program for parents as requested by parent councils ELAC, CEAC, SSC and other parent groups. 4. Foshay Learning Center will allocate one professional development workshop during banked-time yearly to train all certificated and classified staff about recommended

techniques to increase inclusion of and collaboration with parents to support student achievement. 5. Foshay Learning Center will develop a yearly action plan to focus on implementation and evaluation of school strategies to increase parental involvement to participate in

the educational process of students. 6. Foshay Learning Center will provide other reasonable support for parental involvement activities as requested.

D. ACCESSIBILITY 1. Foshay Learning Center Title I funds will be allocated as necessary to provide transportation, childcare, and home visits to facilitate increased parent participation in

school-wide decision making and to better facilitate parental involvement. 2. Foshay Learning Center will extend full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory

children, including providing information and school reports in a language parents can understand. Translation will be provided at all meetings and as requested for parent-teacher conferences.

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

4. A “Breakfast with the Principal” will be held once a month to provide access to Administration and an informal forum for concerns and conversation. 5. Parent Training: Ongoing training for parents at Foshay Learning Center will be provided to include, but not be limited to English and English as a Second Language;

Spanish, Computer Classes, and Parenting Classes

Foshay Learning Center – Local District 7

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School - Parent Compact 2011 – 2012 Section 1118 of NCLB advocates shared responsibilities for high student academic achievement. The school-parent compact is a component of the Parent Involvement Policy. Each Title 1 school shall jointly develop with parents a school-parent that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement. Parents are committed to the following:

- Encouraging their child(ren) to do their best in school and monitor their progress in each subject by monitoring classroom and homework assignments, making sure

assignments are completed and returned to the appropriate class on time, and television viewing and other non-school related activities are limited on school nights. - Be an active partner with the school by initiating and/or maintaining communication with their child(ren) teacher(s) regarding their academic and conduct performance,

utilizing the district’s Family Module when possible. - Send their child(ren) to school ready to learn in appropriate school attire (uniform, LAUSD dress policy) on time with all necessary materials/supplies for school.

Your signature indicates your commitment to the Parent Compact and to improved student achievement at Foshay Learning Center. Parent’s/Guardian’s Signature _____________________________ Date __________________ Students are committed to the following:

- Have a desire to succeed and a willingness to try their best in all classes and attend school every day on time. - Do all class and homework assignments to the best of their ability and bring all necessary materials/supplies to class. - Represent Foshay in a manner that will bring pride to themselves, their parents and the school.

Your signature indicates your commitment to the Parent Compact and to improved student achievement at Foshay Learning Center. Student’s Signature___________________________________ __ Date __________________ School Staff are committed to the following:

- Promote a welcoming, safe, college ready environment, where students are highly motivated to achieve high academic standards. - Work collaboratively with all stakeholders (students, parents and the community) to promote student achievement through implementation of Foshay’s Single Plan for

Student Achievement. - Work with parents as partners in the education of their children to provide a quality education in order to develop students who are academically prepared to be quality,

honest, responsible citizens that are prepared to compete and contribute to both the local and global communities. - Be an active partner with the parents and students by initiating and/or maintaining communication regarding attendance, academic and conduct performance utilizing the

school website and the district’s Blackboard Connect for Teachers phone messaging system. Your signature indicates your commitment to the Parent Compact and to improved student achievement at Foshay Learning Center. Principal’s Signature ____________________________________ Date __________________

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

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

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

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

Description of Local District Monitoring Process

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

Titles of Local District Support Team

Process and Timeline (Frequency) for monitoring the implementation of

instructional strategies/activities Principal Leader Principal Leader will meet with the Principal of Foshay Learning Center and the Administrative team weekly to discuss the following: Professional development that focuses on Professional Learning

Environments Supports from Local District 7 RtI2 team and Instructional Support

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

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

Complex meetings with Principal Leaders

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

Principal Retreat August 3, 4, 5, 2011 Principal Retreat August 25, 26, 2011 Principal Meetings September 21, 2011 October 12, 2011 November 16, 2011 December 7, 2011 January 18, 2012 February 8, 2012 March 14, 2012 April 11, 2012 June 13, 2012 On-going Observations and Visits

Documents

Foshay Learning Center Los Angeles Unified School District · 2/15/2007 · Foshay Learning Center 3 School Site Council Composition (SSC) EC 52012, 52852 * A School Site Council