Grover Cleveland Senior High School Los Angeles Unified School

Grover Cleveland Senior High School

Los Angeles Unified School District

Single Plan for Student Achievement

2011 – 2012 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 ............................................................................................................................................... 3

School Program Identification .................................................................................................................................................................................. 3 School Program Improvement Status ...................................................................................................................................................................... 4 School Site Council Composition ............................................................................................................................................................................. 5 Committee Recommendations and Assurances ...................................................................................................................................................... 6 Parent Involvement Committee Recommendations ................................................................................................................................................. 7 District Description and Core Program for All Students ............................................................................................................................................ 8 Mission Statements and School Profile Descriptions ............................................................................................................................................... 9

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 ............................................................................................................................................................... 22

PI Year 3, 4 & 5+ Schools: Accountability Matrix—100% Graduation (Other Schools Delete this Section) ......................................................................................................................... 23 PI Year 3, 4 & 5+ Schools: Accountability Matrix—Proficiency for All (Other Schools Delete this Section).......................................................................................................................... 36 PI Year 3, 4 & 5+ Schools: Accountability Matrix—100% Attendance (Other Schools Delete this Section) ....................................................................................................................... 57 PI Year 3, 4 & 5+ Schools: Accountability Matrix—Parent and Community Engagement (Other Schools Delete this Section) ...................................................................................... 58

PI Year 3, 4, & 5+ Schools: Accountability Matrix—School Safety / Organization / Support Structures (Other Schools Delete this Section) ........................................................................... 60 Components for Implementation School Wide Program (SWP) ............................................................................................................................. 63

PARENT & COMMUNITY ENGAGEMENT ATTACHMENTS ................................................................................................................. 67

Parent Involvement Policy ..................................................................................................................................................................................... 67 School-Parent Compact ......................................................................................................................................................................................... 70

LOCAL DISTRICT MONITORING ........................................................................................................................................................... 74

FUNDING (BUDGETS) ............................................................................................................................................................................ 75

ATTACHMENTS ...................................................................................................................................................................................... 76


3

SCHOOL PROGRAM IDENTIFICATION

School Name: Grover Cleveland Senior High Local District: 1

District CDS Code: 1964733 School CDS Code: 1931864

Initial Year: 2011-2012

For additional information on our school programs contact the following:

Principal: Herman Clay E-mail address: [email protected]

Contact Person: William M. Smith Position: Title I Coordinator E-mail address: [email protected]

Address: 8140 Vanalden Avenue, Reseda CA 91335 Telephone Number: (818) 885-2300

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 X Year 3 Year 4 Year 5+ 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

mailto:[email protected]


4

PROGRAM IMPROVEMENT YEAR 3 2011-2012 Corrective Action Decision

Directions: NCLB requires that LEAs select at least one Corrective Action. Please check the applicable box(es) and insert behind the Assurances pages of the Single Plan for Student Achievement (SPSA). Strategies and activities to support the corrective actions should be described in the appropriate Accountability Matrix pages.

Decrease management authority at the school level. (Decreased management au-

thority may include limiting final approval of categorical budgets, staff selection through

the LEARN/SBM process if applicable, approval of any waiver based upon the school’s

Program Improvement status.)

Provide details on the Local District Monitoring page.

Appoint an outside entity to advise the school on its progress toward

making adequate yearly progress based on its school plan

Indicate name of outside entity:

Mandate full implementation of the core curriculum including District initia-

tives such as Response to Instruction and Intervention (RtI2) and appropriate

professional development as described in the Local Educational Agency Plan

and SPSA to ensure that all staff members have the appropriate certification, knowledge,

and skills. Particular attention should be focused on implementation of the curriculum or

new curriculum adoptions (if applicable) and the professional development necessary to

meet the needs of the targeted groups relevant to the school’s failure to make adequate

yearly progress. (Describe in the “Comprehensive Needs Assessment to Determine Key

Findings”, “Accountability Matrix”, and “Monitoring” page of the SPSA.)

Restructure the internal organization of the school by: (Select at least

one of the options below and describe the process in “School Safe-

ty/Organization/Support Structures section of the SPSA.”)

Institute APPROVED Small Learning Communities (SLCs) (per the

guidelines of LAUSD BUL-1600)

Operate Small Schools – number of schools with separate CDS codes

Received CDE School Improvement Grant (SIG) and will be implementing:

Transformation Model

Turnaround Model

Restart Model

implementing the following school intervention model

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)

Extend the school year or school day for the school through the addition of instructional minutes. (Describe in “School Safety/Organization/Support Structures pages”) Indicate the number of instructional minutes per week:________

Local District Superinten-

dent:

Print Name Signature Date

Local District Principal

Leader Print Name Signature Date

Principal: Herman Clay


School Site Council Chair: William M. Smith



5

School Site Council Composition (SSC) EC 52012, 52852

Part A – School Staff Part B – Parents/Community

Name Principal Classroom Teacher

Other Per-sonnel

Name Parent Community Student

Wayne Basinger X Connie Chen X

Lori Broger-Mackey X Estela Madrigal X

Leslie Broyles X Pam Mahoney X

Herman Clay X Victoria Mares X

Kristy Ebert X Denise Nguyen X

Damian Goodman X Yena Oh X

Rita Hall X Monica Sanchez X

Steven Hartman X Sari Scheer X

William M. Smith X Brenda Su X

Stephanie Slaughter X Erin Vaystub X

Total number in each column 1 6 3 Total number in each column 5 0 5

Total number in Part A 10 Total number in Part B 10

William M. Smith Other Personnel-Title I Coordinator Name of SSC Chairperson Position (e.g., Parent, Teacher) Signature of SSC Chairperson Date

Herman Clay 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. *


6

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 follow-ing:

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

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

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

Committees

Chairperson Check Date of review of recommenda-

tion Print Name Signature Parent/

Community Staff

Compensatory Education Advisory Maria Luz Hernandez X

English Learner Advisory Dominga Sanchez X

Gifted & Talented Education Program Advisory N/A

UTLA Chapter Chair or Chapter Chair’s Designee Ricky Kupferer X

Other – Cleveland Governance Council Cindy Duong X

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: November 22, 2011

Date

Attested: William M. Smith

Typed name of SSC chairperson Signature of SSC chairperson Date

Herman Clay

Typed name of school principal Signature of school principal Date


7

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 de-

scribes how the school will:

(a) engage parents in their children’s education

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

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

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

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

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

Branch at (213) 481-3350.

Committees

Chairperson Check Date of review by Committee Print Name Signature

Parent/ Community

Staff

Compensatory Education Advisory Maria Luz Hernandez X November 17, 2011

English Learner Advisory Dominga Sanchez X November 17, 2011

Council

Chairperson Check Date of review and approval by Coun-

cil Print Name Signature Parent/

Community Staff

School Site Council William M. Smith X November 22, 2011

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

Signature(s)

Robert Rakauskas, William M. Smith, and Patricia Burgueño


8

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 pro-fessional 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 effec-tive 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 in-struction 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 scaf-folding 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 Dis-trict’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.


9

MISSION STATEMENTS AND SCHOOL DESCRIPTIONS

School Vision and Mission

School Vision

Cleveland High School fosters academic and personal success in a safe educational environment that teaches the skills necessary to thrive in a changing world.

School Mission

To ensure all students a rigorous, relevant and coherent standards-based curriculum

To examine data and implement activities that monitor and focus on student achievement

To employ current research on effective professional development as a means to raise student achievement

To allocate resources and utilize strategies to help students succeed

To promote parental and community involvement

To provide support systems that meet student academic and emotional needs

To collaborate with students in establishing learning plans that explore educational and career goals

School Profile Description

Geographical, social, cultural, educational and economic community base data - Cleveland Senior High School is located in Reseda and serves the

communities of Reseda, Northridge, and Winnetka in the west San Fernando Valley. Our Humanities Magnet draws students throughout the San Fernando

Valley. Reseda is a working class community of approximately 72,000 residents. Of the 72% of our students whose parents identified their highest educa-

tion level, 26% graduated from college, 17% attended some college, 23% graduated from high school, and 34% did not graduate from high school. Cleve-

land is currently in PI 3 status. The school’s AYP targets in English-Language Arts of 66.7% and Mathematics of 66.1% were not met by three of the four

numerically significant subgroups. These subgroups were Hispanic or Latino students (488 students of whom 50.6% scored proficient or higher), Socioec-

onomically Disadvantaged students (568 students of whom 55.6% scored proficient or higher), and students in the English Learners’ program (306 stu-

dents of whom 30.1% scored proficient or higher).

Poverty level data - Approximately 67.08% of the students qualify for the federal meal program.

Grade levels/school configuration data - Cleveland is a comprehensive high school with 3,679 students in grades 9 through 12 (as of October 5, 2011).

Student enrollment figures/trends data - Cleveland has 2,830 students, or 77% of the total enrollment, enrolled in the residential school and 849, or

23% of the total enrollment, in the Humanities Magnet. Combining residential and magnet enrollment there are 1,222 (33%) enrolled in the 9th grade, 937

(25%) in the 10th grade, 747 (20%) in the 11

th grade and 773 (21%) in the 12

th grade. Cleveland did experience a small decrease in enrollment in the fall of


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2011. Between the 2007-2008 and the 2010-2011 school years, Cleveland’s enrollment was between 3,813 and 3,904. This year’s decrease in enrollment is

probably due to the general trend of West Valley high schools losing enrollment, and the small number of students who enrolled at New Valley High

School #4.

Feeder program and schools data - In spring 2010-2011 Cleveland was notified that it would become a feeder school for New Valley High School #4.

The school was normed at 3,279 and it was predicted that hundreds of students would choose to enroll in the new school. As it turned out, these predic-

tions were incorrect; as of Norm Day 2011, Cleveland had 400 more students more than anticipated.

Language, racial and ethnic make-up of the student body data - Cleveland students speak 47 languages in their homes. Fifty-four percent of the

students speak Spanish, 31% speak English, 4% speak Vietnamese, and 2% speak Korean or Pilipino. This leaves 42 other languages spoken by a com-

bined total of less than 75 students’ families. Combining residential and magnet enrollment there are 549 Asian students (15%), 23 American Indian stu-

dents (0.6%), 191 African American students (5%), 2,316 Hispanic students (63%), 12 Pacific Islander students (0.3%), and 547 White students (15%).

School facilities, including technology, library and media resources - School facilities have been at capacity until fall 2011. With a small drop in en-

rollment, the school has three unused classrooms for part of the school day. All of Cleveland’s classrooms have Internet connections, as well as at least one

networked computer. Beginning last school year the campus has had a functioning wireless network as well. Students have access to computers in class-

room labs, in the Library, and on over 15 computer carts of 15-40 computers. All teachers in the core curricular areas also have laptop computers. In addi-

tion, all classrooms have televisions that connect to the school’s internal network, which permits the weekly programming provided by Cleveland’s Media

Academy.

WASC Accreditation Results - The last full WASC self-study was conducted the spring of 2008. At that time Cleveland received a 6 year clear term of

accreditation with eight recommendations: (1) there is a need to increase student outcomes in English, social studies, mathematics, and science, especially

in introductory mathematics and science courses; (2) there is a need to increase student outcomes for English Learners; (3) there is a need to increase stu-

dent outcomes for students in special education; (4) there is a need to increase the percentage of underrepresented students fulfilling graduation require-

ments, completing the minimum 15 a-g required courses, and enrolling in higher level classes; (5) there is a need for the administrative staff collaborate to

ensure that academic rigor occurs across the curriculum at all levels in all departments; (6) there should be continued development of differentiated in-

structional strategies across the curriculum; (7) the school should continue to gather and evaluate data and verify the effectiveness of the instructional pro-

gram; and (8) there should be more academic support during the school day by providing CAHSEE review classes for upperclassmen.

Description of current approved status of staff selection - In August 2011, Cleveland became an Extended School-based Management Model

(ESBMM) school. As of the writing of this document, the school has not had the opportunity to select new staff members, though the process is clearly de-

lineated in the Memorandum of Understanding with the school district. The staff has experienced a diminution of staff members because of district class-

room norms and a small decline in student enrollment.

How the school community will work together to establish and promote the culture of the school - The establishment of our Cleveland Govern-

ance Council (CGC) under ESBMM affords us the opportunity to work with administrators, teachers, classified staff, students, parents, and community

members to ascertain and promote the culture of the school. We foster a learning environment where leaders in the school, in consultation with stakehold-

ers, are empowered to make decisions that will improve learning and streamline operational procedures. Working in collaboration with stakeholders, the

CGC adopts and promotes policies and makes decisions that are consistent with the school purpose and further support the achievement of the expected

schoolwide learning results. To the largest extent possible, the school leadership and staff members make decisions and initiate activities that focus on all


11

students achieving the academic standards. In addition to test scores and other achievement indicators, perception data is used to discern the culture of the

school as well as to determine the degree to which the learning environment facilitates the students’ abilities to achieve the expected schoolwide learning

results. The school culture is reaffirmed regularly through activities such as freshmen orientation, grade-level assemblies, college nights, small learning

community meetings, parent association meetings, CEAC/ELAC meetings, SSC and Curriculum Council meetings, Back-to-School Night, Open House,

PHBAO conferencing, IGP nights, attendance motivation assemblies, student recognition assemblies, School Messenger and Connect Ed phone calls, and

Coffee with the Principal.

Description of how the school will provide individual student academic assessment results in language the parents understand, including an

interpretation of those results - Parent nights and workshops conducted in collaboration with the Parent Resource Liaison will provide individual stu-

dent academic assessment results and interpretations in language the parents understand. This includes explaining the terminology of the test and scaffold-

ing the information in more parent-friendly language. Additionally, with the assistance of our Problem Solver/Data Analysis, the EL Coordinator, the Title

I Coordinator, the International Student Leaders Association (ISLA), and our many bilingual staff members, Cleveland makes every effort to provide the

information to parents in the home language, as needed.

Description of Reform Process: Small Learning Community (SLC) - To meet the needs of our diverse population and to personalize learning for stu-

dents, Cleveland developed several small learning communities and academic programs:

o Academy of Art and Technology (AOAT), a California Partnership Academy, offers an art-centered, technology-based education. Students are educat-

ed and trained in graphic design, web design and illustration and all aspects of the arts profession.

o Advancement Via Individual Determination (AVID) provides a college preparatory program for students in the middle who are often economically

disadvantaged and underachieving.

o Community, Academics, and Vision (CAV) House provides a personalized learning environment that prepares students for academic, social, and per-

sonal success through coursework that integrates AVID strategies and the Six Pillars of Character.

o Health Science and Human Services (HS)2 explores careers in the health science and human services fields. The curriculum provides learning experi-

ences that prepare students with opportunities to acquire the knowledge, skills, and attitudes necessary for making health-promoting decisions, achiev-

ing health literacy, adopting health-enhancing behaviors, and promoting the health of others.

o Interdisciplinary Studies is a humanitas-established program that provides students with high quality instruction in which the curriculum is interdisci-

plinary, thematic, and writing-based. Academic subjects are enriched through studies in art history, computer graphics, photography and film.

o As future professionals in the entertainment industry, our students learn technical, intellectual and artistic skills. The Media Academy makes our pro-

spective filmmakers aware of how media communication is one of the most powerful means of influencing the minds and hearts of people around the

world.

o School for Advanced Studies provides state identified highly gifted, gifted, and high achieving students with a rigorous program of study that chal-

lenges and builds on their intellectual and academic potential. Students are engaged in content-specific courses, where teachers implement a variety of

differentiated, high-standard instructional models to facilitate learning opportunities that help students develop their abilities to the highest levels.


12

COMPREHENSIVE NEEDS ASSESSMENT

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

School Performance Meter

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

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

A. Four-Year Cohort Graduation Rate 58% 62% 63% 63% 65% 67% 70% 60% 63% 70%

B. Students On-Track for Meeting A-G Requirements

32% 33% 38% 50% 75% 38% 50% 75%

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

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

A. English Language Arts, Elementary: Proficient & Advanced

N/A N/A N/A N/A N/A N/A N/A 60% 67% 74%

B. English Language Arts, Secondary: Proficient & Advanced

47% 49% 51% 51% 56% 61% 66% 45% 50% 54%

C. Mathematics, Elementary: Proficient & Advanced N/A N/A N/A N/A N/A N/A N/A 69% 75% 82%

D. Mathematics, Secondary: Proficient & Advanced 35% 38% 41% 46% 51% 56% 61% 36% 41% 47%

E. 3rd Grade Proficiency Rate in English Language Arts

N/A N/A N/A N/A N/A N/A N/A 49% 55% 62%

F. Proficiency in Algebra 23% 25% 31% 32% 38% 47% 55% 38% 47% 55%

G. Reclassification Rates 16% 13% 17% 11% 21% 24% 27% 21% 24% 27%

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

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

A. Percentage of students with 96% or higher attend-ance

59% 55% 61% 57% 66% 71% 76% 66% 71% 76%

B. Percentage of staff with 96% or higher attendance 65% 69% 65% 69% 69% 74% 79% 69% 74% 79%

GOAL 4: PARENT AND COMMUNITY ENGAGEMENT

School Baseline School Annual Targets LAUSD Annual Targets

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

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

24% 27% 36% 65% 70% 75% 65% 70% 75%

B. Parent participation on School Experience Surveys

29% 31% 24% 35% 40% 50% 35% 40% 50%

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

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

A. Instructional days lost to suspension 405 686 794 898 675 560 450 40,876 38,376 35,876

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

83% 90% 76% 86% 88% 96% 86% 88% 90%


13


2010 – 11 Accountability Progress Reporting (APR) School Report – API Growth and Targets Met 2011 Growth Academic Performance Index (API) Report

School: Grover Cleveland High LEA: Los Angeles Unified County: Los Angeles CDS Code: 19-64733-1931864 School Type: High Direct Funded Charter School: No

Met Growth Targets Schoolwide: No All Student Groups: No All Targets: No

Groups Number of Students Included in 2011 API

Numerically Significant in Both Years

2011 Growth 2010 Base 2010-11 Growth

Target 2010-2011

Growth Met Student Groups

Growth Target

Schoolwide 2726 746 754 5 -8

Black or African American 132 Yes 692 716 5 -24 No

American Indian or Alaska Native 5 No

Asian 306 Yes 892 893 A -1 Yes

Filipino 107 Yes 868 871 A -3 Yes

Hispanic or Latino 1758 Yes 685 695 5 -10 No

Native Hawaiian or Pacific Islander 6 No

White 398 Yes 871 879 A -8 Yes

Two or More Races 13 No

Socioeconomically Disadvantaged 1965 Yes 711 724 5 -13 No

English Learners 1105 Yes 597 621 9 -24 No

Students with Disabilities 268 Yes 444 451 17 -7 No

Similar Schools Median API

2011 Growth 2010 Base

737 729

2010 – 11 Accountability Progress Reporting (APR)


14

School Report 2011 Adequate Yearly Progress (AYP) Report School: Grover Cleveland High LEA: Los Angeles Unified County: Los Angeles CDS Code: 19-64733-1931864 School Type: High Direct Funded Charter School: No

Made AYP: No Met 14 out of 24 AYP Criteria

Participation Rate

English-Language Arts Target 95% Met all participation rate crite-

ria? No Mathematics Target 95% Met all participation rate criteria? No

Groups Enrollment First Day of Testing

Number of Students Tested Rate

Met 2011 AYP

Criteria Alternative

Method

Enrollment First Day of Testing

Number of Students Tested Rate

Met 2011 AYP


Method

Schoolwide 870 825 95 Yes 857 819 96 Yes

Black or African American 42 37 89 -- 41 37 91 --

American Indian or Alaska Native 2 2 100 -- 2 2 100 --

Asian 104 102 98 Yes 103 102 99 Yes

Filipino 40 39 98 -- 39 39 100 --

Hispanic or Latino 557 527 95 Yes 546 520 95 Yes

Native Hawaiian or Pacific Islander 1 1 100 -- 2 2 100 --

White 118 112 95 Yes 118 112 95 Yes

Two or More Races 6 5 84 -- 6 5 95 --

Socioeconomically Disadvantaged 632 601 95 Yes 616 591 96 Yes

English Learners 343 319 93 No 329 309 94 No

Students with Disabilities 90 77 86 -- 90 79 88 --

Percent Proficient – Annual Measurable Objectives (AMOs)


15

English-Language Arts Target 66.7% Met all percent proficient

rate criteria? No Mathematics Target 66.1% Met all percent proficient rate criteria?

No

Groups Valid

Scores

Number At or Above Proficient

Percent At or

Above Proficient

Met 2011 AYP


Method Valid

Scores

Number At or Above Proficient

Percent At or

Above Proficient

Met 2011 AYP


Method

Schoolwide 774 496 64.1 No 768 522 68.0 Yes

Black or African American 34 25 73.5 -- 34 21 61.8 --

American Indian or Alaska Native 1 -- -- -- 1 -- -- --

Asian 99 91 91.9 -- 99 91 91.9 --

Filipino 38 28 73.7 -- 38 32 84.2 --

Hispanic or Latino 488 247 50.6 No 481 273 56.8 No

Native Hawaiian or Pacific Islander 1 -- -- -- 2 -- -- --

White 108 98 90.7 Yes 108 98 90.7 Yes

Two or More Races 5 -- -- -- 5 -- -- --

Socioeconomically Disadvantaged 568 316 55.6 No 559 338 60.5 No

English Learners 306 92 30.1 No 298 120 40.3 No

Students with Disabilities 69 15 21.7 -- 71 15 21.1 --

Academic Performance Index (API) – Additional Indicator for AYP

2010 Base API 2011 Growth

API 2010-11 Growth

Met 2011 API Criteria Alternative Method

754 746 -8 Yes

Graduation Rate Goal: 90 Percent

Academic Performance Index (API) – Additional Indicator for AYP

2010 Graduation Rate (Class of 2008-

09)

2010 Graduation Rate (Class of

2009-10) 2011 Target

Graduation Rate 2011 Graduation Rate Criteria Met Alternative Method or Exclusion

88.37 84.55 88.55 No


16


Single Plan for Student Achievement (SPSA) Evaluation

Insert SPSA Evaluation here once completed.


17

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

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

Data Summary Sheet

Analysis of Data Problem Identification *

School’s Key Findings Problem Analysis *

100%

Graduation

Was the Graduation Rate met?

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

What changes occurred in the 4-year drop-out rate?

What changes occurred with CAHSEE re-sults?

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

What conclusions may be written based on the graduation rate?

Cleveland’s 2011 graduation rate of 84.55 did not meet the target of 88.5%,

though Cleveland’s graduation rate is higher than the district’s graduation

rate.

No significant change occurred in the graduation rate between 2007/8 and 20010/11. It has increased 1%-4%, with the exception of last year when in

remained constant at 63%.

The 4-year dropout rate decreased by 0.3% between 2009-10 (15.2%) and 2010-11 (14.9%).

The CAHSEE 12th grade pass rate has improved between 2009-10 (92.5%)

and 2010-11 (93%).

According to Performance Meter data, there was a general decline in the numbers of students taking a-g courses (44.3% in 2009/10 to 31.1% in

2010/11 for 12th grade students, and similar decreases for all other grades) and a general increase in students passing those courses with a C or better

(32.6% 30.3% in 2009/10 to 45.7% in 2010/11 for 12th grade students, and

similar increase for all other grades).

Cleveland will need to focus on examining the barriers to student success (e.g., content mastery, attendance, discipline) and to develop appropriate

strategies to eliminate or counter the effects of those barriers (e.g., tutoring, credit recovery classes, school psychologist, CSR teachers; reduced coun-

seling load).

CEAC Date: 11/17/2011

ELAC Date: 11/17/2011

SSC Date: 11/22/2011

Grade-level Teams Date:

Vertical Teams Date:

Departments Date: 11/15/2011

WASC Focus Group Date:

Other: CGC Date: 11/8/2011

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 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 profi-ciency levels over time?

2010-2011 Academic Performance Index Data

Groups 2011 Growth 2010 Base

Schoolwide 746 754

Black 692 716

Hispanic 685 695

Socioeconomically

Disadvantaged 711 724

English Learners 597 621

Students with Disabili-

ties 444 451

No, the school did not meet all AYP requirements in 2010/11. It met 14 out of the 24 criteria.

The school did not meet the API schoolwide growth targets in 2010/11, and

neither did the Black, Hispanic, Socioeconomically Disadvantaged, English

Learner, and Students with Disabilities subgroups (see chart below)

There has been a small but steady improvement in schoolwide CST ELA scores. Over the past 5 years, on average, there has been a 0.8% increase,

from 47.7% in 2006/7 to 51.1% in 2010/11.

CEAC Date: 11/17/2011

ELAC Date: 11/17/2011

SSC Date: 11/22/2011







18


Data Summary Sheet



There has been a small but steady improvement in schoolwide CST Math scores. Over the past 5 years, on average, there has been a 1.1% increase,

from 41.2% in 2006/7 to 45.5% in 2010/11.

There has been a 1.5% improvement in students scoring proficient or high-er Algebra I between 2009-10 (30.8%) and 2010-11 (32.3%).

Among the factors that have changed at the school is the reduction of coun-

selors and therefore an increase in the counseling load; an increase in the class sizes in core academic classes; a decrease in the ability to fund CSR

teacher positions and auxiliaries due to decreased Title I funding; decrease

in the ability to fund additional counselors due to decreased Title I and Bi-lingual funding;

There has been a decline in the Reclassifcation of ELs from 2008-09 to

2010-11, from 12.9% to 11.2%.

The school’s AMAOs were not met, and there was a decline in 4 out of the five accountabilities.

AMOAs – EL Accountabilities

AMAO 2009-2010 2010-2011

1 - CELDT Annual

Growth – No 48.0% 41.0%

2 - Attaining English Proficiency < 5 Yrs –

No

16.0% 14.0%

2 - Attaining English Proficiency > 5 Yrs –

No

33.0% 26.0%

3 – Proficiency in

ELA 24.0% 30.0%

3 – Proficiency in

Math – No 43.0% 40.0%

Though the school has spent considerable time reflecting on the decline in student achievement, as measured by CST scores, there has been no clear

underlying set of causes. The only points that the core academic depart-

ments have agreed on was the chaos created by the district’s announce-ments of RIFs for Cleveland teachers (the RIFs threatened to end such

popular programs as the music program, yearbook classes, drill team, and

the journalism/school newspaper program), and the inability to interview and select new teachers for the fall of 2010 that forced the school to accept

teachers who may not have been selected as the most able candidates. In

addition, the district-imposed furlough days decreased the number of actual teaching days for the school year, and decreased teacher morale. Core aca-

demic departments will continue to conduct professional development ses-

sions after school and on Saturdays to refine strategies to improve CST scores in 9th and 10th grade ELA, General Math and Algebra I, ICS, and

World History (the courses with the least proficiency in recent CST test-

ing). They will continue to offer course specific departmental tutoring be-fore and after school, and after school, Saturday and during the school day

intervention classes in preparation for CST and CAHSEE testing.


19


Data Summary Sheet



100% Attend-ance

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?

Last year the students had a 94.7% attendance rate, which was a 0.5%

improvement over the previous year. 57.3% of the students have a 96% or higher attendance rate, which was a 3.9% decline from the prior year.

In 2010-11 the staff had a 95.8% attendance rate, which was an improve-

ment of 1.3% over the prior year. 68.5% of the staff maintained a 96% at-tendance rate, which was a 4.0% increase from the prior year.

The .5% improvement in student attendance was the result of the increased

efforts of school personnel: to make contact with students accruing exces-sive absences and return them to regular attendance; to insure accurate

dates of student checkouts and re-enrollment in other schools; and to main-

tain accurate student contact information for Connect Ed district and school attendance calls.

The 3.9% decline in the number of students maintaining 96% attendance

reflects our school's policy of offering educational continuity and stabil-

ity at our school for all of our students, including those who might devel-op attendance problems, e.g., pregnant and parenting students, students

with medical conditions, etc., rather than referring them to other programs.

The improvement in staff attendance reflects the emphasis on how greatly students benefit from a stable instructional program and instructional time.

CEAC Date: 11/17/2011

ELAC Date: 11/17/2011

SSC Date: 11/22/2011






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 partici-pation and ratings on the School Experi-ence Surveys?

What factors explain these changes?

What conclusions may be drawn from conducting the School Experience Sur-vey?

According to the data, there has been a 0.7% decline in the number of

parents who spoke to their child’s teacher.

The same data indicates there has been a 7.0% decline in the number of parents who participated in the School Experience Survey.

Last year, the school year was shortened as a result of furlough days. This

may have affected the amount of interaction parents and teachers had over the course of the year. Additionally, the many changes in classified and

clerical staff may have made it more difficult to follow-up with parents on

their participation in the survey.

Cleveland needs to make a more concerted effort to encourage parents to participate in school activities and communicate with their children’s

teachers; the school also needs to explain the relevance of the survey to parents.

CEAC Date: 11/17/2011

ELAC Date: 11/17/2011

SSC Date: 11/22/2011





Other: CGC Date:

School Safety/ Organization/

Support Struc-ture

What changes occurred to the suspen-sion rates from one year to another?

What changes occurred in instructional days lost to suspension?

What changes occurred in student re-sponses to school safety?

What factors explain these differences?

Schoolwide there has been a 1.8% increase in the students who have been suspended from 2009-10 to 2010-11.

Between 2009-10 to 2010-11 there has been a 13.1% decline in the num-bers of students responding to the Student Survey (60.9% in 2009/10 to

47.8% in 2010/11), and of those who responded, there has been a 14.4% decline in the percentage of students who Strongly Agree or Agree (90.3%

in2009/10 to 75.9% in2010/11) that they feel safe on the school grounds.

A lack of alternate suspension programs combined with a lack of clear

discipline policies contributed to the increase in suspensions. Creation of

in-house suspension programs and alternatives to traditional suspensions need to be implemented.

Cleveland didn’t stress the need for additional efforts to encourage students

to participate in school activities and didn’t explain the importance of the survey to students while giving students opportunities to complete the sur-

vey.

CEAC Date: 11/17/2011

ELAC Date: 11/17/2011

SSC Date: 11/22/2011





Other: CGC Date:

Los Angeles Unified School District 2011-2012 Single Plan for Student Achievement Accountability Matrix

20

For PI Years 3—5+

COMPREHENSIVE NEEDS ASSESSMENT High Schools

Western Association of Schools and Colleges (WASC) Recommendations:

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

mance Meter

In Cleveland’s last complete self-study, WASC found there was a need to increase student outcomes in English, social studies,

mathematics, and science, especially in introductory mathematics and science courses.

Graduation

Proficiency for All

Attendance

Parent & Community Engagement

School Safety/ Organiza-tion/Support Structures

In Cleveland’s last complete self-study, WASC found there was a need to increase student outcomes for English Learners and stu-

dents in special education

Graduation

Proficiency for All

Attendance



In Cleveland’s last complete self-study, WASC found there was a need to increase the percentage of underrepresented students ful-

filling graduation requirements, completing the minimum 15 a-g required courses, and enrolling in higher level classes.

Graduation

Proficiency for All

Attendance




21

For PI Years 3—5+



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 in-

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

* Proficiency Rate: Elementary and Middle Schools—ELA:

The percentage of students scoring proficient or above on the California Standards Test (CST) and the California Alternate Performance Assessment (CAPA) in English Language Arts 2011-2012 will equal or exceed 78.4% and for 2012-2013 will equal or exceed 89.2%.

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

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

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

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

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

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

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

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

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

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

PERFORMANCE METER Goals

100% Graduation:

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

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

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

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

child’s schoolwork

Increase parent participation and ratings on School Experience Surveys

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

Increase the percentage of students who feel safe on school grounds

* AYP Criteria


22

For PI Years 3—5+



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 proficien-

cy 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 stu-

dent achievement

Performance Meter

Reclassification data EL & Sp. Ed. Increase the Reclassification Rate rates by 10% in the 2011-2012 school year.

Department and teacher-made

assessments, Periodic Assess-

ments, CELDT and CST results.

CST data All subgroups Increase the General Math and Algebra 1 proficiency rates by 5% in the 2011-2012 school year.



ments and CST results.

CST data All subgroups Increase the 9th Grade ELA proficiency rates by 5% in the 2011-2012 school year.




CST data All subgroups Increase the ICS proficiency rates by 5% in the 2011-2012 school year.




CST data All subgroups Increase the World History proficiency rates by 5% in the 2011-2012 school year.




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

http://fsep.lausd.net/


23

For PI Years 3—5+

100% GRADUATION (High School Only) Directions for PI Year 3 and 4 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”. Complete the remainder of the accountability matrix.

(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 out-

come 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 Re-sources/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 Eval-uation of Imple-

mentation

Identify informal and formal interim

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

school-based assess-ments, student work and

grades) that are indicators to measure the effective-ness of the instructional strategies/activities that

address the school’s goals.

(8) Staff Respon-

sible

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 comple-tion


24

For PI Years 3—5+

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)

All subgroups DATA ANALYSIS

Identify students at risk of not meeting graduation through IGP and SLC meetings, teacher referrals, and student progress monitoring.

Review marks analysis to determine students who are at-risk of not passing classes.

Analyze attendance, ODR, and suspension data to track students who have excessive attendance and discipline issues that may hinder achievement.

INTERVENTION

Provide extended learning opportunities, including tutoring, credit recovery classes, and remediation electives, before, during, and after school.

Offer time outside of the school day for teachers to share best practices and conduct lesson studies based on effective strategies to meet the needs of all learners.

Make available additional counselors to provide for more student support.

Use CSR teachers—and provide necessary substitute coverage—to reduce class size to improve academic achievement.

Offer educational resource aides and peer tutors to assist with students not meeting proficiency.

Provide clerical staff training on how to assist stu-dents with attendance issues that may impede stu-dent achievement.

Have intervention and problem solver/data coordina-tors identify at-risk students and monitor and assist with the students’ progress.

Develop, provide, and communicate additional sup-port services on campus and in the community to as-sist with individual needs that may hinder student achievement, including offering services of school psychologists, nurse, and Bridge coordinator.

Receive further training and utilize AVID, EL, GATE, RTI2 and other differentiated instructional strategies to meet the needs of underserved populations.

Develop additional outreach programs with, and fund curricular trips to, post-secondary institutions, com-munity organizations, and local businesses to extend learning opportunities for students and promote ca-reer-college readiness.

Fund CSR teachers in four core academic areas to reduce class size and help provide good first teaching , funded through Title I (S046).

Day to Day Subs - 5 days of substitutes for CSR teachers funded through Title I (S046).

Teacher X Time (Tu-toring) provided by highly qualified teach-ers after the regular work day, will provide direct services to remediate students in underperforming subgroups in Eng-lish/Language Arts, Mathematics, Science, History/Social Science, funded through Title I (S046) and EIA-SCE (S539).

Secondary Counselors will counsel and pro-vide direct services to all students: program and cluster students in appropriate academic programs, foster aca-demic achievement, communicate progress with parents and lead parent workshops, review attendance data and evaluate tran-scripts, decrease dropouts with a par-ticular emphasis on students in underper-forming subgroups, funded through Title I (S046).

CAHSEE, CST and Periodic Assess-ment results, de-partment and teacher created assessments, student work and grades

Administrators,

Counselors,

Coordinators,

Deans,

Psychologist,

Nurse,

Instructional Coach,

Teachers, Parent Re-source Liaison,

Teacher Assistants, and District support per-sonnel

Fall 2011 – ongoing


25

For PI Years 3—5+

Increase the Graduation Rate

(continued)

Provide curricular trips for students in underperform-ing subgroups to increase awareness of post-secondary opportunities, while enriching the quality of their educational experiences. In addition, students will utilize Mathematics, English/ Language Arts, Sci-ence and History/Social Science skills in preparing for the trips and in activities following the trips. Venues will include: California Science Museum, Getty Villa, Museum of Tolerance, Norton Simon Museum, Los Angeles Zoo, UCLA, CSU Northridge, El Pueblo de los Angeles State Historic Park.

Fund math coach to work with Math Department on analyzing student data, monitoring student progress, and implementing remediation strategies for undera-chieving students.

School Psychologist to help counsel students with academic prob-lems funded through Title I (S046).

Nurse to counsel students and their parents on health issues that keep stu-dents from attending school, funded through Title I (S046)

Bridge Coordinator to monitor and assist with issues related to grad-uation of Students with Disabilities and funded through Title I (S046);

Intervention Support Coordinator to coordi-nate and arrange for interventions related to CAHSEE, CSTs and graduation require-ments, and funded through Title I (S046) and EIA-LEP-Supplemental (7N536).

Problem Solving/Data Coordinator to monitor and assist with issues related to graduation of all students, but partic-ularly those in under-performing subgroups. Funded through Title I (S046).

Teacher X-time (Pro-fessional Develop-ment) to allow teachers to meet outside of the school day to devise strategies to increase the graduation rate, and funded by Title I PI (0A56) and Title II (1N78).

Instructional Coach to work with teachers in the Mathematics Department to develop


26

For PI Years 3—5+

interventions to help students graduate, and funded through Title I PI (0A56).

District Sponsored Classified Training Rate to provide clerical staff opportunities to learn how to work with students with attend-ance issues, funded by Title I PI (0A56);

Curricular trips for underperforming students to post-secondary opportuni-ties and enrichment activities; funded through Title I (S046).

General Supplies, such as white board mark-ers, transparencies, scissors, colored pencils and markers, staplers and staples, manila folders, con-struction and poster paper, pens and pen-cils, pencil sharpeners, notebooks and 3-ring binders, and other consumable supplies, to supplement the core instructional program. Funded through Title I (S046).

Instructional Materials to provide supple-mental materials to differentiate and en-hance the core instruc-tional program stu-dents with teacher-made and other pub-lished materials for all classes including General Ed, Special Ed, EL, Honors and AP classes. Funded through Title I (S046).


27

For PI Years 3—5+

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)

All subgroups INSTRUCTION/PROFESSIONAL DEVELOPMENT

Plan and provide professional development for English and math faculty and staff on standards-based instruction.

Provide time for teachers and administrators to share best practices and conduct lesson studies based on CAHSEE standards appropriate for all learners.

Provide time to share best practices and conduct lesson studies based on CAHSEE standards appro-priate for all learners.

Review periodic assessments and develop other department assessments that align to the CAHSEE standards.

Collaborate and further learning by implementing commonly established effective writing strategies and writing rubrics to align with CAHSEE standards.

Develop plans within all departments to expose 9th and 10th grade students to CAHSEE standards and related materials.

Attend conferences to acquire differentiated and research-based strategies to support students meet-ing proficiency levels. Conferences could include ASCD, AVID, CAEA, Collegeboard, Staff Develop-ment Resources, NCTM, NCTE, Central Cities GATE Conference, CUE, NAF and National Title I conferences.

INTERVENTION

Provide after school, during school, and Saturday CAHSEE classes to prepare students.

Make available additional counselors to provide for more student support

Provide additional time outside of the school day for counselors to review student progress and meet with students and parents to examine CAHSEE interven-tion strategies and IGP goals.

Use CSR teachers—and provide necessary substi-tute coverage—to reduce class size to improve aca-demic achievement.

Establish and staff a student intervention support room to supplement classroom instruction with addi-tional CAHSEE prep materials.

Purchase and utilize supplemental materials, equipment—including desktop computers, individual laptops, digital tablets, and laptop carts—and soft-ware to assist students not meeting benchmark as-sessments (e.g., Revolution Prep, My Access, Turnitin.com). This could include maintenance on

CSR teacher who is highly qualified teacher who will provide direct instruction to students in English/Language Arts classes and thereby reduce the teacher/student ratio for those students most at risk of aca-demic failure. Funded through Title I (S046).

Day to Day Subs- 5 days of substitutes in ELA and Math classes to reduce class size and help provide good first teaching, funded from Title I (S046).

Teacher X Time (Tu-toring) provided by highly qualified teach-ers after the regular work day, to provide direct services to remediate students in underperforming subgroups in Eng-lish/Language Arts, Mathematics, Science, History/Social Science, funded through Title I (S046) and EIA-SCE (S539).

Non-capitalized Equipment to provide laptops that will allow teachers to engage students who are not yet proficient in the core academic de-partments funded through Title I (S046).

Secondary Counselors to reduce the counse-lor-student ratio, fund-ed through Title I (S046);

Counselor X-time to provide time to meet with core academic

CAHSEE results; CAHSEE Prep participation; in-school intervention classes

Administrators,

Counselors,

Coordinators,


Teachers



28

For PI Years 3—5+

equipment used to support student achievement.

Develop supplemental curricula to target students who have not achieved proficiency and provide train-ing, as needed.

departments’ PD sessions, funded through Title I (S046);

Intervention Support Coordinator to coordi-nate and arrange for interventions related to CAHSEE and other graduation require-ments, and joint fund-ed through Title I (S046) and EIA-LEP-Supplemental (N536);

General Supplies, such as paper for copying student and teacher created supplemental materials, classroom printers and replace-ment ink and toner for publishing supple-mental projects, and various consumable supplies, to supplement the core instructional program, funded through Title I (S046), Parent In-volvement (E046), EIA-SCE-Supplemental (7N539) and EIA-LEP (S536).

Instructional Materials to provide students with teacher-made and other published mate-rials for all classes including General Ed, Special Ed, EL, Honors and AP classes; fund-ed through Title I (S046), EIA-LEP and EIA-LEP-Supplemental (S536 and N539)

Conference Attend-ance to provide teach-ers opportunities to acquire new strategies to teach underperform-ing students; funding sources will include EIA-LEP (S536) and


29

For PI Years 3—5+

Title II (1N78);


Maintenance of equipment includes 1 Duplo 31S (S/N 10961969 housed in the Teachers Work-room) 3 Duplo 330Ls (S/Ns 31262707 housed in H32, 31262727 housed in the Title I Annex, and 31262711 housed in the Teacher’s Work-room), 1 Konica BizHub 250 (S/N 31116255 housed in the Library exclusively for student use), and 3 Konica BizHub 600 (S/N 57BE34712, 57BE34706 and 57BE34593 housed in the Teacher’s Work Room) for 12 months to provide develop-ment and photocopy-ing of supplemental materials for all teach-ers and intervention classes using Title I (S046) funding. and a Konica Bizhub 250 (S/N 31126846 housed in the Bilingual Office) using EIA-LEP (S536)

funding.


30

For PI Years 3—5+

100% GRADUATION (High School Only)

Directions for PI Year 3 and 4 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”. Complete the remainder of the accountability matrix.

(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 out-

come 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.





mentation



school-based assess-ments, student work and

grades) that are indicators to measure the effective-ness of the instructional strategies/activities that


(8) Staff Respon-

sible



(9) Start/

Completion Date

Indicate when the strategy will be implemented and projected

date of comple-tion

Increase percent of first time pass rate of 10th graders on both parts of CAHSEE on the first at-tempt

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 subgroups INSTRUCTION/PROFESSIONAL DEVELOPMENT

Plan and provide professional development for English and math faculty and staff on standards-based instruc-tion

Provide time to share best practices and conduct lesson studies based on CAHSEE standards

Provide teachers, administrators, and other staff with training on differentiated instruction through the use of GLAD, thinking maps and other graphic organizers, academic language, accessing prior knowledge, CRRE, and cooperative learning to meet the academic needs of ELs.

Allow teachers, counselors, and administrators time to share, review, and implement best practices and con-duct lesson studies based on effective EL strategies.

Review periodic assessments and develop other department assessments that align to the CAHSEE standards

Collaborate and further learning by implementing commonly established effective writing strategies and writing rubrics to align with CAHSEE standards

Develop plans within all departments to expose9th and 10th grade students to CAHSEE standards and related materials

Attend conferences to acquire differentiated and research-based strategies to support students meeting proficiency levels. Conferences could include ASCD, AVID, CAEA, Collegeboard, Staff Development Re-sources, NCTM, NCTE, Central Cities GATE Confer-ence, CUE, NAF and National Title I conferences.

CSR teacher who is a highly qualified teacher who will provide direct instruction to students in English/Language Arts classes and thereby reduce the teacher/student ratio for those students most at risk of aca-demic failure. Funded through Title I (S046).


Teacher X Time (Tu-toring) provided by highly qualified teach-ers after the regular work day, will provide direct services to remediate students in underperforming subgroups in Eng-lish/Language Arts, Mathematics, Science, History/Social Science, funded through Title I (S046) and EIA-SCE

CAHSEE results; CAHSEE Prep participation, in-school intervention classes, MyData

Administrators

Counselors,

Coordinators,


Teachers



31

For PI Years 3—5+

INTERVENTION

Provide after school, during school, and Saturday CAHSEE classes to prepare students.

Purchase and use supplemental materials, equipment, and software to assist students not meeting bench-mark assessments (e.g., Revolution Prep, My Access, Turnitin.com).


Establish and staff a student intervention support room to supplement classroom instruction with additional CAHSEE prep materials.

Curricular trips will provide students in underperform-ing subgroups increased awareness of post-secondary opportunities, while enriching the quality of their edu-cational experiences. In addition, students will utilize Mathematics, English/ Language Arts, Science and History/Social Science skills in preparing for the trips and in activities following the trips. Venues will include: California Science Museum, Getty Villa, Museum of Tolerance, Norton Simon Museum, Los Angeles Zoo, UCLA, CSU Northridge, El Pueblo de los Angeles State Historic Park.

(S539).

Intervention Support Coordinator to coordi-nate and arrange for interventions related to CAHSEE and other graduation require-ments, and funded through Title I (S046) and EIA-LEP-Supplemental (7N536);

Categorical Program Advisor (Title I Coordi-nator – C basis) will provide direct services to students and teach-ers in the core aca-demic departments, that include profes-sional development activities; data analy-sis, interpretation and publication for stu-dents, parents and staff members; coordi-nating and providing parent involvement activities and training sessions; coordinating afterschool intervention classes for students in underperforming subgroups for CST and CAHSEE preparation. funded through Title I (S046).

Categorical Program Advisor (Bilingual Coordinator) - to provide direct services related to the EL program such as staff development, develop-ing intervention ser-vices for ELs, monitor-ing program expendi-tures, analyzing EL data, coordinating parent involvement activities to ensure compliant functioning of the advisory commit-


32

For PI Years 3—5+

tee, and other duties that assures compliant program implementa-tion. funded through EIA-LEP (S536).

General Supplies to provide students with supplemental teacher-made and other pub-lished materials for all classes including General Ed, Special Ed, EL, Honors and AP classes, funded through Title I (S046).

Instructional Materials which may include new supplemental Library books and audiovisual materials for all clas-ses including General Ed, Special Ed, EL, Honors and AP clas-ses; funded through Title I (S046).

Teacher X-time (Pro-fessional Develop-ment) to allow teachers to meet outside of the school day to devise strategies to increase the percentage of 10 grade students passing both parts of the CAHSEE on their first attempt; funded through Title I PI (0A56) and Title II (1N78).

Conference Attend-ance to provide teach-ers opportunities to acquire new strategies to teach underperform-ing students; Funding sources will include EIA-LEP (S536) and Title II (1N78).


33

For PI Years 3—5+

Increase in the number of students graduating who have completed A-G requirements.

2010-11 LAUSD Target: 80 % target

Yes

No

Percentage increase in stu-dents on-track for meeting A-G Requirements

(Performance Meter Goal)

All subgroups DATA ANALYSIS

Identify students at risk of not meeting a-g require-ments through IGP and SLC meetings, teacher refer-rals, and student progress monitoring.

INSTRUCTION/PROFESSIONAL DEVELOPMENT

Provide teachers, administrators, and other staff with training on differentiated instruction through the use of thinking maps and other graphic organizers, AVID strategies, GATE instruction, academic language, accessing prior knowledge, CRRE, cooperative learning, and integrating technology to increase stu-dent completion of a-g classes.

Offer time for teachers to share best practices and conduct lesson studies based on effective strategies to meet the needs of all learners.

Fund conference attendance for teachers, counse-lors, coordinators, and administrators to acquire dif-ferentiated and research-based strategies to support students completing a-g course requirements, includ-ing conferences sponsored by ASCD, Collegeboard, Central Cities, CATE, NCTM, and various local, state, and national educational organizations.

INTERVENTION

Communicate and expand a-g course offerings in the master schedule to address student needs.


Provide extended learning opportunities, including tutoring, credit recovery classes, and remediation elec-tives, before, during, and after school.

Develop, provide, and communicate additional support services on campus and in the community to assist with individual needs that may hinder student achievement.


Develop additional outreach programs and fund cur-ricular trips to, post-secondary institutions, community organizations, and local businesses to extend learning opportunities for students and promote career-college readiness. Venues will include: California Science Mu-seum, Getty Villa, Museum of Tolerance, Norton Si-mon Museum, Los Angeles Zoo, UCLA, CSU Northridge, El Pueblo de los Angeles State Historic Park.

Develop additional parent workshops on how to sup-port student achievement.

CSR teacher who is a highly qualified teacher who will provide direct instruction to students in English/Language Arts classes and thereby reduce the teacher/student ratio for those students most at risk of aca-demic failure. Funded through Title I (S046).



Secondary Counselors to reduce the counse-lor-student ratio;

Counselor X-time to provide time to meet with core academic departments’ PD sessions;

Intervention Support Coordinator to coordi-nate and arrange for interventions related to CAHSEE, CSTs and graduation require-ments, and funded through Title I (S046) and EIA-LEP-

CAHSEE, CST and Periodic Assess-ment results, de-partment and teacher created assessments, student work and grades, MyData

Administrators

Counselors,

Coordinators,

Deans,


Teachers



34

For PI Years 3—5+

Supplemental (7N536).

General Supplies to provide students with supplemental teacher-made and other pub-lished materials for all classes including General Ed, Special Ed, EL, Honors and AP classes, funded through Title I (S046).

Instructional Materials which may include new supplemental Library books and audiovisual materials for all clas-ses including General Ed, Special Ed, EL, Honors and AP clas-ses; funded through Title I (S046).


Curricular trips under-performing students to post-secondary oppor-tunities and enrichment activities funded through Title I (S046);

Conference Attend-ance to provide teach-ers opportunities to acquire new strategies to teach underperform-ing students;

Funding sources will include EIA-LEP (S536) and Title II


35

For PI Years 3—5+

(1N78).


36

For PI Years 3—5+

PROFICIENCY FOR ALL


(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.





mentation



school-based assess-ments, student work and grades) that are indica-

tors to measure the effectiveness of the instructional strate-gies/activities that


(8) Staff Re-sponsible



(9) Start/

Completion Date

Indicate when the strategy will be

implemented and projected date of

completion

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

African-Americans, Hispanic, English Learn-ers, Students with Disabili-ties, and Socioeconomic Disadvantage subgroups

DATA ANALYSIS

Utilize services of Problem Solver/Data Analysis and Intervention Support Coordinators to provide teachers with CST and CAHSEE data; using PD time, teachers will identify key students in each class who are not meeting proficiency in ELA to work with them; teachers will also determine key standards to address.

Have Title I and Problem Solver/Data Analysis Coordinator identify students who have moved up on their CST ELA score in the past year or who have remained at Advanced level and acknowledge them with certificates and invitations to assemblies and motivational speakers.


Provide teachers with additional training in the use of MyData to review current and former student per-formance on specific ELA CST and periodic as-sessment standards.

Fund training for teachers, administrators, and other staff on differentiated instruction through the use of GLAD, thinking maps and other graphic organizers, AVID strategies, academic language, accessing prior knowledge, CRRE, cooperative learning, and integrating technology to meet the academic needs of targeted students.

Allow teachers, counselors, and administrators time to share, review, and implement best practic-es and conduct lesson studies based on effective EL strategies.

CSR teacher who is a highly qualified teach-er who will provide direct instruction to students in Eng-lish/Language Arts classes and thereby reduce the teach-er/student ratio for those students most at risk of academic failure. Funded through Title I (S046).


Secondary Counse-lors to reduce the counselor-student ratio, funded from Title I (S046);

Problem Solver/Data Analyst to provide data and suggest solution for four core academic depart-ments’ and the

CAHSEE, CST and Periodic Assess-ment results, department and teacher created assessments, student work and grades, MyData

Administrators,

Counselors,

Coordinators,

Teachers



37

For PI Years 3—5+

Offer teachers and administrators the opportunity to review periodic assessments and develop other de-partment assessments that align to the curriculum to meet the academic needs of students.

Have teachers collaborate and further their learning by implementing commonly established effective writing strategies and writing rubrics to meet the needs of all students, with a primary focus on EL

Support teachers and administrators attendance at conferences to acquire differentiated and research-based strategies to support students meeting profi-ciency levels. Conferences could include ASCD, AVID, CAEA, Collegeboard, Staff Development Re-sources, NCTM, NCTE, Central Cities GATE Con-ference, CUE, NAF and National Title I confer-ences.

INTERVENTION

Use CSR teachers to reduce class size to improve academic achievement.

Offer after school and Saturday teacher-led English workshops for students who need additional sup-port with key ELA standards. Teachers design les-sons to review and/or re-teach specific reading comprehension skills and writing strategies.

Provide tutoring before and after school.

Select and provide training for teachers to imple-ment CST prep classes.

Purchase and use supplemental materials, equip-ment, and software to assist students not meeting benchmark assessments (e.g., Revolution Prep, My Access, Read 180, Turnitin.com).

Support and expand peer tutoring clubs such as Scholars in Action, AVID tutoring.

school’s PD sessions, funded through Title I (S046);

Counselor X-time to provide time to meet with core academic departments’ PD sessions, funded through Title I (S046);

General Supplies to provide students with supplemental teacher-made and other published materials for all classes includ-ing General Ed, Spe-cial Ed, EL, Honors and AP classes, funded through Title I (S046).

Instructional Materials which may include new supplemental Library books and audiovisual materials for all classes includ-ing General Ed, Spe-cial Ed, EL, Honors and AP classes; funded through Title I (S046).

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to increase the percent-age of students scor-ing Proficient or higher on the ELA CSTs; funded through Title I PI (0A56) and Title II (1N78).

Conference Attend-ance to provide teachers opportunities to acquire new strate-gies to teach under-performing students, funding through EIA-LEP (S536) and Title


38

For PI Years 3—5+

II (1N78).

Teacher X Time (Tutoring) provided by highly qualified teach-ers after the regular work day, will provide direct services to remediate students in underperforming subgroups in Eng-lish/Language Arts, Mathematics, Sci-ence, History/Social Science, funded through Title I (S046) and EIA-SCE (S539).

Accelerate the performance of significant subgroups

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%

African-Americans, Hispanic, English Learn-ers, Students with Disabili-ties, and Socioeconomic Disadvantage subgroups

DATA ANALYSIS

Have Problem Solver/Data Analysis Coordinator collect CST data and grade marks analysis of PRP and RFEPs who are not meeting proficien-cy. Students will be divided into groups based on scores and types of intervention needed: core in-struction, intervention classes, peer mentoring (RTI2 approach).

Provide Bridge Coordinator to work with case carriers and general education teachers to identi-fy students who are not meeting proficiency. Stu-dents will be divided into groups based on scores and types of intervention needed: core instruc-tion, intervention classes, peer mentoring (RTI2 approach).

Utilize Village Nation mentors to review student data and identify students who need additional support.


Provide teachers, administrators, and other staff with training on differentiated instruction through the use of GLAD, thinking maps and other graph-ic organizers, AVID strategies, academic lan-guage, accessing prior knowledge, CRRE, coop-erative learning, and integrating technology to meet the academic needs of targeted students.

Allow teachers, counselors, and administrators time to share, review and implement best prac-tices to meet the needs of EL learners and to comply with CRRE mandates.

Support teacher and administrator attendance at workshops and conferences on effective strate-gies to service special needs population, includ-ing EL, GATE, and Special Education students.


Intervention Support Coordinator to coordi-nate and arrange for interventions related to CSTs and gradua-tion requirements, and funded through Title I (S046) and EIA-LEP-Supplemental (7N536).

Intervention Support Coordinator to coordi-nate and arrange for interventions related to CSTs and gradua-tion requirements, and funded through Title I (S046) and EIA-LEP-Supplemental (7N536).


Administrators,

Counselors,

Coordinators,

Teachers



39

For PI Years 3—5+

Conferences could include ASCD, AVID, CAEA, Collegeboard, Staff Development Resources, NCTM, NCTE, Central Cities GATE Conference, CUE, NAF and National Title I conferences.

INTERVENTION

Identify existing teachers--and if necessary hire staff—with special skills to instruct struggling PRP students.

Provide ELS, ESL enabling classes, and Essen-tial Standards classes to support language fluen-cy and to provide additional support in the core content areas


Provide time for teachers, counselors, and ad-ministrators outside the school day to meet, de-vise, and implement academic and/or behavioral intervention strategies to accelerate student achievement. .

Continue with the Multicultural Academy orienta-tion, organized by the Bilingual Coordinator

Support the efforts of the Village Nation to pro-vide motivational assemblies to its target stu-dents.

Publicize and support International Students Leadership Association (ISLA), organized by the Intervention Support Coordinator

Support and expand student organizations such as Black Student Union, Breaking Boundaries, MeCHA.

Encourage and support assemblies that promote multicultural activities, such as the Black-Brown Love Assembly

Curricular trips will provide students in underper-forming subgroups increased awareness of post-secondary opportunities, while enriching the quality of their educational experiences. In addi-tion, students will utilize Mathematics, English/ Language Arts, Science and History/Social Sci-ence skills in preparing for the trips and in activi-ties following the trips. Venues will include: Cali-fornia Science Museum, Getty Villa, Museum of Tolerance, Norton Simon Museum, Los Angeles Zoo, UCLA, CSU Northridge, El Pueblo de los Angeles State Historic Park.

Curricular trips under-performing students to post-secondary oppor-tunities and enrich-ment activities funded through Title I (S046).


Instructional Materials which may include new supplemental Library books and audiovisual materials for all classes includ-ing General Ed, Spe-cial Ed, EL, Honors and AP classes; funded through Title I (S046).

Problem Solver/Data Analyst to provide data and suggest solution for four core academic depart-ments’ and the school’s PD sessions, funded through Title I (S046);

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to assist accelerate the performance of signif-icant subgroups in ELA; funded through Title I PI (0A56) and Title II (1N78).

Conference Attend-ance to provide teachers opportunities


40

For PI Years 3—5+

to acquire new strate-gies to teach under-performing students;

Funding sources will include EIA-LEP (S536) and Title II (1N78).

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 stu-dents moving from one perfor-mance band to another on the CST ELA (API Target)

African-Am, Hispanic, EL, Students with Disabilities, and Socioeco-nomic Disad-vantaged subgroups

DATA ANALYSIS

Provide teachers, counselors, and coordinators with current students’ CST data to review and analyze.

Go over periodic assessment data regularly to determine key standards to review.


Provide further training on MyData to help teachers determine key content strands that students did not meet on the CSTs.

Use PD time to revise curricula to address specific standards that students did not master.

Continue best practices sessions to share strategies for teaching key standards addressed on the CSTs.

Set up departmental PD to review periodic assess-ment data and revise curricula to address key standards students did not master.

INTERVENTION


Offer after school and Saturday teacher-led English workshops for students who need additional support with key ELA standards. Teachers design lessons to review and/or re-teach specific reading compre-hension skills and writing strategies..

Offer additional Read 180 sections and provide necessary supplemental materials and technology to support struggling readers.

Purchase and use supplemental materials, equip-ment, and software to assist students not meeting benchmark assessments (e.g., Revolution Prep, My Access, Turnitin.com).

Establish and staff a student intervention support room to supplement classroom instruction with addi-tional test prep materials.

Provide curricular trips for students in underperform-ing subgroups to increase awareness of post-secondary opportunities, while enriching the quality of their educational experiences. In addition, stu-dents will utilize Mathematics, English/ Language Arts, Science and History/Social Science skills in


Intervention Support Coordinator to coordi-nate and arrange for interventions related to CST and other graduation require-ments, and funded through Title I (S046) and EIA-LEP-Supplemental (7N536).

Curricular trips under-performing students to post-secondary oppor-tunities and enrich-ment activities funded through Title I (S046);


Instructional Materials


Administrators,

Counselors,

Coordinators,

Teachers



41

For PI Years 3—5+

preparing for the trips and in activities following the trips. Venues will include: California Science Muse-um, Getty Villa, Museum of Tolerance, Norton Si-mon Museum, Los Angeles Zoo, UCLA, CSU Northridge, El Pueblo de los Angeles State Historic Park.

which may include new supplemental Library books and audiovisual materials for all classes includ-ing General Ed, Spe-cial Ed, EL, Honors and AP classes; funded through Title I (S046).

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to increase the percent-age of students mov-ing from one perfor-mance band to a higher band on the ELA CSTs. Funding sources will include Title I PI (0A56) and Title II (1N78).


42

For PI Years 3—5+

PROFICIENCY FOR ALL Directions for PI Year 3 and 4 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”. Complete the remainder of the accountability matrix.

(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








mentation






(8) Staff Responsi-

ble

Who is responsible for monitoring the specific

strategies/ activities and/or support?

(9) Start/

Completion Date

Indicate when the strategy will be implement-

ed and projected date of completion

Increase percentage of stu-dents 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 scoring proficient and above

Yes

No

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


DATA ANALYSIS

Provide teachers, counselors, and coordinators with current students’ CST data to review and ana-lyze.

Review periodic assessment data regularly to determine key standards to review.



Have Math Coach work with the mathematics department to revise curricula to address specific standards that students did not master.

Provide best practices to share strategies for teaching key standards addressed on the CSTs.

Set up departmental PD to review periodic as-sessment data and revise curricula to address key standards students did not master.

INTERVENTION

Use CSR teachers—and provide necessary substi-tute coverage—to reduce class size to improve ac-ademic achievement.

Have Math Coach work with department to regroup students to ensure that learning is maximized.

Purchase and use supplemental materials, equip-ment, and software to assist students not meeting benchmark assessments (e.g., Revolution Prep).

Establish and staff a student intervention support room to supplement classroom instruction with ad-



Secondary Counse-lors to reduce the counselor-student ratio, funded through Title I (S046);

Counselor X-time to provide time to meet with core academic departments’ PD session, funded through Title I (S046);

Instructional Coach to

CST and Periodic Assessment re-sults department and teacher creat-ed assessments, student work and grades, MyData

Administrators,

Counselors,

Coordinators,

Teachers



43

For PI Years 3—5+

ditional test prep materials.

work with teachers in the Mathematics Department to devel-op interventions to help students gradu-ate, and funded through Title I PI (0A56).

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to increase the percent-age of students scor-ing Proficient or higher on the CST tests in Math. Funding sources will include Title I PI (0A56) and Title II (1N78).

Accelerate the performance of significant subgroups

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%


DATA ANALYSIS

Have Math Coach collect CST data and grade marks analysis of PRP, RFEPs, and other groups who are not meeting proficiency. Stu-dents will be divided into groups based on scores and types of intervention needed: core instruction, intervention classes, peer mentoring (RTI2 approach).

Provide Bridge Coordinator to work with case carriers and general education teachers to iden-tify students who are not meeting proficiency. Students will be divided into groups based on scores and types of intervention needed: core instruction, intervention classes, peer mentoring (RTI2 approach).

Utilize Village Nation mentors to review student data and identify students who need additional support.


Provide teachers, administrators, and other staff with training on differentiated instruction through the use of thinking maps and other graphic or-ganizers, academic language, accessing prior knowledge, CRRE, cooperative learning, and in-tegrating technology to meet the academic needs of targeted students.

Allow teachers, counselors, and administrators time to share, review, and implement best prac-



Secondary Counse-lors to reduce the counselor-student ratio, funded through Title I (S046);

Counselor X-time to provide time to meet with core academic departments’ PD

CST and Periodic Assessment re-sults department and teacher creat-ed assessments, student work and grades

MyData

Administrators,

Counselors,

Coordinators,

Teachers



44

For PI Years 3—5+

tices to meet the needs of EL learners.

Support teacher’s attendance at workshops and conferences on effective strategies to service special needs population, including EL, GATE, and Special Education students. Conferences could include ASCD, AVID, CAEA, Col-legeboard, Staff Development Resources, NCTM, Central Cities GATE Conference, CUE, NAF and National Title I conferences

INTERVENTION

Use CSR teachers—and provide necessary substitute coverage—to reduce class size to im-prove academic achievement.

Identify existing teachers--and if necessary hire staff—with special skills to instruct struggling PRP and other EL students who need additional core content support.

Use CSR teachers—and provide necessary substitute coverage—to reduce class size to im-prove academic achievement.

Continue with the Multicultural Academy orienta-tion, organized by the Bilingual Coordinator.

Support the efforts of the Village Nation to pro-vide motivational assemblies to its target stu-dents.

Publicize and support International Students Leadership Association (ISLA), organized by the Intervention Support Coordinator

Support and expand student organizations such as Black Student Union, Samean, MeCHA.

Encourage and support assemblies that promote multicultural activities, such as the Black-Brown Love Assembly.

session, funded through Title I (S046);

Instructional Coach to work with teachers in the Mathematics department to develop interventions to help students accelerate the performance of significant subgroups, funded through Title I PI (0A56);

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to accelerate the perfor-mance of significant subgroups in Math, funded through Title I PI (0A56) and Title II (1N78);

Conference Attend-ance to provide teachers opportunities to acquire new strate-gies to teach under-performing students, funding sources will include EIA-LEP (S536) and Title II (1N78).


45

For PI Years 3—5+

PROFICIENCY FOR ALL


(1)

SPSA 2010-2011



(3)

SPSA 2011-2012

(4) Subgroup(s)











mentation






(8) Staff Respon-

sible



(9) Start/

Completion Date



Increase the percentage of significant subgroups mov-ing from one performance band to another on the CST Math ( e.g., from FBB to BB; BB to Basic; Basic to Profi-cient, 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)

African-Am, Hispanic, English Learn-ers, Students with Disabili-ties, and Socioeconomic Disadvantaged subgroups

DATA ANALYSIS

Provide teachers, counselors, and coordinators with current students’ CST data to review and analyze.

Review periodic assessment data regularly to de-termine key standards to review.



Have Math Coach work with the mathematics de-partment to revise curricula to address specific standards that students did not master.

Provide best practices to share strategies for teach-ing key standards addressed on the CSTs.

Set up departmental PD to review periodic assess-ment data and revise curricula to address key standards students did not master.

INTERVENTION

Have Math Coach work with department to regroup students to ensure that learning is maximized.



Purchase and use supplemental materials, equip-ment, and software to assist students not meeting

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to increase the percent-age of students mov-ing from one perfor-mance band to a higher band on the CST Math tests; funded through Title I PI (0A56) and Title II (1N78).

Instructional Coach to work with teachers in the Mathematics Department to devel-op interventions to help students gradu-ate, and funded through Title I PI (0A56).


Administrators

Counselors

Math Coach

Coordinators

Teachers



46

For PI Years 3—5+

benchmark assessments (e.g., Revolution Prep).

Establish and staff a student intervention support room to supplement classroom instruction with ad-ditional test prep materials.

Must be completed by all sec-ondary PI 3-5+ schools

Yes

No

Increase Proficiency Rate in Algebra I

(Performance Meter)

African-Am, Hispanic, English Learn-ers, Students with Disabili-ties, and Socioeconomic Disadvantaged subgroups


Provide extended learning opportunities, including tutoring, credit recovery classes, and remediation electives, before, during, and after school

Identify existing teachers--and if necessary hire staff—with special skills to instruct struggling stu-dents.

Identify 9th and 10th grade students who need addi-tional support and offer two-hour block math clas-ses.

Group 11th and 12th grade students who have failed Algebra 1 and provide additional support and peer tutoring.



Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to increase the proficien-cy rate in Algebra I; funded through Title I PI (0A56) and Title II (1N78).

Instructional Coach to work with teachers in the Mathematics department to develop interventions to help students increase the proficiency rate in Algebra I, funded through Title I PI (0A56);

Teacher X Time (Tutoring) provided by highly qualified teach-


Administrators

Counselors

Math Coach

Coordinators

Teachers



47

For PI Years 3—5+

ers after the regular work day, will provide direct services to remediate students in underperforming subgroups in Eng-lish/Language Arts, Mathematics, Sci-ence, History/Social Science, funded through Title I (S046) and EIA-SCE (S539).

AMAO 1 – Meet or exceed the percentage of English Learn-ers 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 an-nual progress in learning Eng-lish

(AYP Target)

English Learn-ers

DATA ANALYSIS

Review reclassification data to identify specific students who are not meeting standards, analyze CELDT data to target specific areas of need, and evaluate student High Point portfolio data to con-sider instructional areas to modify.

Have bilingual coordinator and teachers collabo-rate to group students based on scores and types of intervention needed: core instruction, in-tervention classes, peer mentoring (RTI2 ap-proach).

Review master schedule and offer appropriate sections of sheltered classes and assist counse-lors in placement of EL students in pure shel-tered classes.


Provide teachers, administrators, and other staff with training on CELDT objectives, differentiated instruction through the use of GLAD, thinking maps and other graphic organizers, academic language, accessing prior knowledge, CRRE, and cooperative learning to meet the academic needs of ELs.

Allow teachers, counselors, and administrators time to share, review, and implement best prac-tices and conduct lesson studies based on effec-tive EL strategies.

Offer teachers opportunities to collaborate and further their learning by implementing commonly established effective writing strategies and writ-ing rubrics to meet the needs of EL.

Support teacher, counselor, coordinator and administrator attendance at conferences to ac-quire differentiated and research-based strategies to support students not meeting proficiency levels. Conferences could include ASCD, AVID, CAEA, Collegeboard, Staff Development Resources,

PD X/Z time to pro-vide after-school PD for CELDT data anal-ysis, SDAIE, and differentiated instruc-tions to target ELs, funded through EIA-LEP (S536);

Counselor X/Z time to allow counselor to meet outside their regular contracted time to plan the mas-ter schedule and program students in sheltered classes and specially design programs for ELs, funded through EIA-LEP (S536);

Conference Attend-ance to provide teachers opportunities to acquire new strate-gies to teach under-performing students, funded through EIA-LEP (S536);

CSR Teacher who is a highly qualified teach-er with special skills in differentiated instruc-tion and SDAIE teach ESL and struggling PRP students, funded through EIA-LEP (S536);

Day to Day Subs to

CELDT results, department and teacher created assessments, student work and grades, My Data Analysis during PDs; ELD Portfoli-os, High Point Assessments; Periodic Assess-ments

Administrators

Counselors

Coordinators

Teachers



48

For PI Years 3—5+

NCTM, NCTE, Central Cities GATE Conference, CUE, NAF and National Title I conferences.

INTERVENTION


Develop and staff CELDT boot camp during the school day to provide additional support for stu-dents.

Identify and provide training for teachers to implement ELS classes, core curriculum tutoring, and credit recovery classes.

Purchase and use supplemental materials, equipment, and software to assist students not meeting benchmark assessments (e.g., Revolu-tion Prep and My Access).

Continue with the Multicultural Academy orienta-tion, organized by the Bilingual Coordinator

Publicize and support development of Interna-tional Students Leadership Association (ISLA), organized by the Intervention Support Coordina-tor.

allow coverage for teachers to further enhance their curricu-lum to target ELs in off-campus activities. Funded through Title III (S176).


49

For PI Years 3—5+

PROFICIENCY FOR ALL Directions for PI Year 3 and 4 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”. Complete the remainder of the accountability matrix.

(1)

SPSA 2010-2011



(3)

SPSA 2011-2012

(4)

Subgroup(s)











mentation









(9) Start/

Completion Date



AMAO 2 – Meet or exceed the percentage of English Learn-ers 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)


Yes

No

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

English Learners

DATA ANALYSIS

Review reclassification data to identify specific students who are not meeting standards, analyze CELDT data to target specific areas of need, and evaluate student High Point portfolio data to consider instructional areas to modify.

Have bilingual coordinator and teachers collaborate to group students based on scores and types of in-tervention needed: core instruction, intervention classes, peer mentoring (RTI2 approach).

Review master schedule and offer appropriate sections of sheltered classes and assist counselors in placement of EL students in pure sheltered clas-ses when available .

Utilizes services of Bilingual and Intervention Sup-port Coordinators to identify and recommend for ad-ditional support students who have not scored early advanced or advanced on the CELDT in the past year.


Provide teachers, administrators, and other staff with training on differentiated instruction through the use of GLAD, thinking maps and other graphic organiz-ers, academic language, accessing prior knowledge, CRRE, and cooperative learning to meet the aca-demic needs of ELs.

Allow teachers, counselors, and administrators time to share, review, and implement best practices and conduct lesson studies based on effective EL strate-gies.

PD X/Z time to pro-vide after-school PD for CELDT data anal-ysis and collaboration time to improve shel-tered English and EL High Point curriculum, funded by EIA-LEP (S536);

Custodial Overtime to funded to provide clean-up for after school/ Satur-day/Summer interven-tion programs funded through EIA-LEP (S536);

Counselor X/Z time to allow counselor to meet outside their regular contracted time to plan the mas-ter schedule and program students in sheltered classes and specially design programs for ELs funded through EIA-LEP (S536);

Bilingual Teacher Assistant to support

CELDT results, department and teacher created assessments, student work and grades, My Data Analysis during PDs; ELD Portfoli-os, High Point Assessments; Periodic Assess-ments

Administrators

Counselors

Coordinators

Teachers



50

For PI Years 3—5+

Offer teachers the opportunity to collaborate and further their learning by implementing commonly es-tablished effective writing strategies and writing ru-brics to meet the needs of EL.

Support teacher, counselor, coordinator and admin-istrator attendance at conferences to acquire differ-entiated and research-based strategies to support students not meeting proficiency levels. Confer-ences could include ASCD, AVID, CAEA, Col-legeboard, Staff Development Resources, NCTM, NCTE, Central Cities GATE Conference, CUE, NAF and National Title I conferences.

INTERVENTION


Provide bilingual teacher assistants to support student achievement in ELD and core content clas-ses.


Provide teacher assistant to support students en-rolled in extended learning opportunities, including credit recovery classes and remediation electives before, during, and after school.

Identify and provide training for teachers to imple-ment ELS classes, core curriculum tutoring, and credit recovery classes.

Provide additional one-on-one support for struggling students through the Intervention Support Coordina-tor and educational resource aides.

Purchase and use supplemental materials, equip-ment, and software to assist students not meeting benchmark assessments (e.g., Revolution Prep, My Access, Read 180).

Continue with the Bilingual Coordinator’s Multicul-tural Academy orientation.

Publicize and support development of International Students Leadership Association (ISLA), organized by the Intervention Support Coordinator.

EL students in ESL and sheltered classes, funded by EIA-LEP (S536);

Intervention Support Coordinator to coordi-nate, develop, and monitor multi-tiered intervention programs for ELs, jointly funded by EIA-LEP (S536) and Title I (S046);

Categorical Program Coordinator to ana-lyze CELDT data and EL monitoring roster to identify EL students that need additional support to score at the early advanced and advanced level of the CELDT, funded through EIA-LEP (S536);

Conference Attend-ance to provide teachers opportunities to acquire new strate-gies to teach under-performing students, funded through EIA-LEP (S536);

Funding sources will include EIA-LEP (S536) and Title II (1N78).

Day to Day Subs- to provide coverage for CSR teachers, funded through Title III (S176);

CSR Teacher to have teachers with special skills in differentiated instruction and SDAIE teach ESL and strug-gling PRP students, funded through EIA-LEP (S536);

Teacher Assistant


51

For PI Years 3—5+

Relief to allow teacher assistant support a highly qualified teach-er in after/before-school, Saturday and Summer intervention activities, funded through EIA-LEP (S536);

Coordinator Differen-tial provide program coordinator time to indirect services related to the program such as maintaining ESL portfolios and EL monitoring blue fold-ers, funded through EIA-LEP (S536).

AMAO 3 – Meet or exceed the percentage of English Learn-ers scoring proficient or advanced on the CST


Yes

No

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

English Learners

DATA ANALYSIS

Have Bilingual and Intervention Support Coordina-tors collect CST data and grade marks analysis of PRP and RFEPs who are not meeting proficiency. Students will be divided into groups based on scores and types of intervention needed: core in-struction, intervention classes, peer mentoring (RTI2 approach)

Provide teachers with CST and CAHSEE data and PD to identify students in each class who are not meeting proficiency in math or ELA to work with them.

Utilize services of Bilingual, Problem Solving/Data and Intervention Support Coordinators to identify students who have not moved up on their CST and CELDT performance in the past year and provide students and teachers with additional support.


Provide teachers, administrators, and other staff with training on differentiated instruction through the use of GLAD, thinking maps and other graphic organizers, academic language, accessing prior knowledge, CRRE, cooperative learning, and inte-grating technology to meet the academic needs of ELs.

Allow teachers, counselors, and administrators time to share, review, and implement best practic-es and conduct lesson studies based on effective EL strategies.

Support teacher, counselor, and administrator

PD X/Z time to pro-vide after-school PD for CST, CAHSEE, CELDT, Periodic Assessments data analysis and collabo-ration time to improve access of core content classes of PRP and RFEP students, funded through EIA-LEP (S536);

Intervention Support Coordinator will coor-dinate, develop, and monitor intervention programs (RTI² ap-proach) for ELs and promote multicultural activities, jointly fund-ed by EIA-LEP (S536) and Title I (S046);

Categorical Program Coordinator to provide direct services to ELs and RFEPs to in-crease proficiency in the CST, funded through EIA-LEP (S536);

Conference Attend-

CST and Periodic Assessment re-sults department and teacher creat-ed assessments, student work and grades, My Data Analysis during PDs; ELD Portfoli-os, High Point Assessments; Periodic Assess-ments

Administrators

Counselors

Coordinators

Teachers



52

For PI Years 3—5+

attendance at workshops and conferences on ef-fective strategies to service special needs popula-tion, including EL, GATE, and Special Education students. Conferences could include ASCD, AVID, CAEA, Collegeboard, Staff Development Re-sources, NCTM, NCTE, Central Cities GATE Con-ference, CUE, NAF and National Title I confer-ences.

Have teachers and administrators review periodic assessments and develop other department as-sessments that align to the curriculum to meet the academic needs of ELs.

Give teachers the opportunity to collaborate and further their learning by implementing commonly established effective writing strategies and writing rubrics to meet the needs of ELs.

Support teacher, counselor, coordinator and ad-ministrator attendance at conferences to acquire differentiated and research-based strategies to support students meeting proficiency levels.

INTERVENTION

Identify and provide training for teachers to imple-ment CST prep, ELS classes, core curriculum tu-toring, and credit recovery classes.

Develop, provide, and communicate additional support services on campus (such as the school psychologist, school nurse, and Impact facilitators) and in the community to assist with individual needs that may hinder student achievement.

Purchase and use supplemental materials, equip-ment, and software to assist students not meeting benchmark assessments (e.g., Revolution Prep). This could include maintenance on equipment used to support student achievement.

Continue with the Multicultural Academy orienta-tion, organized by the Bilingual Coordinator.

Publicize and support development of International Students Leadership Association (ISLA), orga-nized by the Intervention Support Coordinator.

Communicate and support activities and opera-tional expenses of advisory council to promote shareholder involvement in and commitment to in-creasing student achievement.

Encourage and support assemblies that promote multicultural activities, such as the Black-Brown Love Assembly.

Provide curricular trips—and when necessary fund admissions cost—for students in underperforming

ance to provide teachers opportunities to acquire new strate-gies to teach under-performing students,

Funded through EIA-LEP (S536);

Day to Day Subs to allow coverage for CSR teachers, funded through Title III (S176);

IMA to purchase admission to curricular trips, leveled readers, magazine and online subscriptions, soft-ware, supplemental textbooks, visual aids, realia, hands-on manipulatives, audio-visual technology to enhance instructional delivery for ELs, funded through EIA-LEP and EIA-LEP Supplemental (S536 and N536);

General Supplies to purchase consumable materials such as printer and copier ink cartridges, paper, classroom printers that will be used for and support the class-room, EL office, and staff development activities to increase EL student achieve-ment, funded through EIA-LEP (S536);

Coordinator Z time to provide time outside the contracted hours to plan and monitor expenditures, plan intervention programs and monitor and analyze EL academic


53

For PI Years 3—5+

subgroups to increase awareness of post-secondary opportunities, while enriching the quali-ty of their educational experiences. In addition, students will utilize Mathematics, English/ Lan-guage Arts, Science and History/Social Science skills in preparing for the trips and in activities fol-lowing the trips. Venues will include: California Science Museum, Getty Villa, Museum of Toler-ance, Norton Simon Museum, Los Angeles Zoo, UCLA, CSU Northridge, El Pueblo de los Angeles State Historic Park.

growth, funded through EIA-LEP and EIA-LEP Supple-mental (S536 and N536);

Curricular trips to provide extracurricular experiences and opportunities for increased student achievement by allowing ELLs to apply learning gained in real-world situations, funded through EIA-LEP (S536);

Maintenance of Equipment to provide maintenance for a Konica copier (housed in the Bilingual Office) that will be used to copy supplemental materials for students in the EL program, funded through EIA-LEP (S536);

IMA to purchase admission to curricular trips, leveled readers, magazine and online subscriptions, soft-ware, supplemental textbooks, visual aids, realia, hands-on manipulatives, audio-visual technology to enhance instructional delivery for ELs, funded through EIA-LEP and EIA-LEP Supplemental (S536 and N536);

General Supplies to purchase consumable materials such as printer and copier ink cartridges, paper, classroom printers that will be used for and support the class-


54

For PI Years 3—5+

room, EL office, and staff development activities to increase EL student achieve-ment, funded through EIA-LEP (S536);

Advisory committee expenses to support operating expenses including refresh-ments, snacks and supplies, funded through EIA-LEP (S536);

School Psychologist to counsel ELs indi-vidually and in groups concerning academic problems (under-achieving students, potential drop-outs, and social skills de-velopment) and pro-vide behavioral inter-vention consultation; Funding sources will include EIA-LEP (S536).

Increase EL reclassification rates at the elementary, mid-dle, 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)

English Learners

DATA ANALYSIS

Review reclassification data to identify specific students who are not meeting standards.

Have bilingual coordinator and teachers collaborate to group students based on scores and types of in-tervention needed: core instruction, intervention classes, peer mentoring (RTI2 approach).


Identify and provide training for teachers to imple-ment ELS classes.

Have Bilingual and Problem Solving/Data Coordina-tors plan and provide professional development sessions on the CELDT for faculty and staff.

Use department PD time to determine how to im-plement CELDT review into the curricula.

Provide teachers, administrators, and other staff with training on CELDT objectives, differentiated in-struction through the use of GLAD, thinking maps and other graphic organizers, academic language, accessing prior knowledge, CRRE, cooperative learning, and integrating technology to meet the ac-

PD X/Z time to pro-vide after-school PD for CELDT data anal-ysis and collaboration time to improve re-classification rate EIA-LEP (S536);

Counselor X/Z time to be used to allow counselor to meet outside their regular contracted time to plan the master schedule and program students in sheltered classes and specially design programs for ELs, funded through EIA-LEP (S536);

Bilingual Teacher Assistant to support students in ESL and

CST, CELDT and Periodic Assess-ment results de-partment and teacher created assessments, student work and grades, My Data Analysis during PDs; ELD Portfoli-os, High Point Assessments; Periodic Assess-ments, and student grades.

Administrators

Counselors

Coordinators

Teachers



55

For PI Years 3—5+

ademic needs of ELs.

Support teacher, counselor, and administrator attendance at workshops and conferences on effec-tive strategies to service special needs population, including EL, GATE, and Special Education stu-dents. Conferences could include ASCD, AVID, CAEA, Collegeboard, Staff Development Re-sources, NCTM, NCTE, Central Cities GATE Con-ference, CUE, NAF and National Title I confer-ences.

Allow teachers time to share best practices and conduct lesson studies based on effective EL strat-egies.

INTERVENTION

Use CSR teachers to reduce class size to improve academic achievement.

Identify existing teachers--and if necessary hire staff—with special skills to instruct struggling stu-dents.

Provide bilingual teacher assistants to support student achievement in ELD and core content clas-ses.

Develop and staff CELDT boot camp during the school day to provide additional support for stu-dents.


Fund education aide to support activities necessary to improve parent involvement, increase home communication, and monitor student progress.

Provide assistant to support students enrolled in extended learning opportunities, including credit re-covery classes and remediation electives before, during, and after school.

Provide curricular trips—and when necessary fund admissions cost—for students in underperforming subgroups to increase awareness of post-secondary opportunities, while enriching the quality of their educational experiences. In addition, stu-dents will utilize Mathematics, English/ Language Arts, Science and History/Social Science skills in preparing for the trips and in activities following the trips. Venues will include: California Science Muse-um, Getty Villa, Museum of Tolerance, Norton Si-mon Museum, Los Angeles Zoo, UCLA, CSU Northridge, El Pueblo de los Angeles State Historic Park.

sheltered classes, funded through EIA-LEP (S536) ;

Intervention Support Coordinator will coor-dinate, develop, and monitor multi-tiered intervention programs for ELs who need support to reclassify joint funded through Title I (S046) and EIA-LEP Supplemental (N536);

Conference Attend-ance to provide teachers opportunities to acquire new strate-gies to teach under-performing students, funding sources will include EIA-LEP (S536) and Title II (1N78).

Day to Day Subs for CSR teachers to further enhance their curriculum to target ELs, funded through Title III (S176);

CSR Teacher (with special skills in SDAIE methodology and differentiated instruc-tion) to teach ESL and struggling PRP

Categorical Program Coordinator will pro-vide direct services to ELs, analyze CELDT data and EL monitor-ing roster to identify EL students that need additional support and providing intervention in ELA; students in ELA, such as CELDT boot camp and pre-CELDT and CST practice activities


56

For PI Years 3—5+

funded through EIA-LEP (S536);

Educational Aide III will perform clerical tasks related to the EL programs and assists in communication with parents, funded through EIA-LEP (S536);

Clerical Overtime to allow clerical support for after school/ Sat-urday/ Summer inter-vention activities, funded through EIA-LEP (S536);

IMA to purchase admission to curricular trips, leveled readers, magazine and online subscriptions, soft-ware, supplemental textbooks, visual aids, realia, hands-on manipulatives, audio-visual technology to enhance instructional delivery for ELs, funded through EIA-LEP (S536);

General Supplies to purchase consumable materials such as printer and copier ink cartridges, paper, classroom printers that will be used for and support the class-room, EL office, and staff development activities to increase EL student achieve-ment. Funding sources include EIA-LEP and EIA-LEP Supplemental (S536 & N536).


57

For PI Years 3—5+

100% ATTENDANCE


(1)

SPSA 2010-2011



(3)

SPSA 2011-2012

(4)

Subgroup(s)











mentation









(9) Start/

Completion Date



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

Yes

No

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

All sub-groups Provide overview of student attendance expecta-tions through freshmen orientation, grade-level as-semblies, Village Nation assembly, and Multicultur-al assembly.

Work with Parent Resource Liaison to communi-cate attendance goals with parents and to contact parents when student attendance issues emerge.

Provide additional time outside of the school day for counselors to review student attendance progress and meet with students and parents to devise sup-port strategies to improve attendance.

Monitor and circulate reports on student attendance regularly among staff.

Train staff on how to access attendance data on SIS, ISIS, or My Data.

Provide attendance interventions early and in tiers, depending on the severity of the problem.

Notify parents immediately when attendance issue emerges and have teachers, case carriers, coordi-nators, deans and counselors intervene when at-tendance problems develop.

Recognize and award students with excellent attendance through record rooms, their SLCs or sub-groups, and on a school-wide basis.

Provide at-risk students with targeted attendance intervention, including pull-out attendance motiva-tion assemblies.

Ensure that all teachers submit attendance as required.

General supplies for reward certificates for improved and perfect student attendance funded through Title I (S046).

Secondary Counselor to provide supple-mental support to students and parents, funded through Title I (S046);

Parent Resource Liaison to meet with parents of students to explain the im-portance of good attendance. Funding through Parent In-volvement (E046) and Title I (S046).

Monthly ISIS & SIS for general attend-ance reports; weekly report for absences, tardies, truancies; quarterly face-to-face meet-ings with counse-lors and Attend-ance Dean.

Administrators

Counselors

Deans

Coordinators

Teachers



58

For PI Years 3—5+

PARENT & COMMUNITY ENGAGEMENT


(1)

SPSA 2010-2011



(3)

SPSA 2011-2012

(4)

Subgroup(s)











mentation









(9) Start/

Completion Date



Must be complete by all PI 3-5+ schools

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

All sub-groups Offer additional translation services to parents via the Bilingual Coordinator, Parent Resource Liaison, ISLA, and bilingual staff members.

Develop additional parent workshops and activities during and after school on how to support student achievement and minimize barriers to student achievement.

Make additional efforts via Connect Ed, School Messenger, school mailings, email, and the school website to encourage attendance at Back-to-School Night, Open House, PHBAO conferencing, parent association meetings, and other parent-teacher ac-tivities.

Encourage more parents to use the ISIS Family Module.

Offer more evening and weekend activities and events through SLCs and academic programs that provide parents the opportunity to meet with teach-ers and discuss student progress.

Train teachers on using ConnectEd, the school website, and email to communicate regularly with parents.

Provide parental support with understanding and interpreting assessment results (e.g., CST, periodic assessment, CAHSEE, CELDT).

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to increase the percent-age of parents who talk to teachers about their child’s school-work; funded through Title I PI (0A56) and Title II (1N78).

General supplies to support parent in-volvement activities which will include, monthly CEAC meet-ings, Parent Nights, and parent training workshops funded through Title I (S046) and Parent Involve-ment (E046).

Performance Meter Administrators,

Counselors,

Coordinators,

Deans,

Psychologist,


Teachers, Parent Re-source Liai-son, Teacher Assistants


Increase the response rates for parents returning surveys.

Yes

No

Increase parent participation and ratings on School Experi-ence Surveys (Performance Meter)

All sub-groups Make additional efforts via Connect Ed, School Messenger, school mailings, email, and the school website to communicate importance of survey in as many languages as possible.

Make surveys available in all school offices and the

Non-capitalized Equipment to provide laptops that will en-gage parents who are not yet computer

Performance Meter, records ongoing Parent Center activities

Administrators,

Counselors,

Coordinators,

Deans,

Instructional



59

For PI Years 3—5+

Parent Center.

Provide a link to the survey on the school website.

competent to enroll in computer literacy classes, and to allow parents to complete the School Experience Survey funded through Parent In-volvement (E046).

Coach,

Teachers, Parent Re-source Liaison


60

For PI Years 3—5+

SCHOOL SAFETY / ORGANIZATION / SUPPORT STRUCTURES


(1)

SPSA 2010-2011



(3)

SPSA 2011-2012

(4)

Subgroup(s)











mentation









(9) Start/

Completion Date



Decrease the number of suspensions

Yes

No

Decrease instructional days lost to suspension (Performance Meter)

African-Am, Hispanic, Students with Disabilities subgroups

Provide overview of student behavioral expecta-tions through freshmen orientation, grade-level as-semblies, Village Nation assembly, and Multicultur-al assembly.

Make available additional counselors to monitor student progress and provide for more student support.


Provide time for teachers, counselors, and adminis-trators to meet, develop, and implement strategies to promote student safety.

Communicate 2011-2012 Discipline Plan to staff, students, parents, and community.

Recognize students for exemplary conduct (e.g., Caught You Being Good Campaign).

Implement schoolwide use of ODR and review data on a weekly basis to monitor schoolwide discipline progress.

Train and staff intervention room as an alternative to suspension.

Use flexible scheduling to staff after school extend-ed learning opportunities.

Provide additional educational resource aides to support student achievement and reduce discipline issues.

Secondary Counse-lors to reduce the counselor-student ratio and help in-crease students’ concerns about safety on campus, funded through Title I (S046);

Psychologist to counsel students who have concerns about school safety, funded through Title I (S046);

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to have students feel safe on campus; funded through Title I PI (0A56) and Title II (1N78).

Ed. Resource Aides will assist in maintain-ing a safe environ-ment, and strengthen and support school-community relations

Anecdotal records from counselors and deans; ODR reports; discipline logs; Performance Meter

Administrator

Counselors,

Coordinators,

Deans,

Psychologist,

Nurse,


Teachers, Parent Re-source Liai-son,

Teacher Assistants, Campus Aides, Ed. Resource Aides



61

For PI Years 3—5+

by communicating with parents and families, and assisting in supervising in-house intervention programs, funded through Title I (S046).

Yes

No

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

All subgroups Provide overview of student behavioral expecta-tions through freshmen orientation, grade-level as-semblies, Village Nation assembly, and Multicultur-al assembly.

Make available additional counselors to monitor student progress and provide for more student support.


Provide time for teachers, counselors, and adminis-trators to meet, develop, and implement strategies to promote student safety.


Communicate 2011-2012 Discipline Plan to staff, students, parents, and community.

Post schoolwide student behavioral expectations in all classrooms and offices.

Have staff focus on personal safety and security, report issues to the responsible parties, and sup-port follow-up initiatives.

Invite community resource agencies such as the Trevor Project and PACE to conduct classroom workshops and assemblies on anti-bullying.


Establish adult mentoring relationships through small learning communities, academic programs, athletics, students clubs and organizations.

Provide additional educational resource aides to support student achievement and reduce discipline issues.

Foster the development of school clubs, organiza-tions, and activities to promote solidarity and school spirit.

Secondary Counse-lors to reduce the counselor-student ratio and help in-crease students’ concerns about safety on campus, funded through Title I (S046);

Psychologist to coun-sel students who have concerns about school safety; motivational speakers for students) funded through Title I (S046).

Teacher X-time (Pro-fessional Develop-ment) to allow teach-ers to meet outside of the school day to devise strategies to have students feel safe on campus, funded through Title I PI (0A56) and Title II (1N78).


Ed. Resource Aides will assist in maintain-

Anecdotal records from counselors and deans; ODR reports; discipline logs; Performance Meter

Administrator

Counselors,

Coordinators,

Deans,

Psychologist,

Nurse,


Teachers, Parent Re-source Liai-son,

Teacher Assistants, Campus Aides, Ed. Resource Aides



62

For PI Years 3—5+

Expand peer mentoring and tutoring programs.

Expand the use of HEART peer mediation program to resolve conflicts and tension among students.

ing a safe environ-ment, and strengthen and support school-community relations by communicating with parents and families, and assisting in supervising in-house intervention programs, funded through Title I (S046).

63

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 be-fore school, during the school day, after school, and on Saturdays)

Among the programs that provide increased learning time to underperforming students, we offer a variety of programs before, during, and after school as well as

on Saturdays.

Before school:

AVID elective provide study skills, time management, and college preparatory support for students in the AVID program; the students also receive assis-

tance from peer and college-level tutors.

Traditional tutoring is available in each of the core curricular areas Mathematics, Science and History-Social Science.

Credit recovery classes offer opportunities for students to develop language acquisition skills and/or make up credits.

During school:

Classroom Size Reduction teachers and auxiliaries are utilized to reduce class size.

A Learning Center is available for students in the Resource Specialist Program; students receive intensive intervention services in ELA and mathematics.


The Intervention Room offers an alternative to suspension and provides students with an opportunity to develop academically, socially, and personally.

AVID elective provide study skills, time management, and college prep support for students in the AVID program; the students also receive assistance

from peer and college-level tutors.

CAHSEE prep classes further instruction in math and English standards and are available to seniors who have not passed one or both sections of the test.

English Language Skills and Reading Improvement electives supplement language acquisition skills instruction and is available to PRPs.

Read 180 is used in the DRWC classes to support language skill development and reading comprehension for those who score at the FBB or BB levels on

the CSTs.

RSP collaboratives in ELA and mathematics offers students a co-teaching/collaborative setting to assist them with mastering the content standards.

After school:

English Workshops conducted by the ELA department help students master the standards through activities that are creative, effective, engaging, and fun

Traditional tutoring is available in each of the core curricular areas Mathematics, Science and History-Social Science.

On-campus adult school classes provide students an opportunity to make up credits.


CAHSEE prep furthers instructions in math and English standards and is available to seniors who have not passed one or both sections of the test.

CST prep classes supplement student achievement in the core academic content areas.

Saturday:


CAHSEE prep classes further instruction in math and English standards and are available to seniors who have not passed one or both sections of the test.

CST prep classes supplement student achievement in the core academic content areas.

64

2. Describe the strategies to be utilized to meet the educational needs of historically underserved population (migrant students, homeless students and Ameri-can 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.

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. He 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.

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 quali-fied 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 be-come NCLB compliant in all subjects taught.

4. Describe how the school will coordinate and integrate federal, state, and local services and programs.

The School Site Council (SSC) will coordinate federal, state and local services and funds to ensure resources are allocated by needs identified in student achieve-

ment data. The SSC will insure that student subgroups who require services receive the services they need and to safeguard against students “falling between the

cracks.” The SSC also acts to provide oversight to prevent a duplication of services and a wasting of resources.

65

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

(continued)

5. Describe how the school will coordinate and integrate federal, state, and local services and programs.

The School Site Council (SSC) will coordinate federal, state and local services and funds to ensure resources are allocated by needs identified in student achieve-

ment data. The SSC will insure that student subgroups who require services receive the services they need and to safeguard against students “falling between the

cracks.” The SSC also acts to provide oversight to prevent a duplication of services and a wasting of resources.

6. 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 improve-ment. In addition, parents are provided opportunities (i.e., participation in SSC, various public meetings, and/or advisory committees) to renew the report and provide feedback on the programs that have been implemented.

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

7. (PI Year 1 schools only) Describe how the school incorporates a teacher mentoring program, i.e. utilization of school-site funded instructional support personnel. Each department chairperson in the English-Language Arts, Science and History-Social Science departments personally mentor, or establish a relationship between peers to assist teachers new to the teaching profession. The Mathematics department chairman is also funded as a half-time math coach. In addition, each core academic department receives Title I funding for 24 hours of professional development outside of the regular school day where best practices are modeled and strategies are shared.

8. Describe how teachers are included in the decisions regarding the use of academic assessments that provide information on and that improve student achieve-ment 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

66

LOS ANGELES UNIFIED SCHOOL DISTRICT

Grover Cleveland High School 8140 VANALDEN AVENUE, RESEDA, CALIFORNIA 91335-1136

TELEPHONE (818) 885-2300

E-MAIL: [email protected]

November 2011

Grover Cleveland High School Parental Involvement Policy

The involvement of parents and guardians in this process is fundamental to a healthy system of public education. In the following policy,

administrators, teachers, other school staff, students and their families, and community members indicate support of and commitment to the

following concepts. This policy will be annually updated and distributed to all students’ families through mail and web communication.

A. Policy Involvement

1. Each new year, the school will schedule several Title I meeting(s) to accommodate the personal and work schedules of participating

families. The meeting(s) shall be scheduled during a weekday evening and/or during the day on a Saturday Childcare will be provid-

ed.

2. The school will further encourage parents and community members to participate as members of the various school-based councils,

including the Parent Teacher Students Association (PTSA), School Site Council (SSC), Cleveland Governance Council (CGC), Eng-

lish Learner Advisory Committee (ELAC), and Compensatory Education Advisory Committee (CEAC).

3. Administrators, coordinators and council members will encourage parents and com-munity members to participate in school func-

tions and activities.

4. The Parent Center will continue to serve as a place for parents to meet and communicate with the school and each other.

B. Shared Responsibilities for High Student Academic Achievement

1. Students and their families, teachers and administrators will jointly work to facilitate the school vision, mission, and expected

schoolwide learning results (ESLRs).

2. Administrators will provide instructional leadership to ensure the best instructional practices, high academic standards and the deliv-

ery of quality core curriculum; teachers will endeavor to motivate students to learn, while providing appropriate and varied class-

room instruction that facilitates achievement; students’ families will communicate the value of an education, and provide support to

and monitoring of students’ academic work and progress; and students will work to produce quality work that meets the high stand-

ards of each class.

3. Students’ families will schedule study time and monitor activities in out-of-school time, and encourage student attendance.

4. Students will assume responsibility for attending school regularly, following agreed upon schedules, and observing home and school

rules.

5. Administrators will establish times for annual parent-teacher PHBAO conferences, in addition to Open House and Back-to-School

events.

6. The school, through professional development activities and department meetings, will review methods to communicate and work

with their students’ parents as equal partners in their children’s education

JOHN DEASY, Ph.D.

Superintendent of Schools

LINDA DEL CUETO

District 1 Superintendent

HERMAN J. CLAY

Principal

67

4. Students will assume responsibility for attending school regularly, following agreed upon schedules, and observing home and

school rules.

5. Administrators will establish times for annual parent-teacher PHBAO conferences, in addition to Open House and Back-to-School

events.

6. The school, through professional development activities and department meetings, will review methods to communicate and work

with their students’ parents as equal partners in their children’s education

C. Building Capacity for Involvement

5. The school will communicate and provide assistance to parents to understand the state academic and content standards, and state

and local assessments through general meetings of the English Learner Advisory Committee (ELAC) and Compensatory Educa-

tion Advisory Committee (CEAC), information posted on the school website, mailings, meetings with administrators, counselors

and teachers. In addition, parents shall be provided general methods for supporting their children’s academic achievement.

6. The school will continue to support and encourage parents and community members to participate as members of the various

school-based councils, including the Parent Teacher Students Association (PTSA), School Site Council (SSC), Cleveland Govern-

ance Council (CGC), ELAC, CEAC, and through the Parent Center.

7. An annual needs-assessment will be presented to parents allowing their ideas, concerns and opinions to be integrated into school-

based council meetings. The School Site Council will submit parents’ concerns to the local district. Parent concerns will be con-

sidered in the annual revisions of the Single Plan for Student Achievement, Parental Involvement Policy, and Family-School

Compact.

8. Informational classes for parents will continue to be offered by representatives of qualified agencies, such as the Parent Institute

for Equality Education. Varied schedules will be planned to accommodate parents’ needs.

D. Accessibility

2. Through collaborative decision-making students with their parents, administrators, teachers and staff members will participate in

creating a school vision, mission, and ESLRs. The school will provide all significant documentation regarding meetings, grade re-

ports, and other activities in English and Spanish, and will also provide interpreters and translations, when possible, in other lan-

guages for meetings with parents who do not speak either of those languages.

68


Grover Cleveland High School

8140 VANALDEN AVENUE, RESEDA, CALIFORNIA 91335-1136

TELEPHONE: (818) 885-2300


Noviembre de 2011

Póliza de Participación de Padres de la Escuela Grover Cleveland

La participación de los padres y tutores en el proceso educacional es fundamental para un buen sistema de educación pública. En la siguiente póliza, los

administradores, maestros, personal escolar, estudiantes y sus familias y miembros de la comunidad indican apoyo y compromiso a los siguientes concep-

tos. Esta póliza será revisada cada año y distribuida a las familias de todos los estudiantes por medio de correspondencia postal y de la información puesta

en la página de Internet de la escuela.

A. Póliza de Participación

1. Cada año escolar, la escuela hará un horario de varias reuniones de Título I para acomodar el horario personal y del trabajo de las familias partici-

pantes. Estas reuniones tendrán lugar por la tarde durante los días de semana y por la mañana los sábados. Se ofrecerá cuidado de niños.

2. La escuela continuará a animar a los padres y miembros de la comunidad a participar como miembros de los varios concilios escolares, incluyendo

la Asociación de Padres de familia, Maestros y Estudiantes (PTSA), el Consejo del Plantel Educativo (SSC), el Consejo de Gobierno Escolar

(CGC), Comité Asesor para la Educación de Alumnos que Aprenden Inglés (ELAC) y el Comité Asesor para la Educación Compensatoria

(CEAC).

3. Los administradores, coordinadores y los miembros del concilio animarán a los padres y miembros de la comunidad a participar en funciones y ac-

tividades escolares.

4. El Centro de Padres continuará funcionando como un lugar en que los padres se pueden reunir y comunicar entre ellos mismos y con la escuela.

B. Responsabilidades Compartidas para el Progreso Académico de Alto Nivel para Estudiantes

1. Los estudiantes y sus familias, maestros y administradores colaborarán para implementar la visión y la misión escolar y los Resultados de Apren-

dizaje Previstos para todos los Estudiantes de la Escuela (ESLRs).

2. Los administradores proveerán liderazgo de instrucción y asegurarán que se imparten las mejores prácticas de instrucción y normas académicas.

Los maestros intentarán motivar a los estudiantes a aprender por medio de estrategias apropiadas y variadas de enseñanza que facilitan el progreso

académico; las familias de los estudiantes comunicarán el valor de la educación, apoyarán y supervisarán el trabajo y el progreso académico de sus

hijos; y los estudiantes producirán trabajo de calidad que satisface las expectativas de cada clase.

3. Las familias de los estudiantes impondrán un horario de estudio y monitorizarán las actividades del estudiante fuera de la escuela y la asistencia

del estudiante.

4. Los estudiantes asumirán la responsabilidad de asistir a la escuela regularmente y seguirán los horarios y reglas impuestos en la escuela y la casa.

5. Los administradores establecerán tiempo para conferencias entre padres y maestros.

6. La escuela, a través de actividades de capacitación profesional y reuniones departamentales, revisará métodos para comunicar y trabajar con los

padres de los estudiantes como socios iguales en la educación de sus hijos.

JOHN DEASY, Ph.D.


LINDA DEL CUETO


HERMAN J. CLAY

Principal

69

C. Desarrollando capacidad para participación

1. Por medio de reuniones regulares del Comité Asesor para la Educación de Alumnos que Aprenden Inglés (ELAC), el Comité Asesor para la Edu-

cación Compensatoria (CEAC) información puesta en la página de Internet de la escuela, correspondencia postal y a través de reuniones de admi-

nistradores, consejeros y maestros, la escuela proveerá asistencia a los padres para entender las normas estales sobre el contenido académico y te-

mático y sobre los exámenes locales y estatales. Además, se les proveerá a los padres métodos generales que pueden utilizar para apoyar el pro-

greso académico de sus hijos.

2. La escuela continuará a apoyar y animar a los padres y miembros de la comunidad a participar como miembros de los varios concilios escolares,

incluyendo la Asociación de Padres de familia, Maestros y Estudiantes (PTSA), el Consejo del Plantel Educativo (SSC), el Consejo de Gobierno

Escolar (CGC), Comité Asesor para la Educación de Alumnos que Aprenden Inglés (ELAC) y el Comité Asesor para la Educación Compensatoria

(CEAC) a través del Centro para Padres de Familia.

3. Se presentará un análisis anual de las necesidades educativas a los padres para darles la oportunidad de que sus ideas, preocupaciones y opiniones

sean integradas en las reuniones de concilios escolares. El Consejo del Plantel Educativo (SSC) presentará los comentarios de padres al distrito lo-

cal. Las ideas y opiniones de los padres serán consideradas durante las revisiones anuales del Plan Funcional del Plantel Educativo, Póliza de Par-

ticipación de los Padres de Familia y Tutores, y el Contrato entre la Escuela y los Padres.

4. Clases informativas específicamente diseñadas para los padres continuaran a ser ofrecidas por representantes de agencias capacitadas, como el Ins-

tituto de Padres para Igualdad Educativa. Las clases se ofrecerán a horas variadas para acomodar los horarios de los padres.

D. Accesibilidad

1. Por medio de decisiones hechas en colaboración, los estudiantes, sus padres, administradores, profesores y otros empleados de la escuela partici-

parán en la creación de una visión y una misión académica y los Resultados de Aprendizaje Previstos para todos los Estudiantes de la Escuela

(ESLRs). La escuela proveerá toda la información significativa relacionada a las reuniones, informes, y otras actividades en inglés y español, y

también proveerá intérpretes y traducciones, cuando sea posible, en otros idiomas para las reuniones con los padres que no hablan ni el inglés ni el

español.

70


Grover Cleveland High School

8140 VANALDEN AVENUE, RESEDA, CALIFORNIA 91335-1136

TELEPHONE: (818) 885-2300


November 2011

Grover Cleveland High School Family-School Compact

The school community, families, and students benefit when they all take collective responsibility for quality education. When a part-

nership exists and each partner fulfills her or his responsibilities, student learning improves. In the following compact, the term school

community refers to teachers, students, families, other school staff and community members. The signatures below indicate our sup-

port of and commitment to the following responsibilities:

Student Responsibilities – I will...

1. participate in my educational development.

2. produce quality work that meets the standards of each class.

3. attend school regularly and on time.

4. study and complete homework in accordance with the required due dates.

5. participate in school activities that help improve teaching and learning both at home and at school.

6. inform parents or guardians what is happening at school and help to maintain two-way communication.

7. respect the school, staff, other students and their families.

Family Responsibilities – I/We will...

1. contribute in creating a quality educational program with high standards that are widely understood and embraced by the

school community.

2. convey the value of education and provide home support and monitoring of student academic work and progress in school.

3. establish a schedule with my student(s) for study time, TV viewing, peer activities, and out-of-school time.

4. participate in training opportunities with staff that help to improve teaching and learning both at home and at school.

5. communicate regularly with the school.

6. respect the school, staff, students, and other families.

Teacher Responsibilities – I will...

JOHN DEASY, Ph.D.


LINDA DEL CUETO


HERMAN J. CLAY

Principal

71

5. communicate regularly with the school.

6. respect the school, staff, students, and other families.

Teacher Responsibilities – I will...

7. create a quality educational program with high standards that are widely understood and embraced by the school community.

8. maintain high standards within each subject.

9. motivate my students by providing appropriate and varied classroom instruction.

10. provide a safe, orderly, and caring classroom environment conducive to learning.

11. participate in professional development opportunities that improve teaching and learning and support the formation of partnerships

with families and the community.

12. establish two-way communication with families about student progress in school.

Administrator Responsibilities – We will...

6. create a quality educational program with high standards that are widely understood and embraced by the school community.

7. provide instructional leadership which ensures appropriate instructional practices, maintains high academic standards, supports stu-

dent, and the delivers a quality core curriculum to all students.

8. strive to ensure a safe, orderly and positive teaching and learning environment.

9. offer appropriate professional development for staff, families and students to improve teaching and learning and to support collabo-

rative partnerships between families and the community.

10. maintain open two-way communication between the home and school.

____________________________________ _______________

Student’s Signature Date

____________________________________ _______________

Parent or Guardian’s Signature Date

____________________________________ _______________

Faculty Representative’s Signature Date

____________________________________ _______________

Principal’s Signature Date

72


Grover Cleveland High School 8140 VANALDEN AVENUE, RESEDA, CALIFORNIA 91335-1136

TELEPHONE: (818) 349-8410


Noviembre del 2011

Contrato entre la Escuela Preparatoria Grover Cleveland y los Padres

La comunidad escolar, la familia, y los estudiantes sacan provecho cuando todos toman responsabilidad colectiva para asegurar una educación de calidad. Cuando

una asociación existe y cada persona cumple sus responsabilidades, los estudiantes aprenden mejor. En el siguiente pacto, el término comunidad escolar se refiere

a los maestros, los estudiantes y sus familias, los empleados de la escuela, y miembros de la comunidad. Las firmas de abajo indican nuestro apoyo y nuestra

obligación de cumplir las siguientes responsabilidades:

Las Responsabilidades del Estudiante

1. Participaré en mi desarrollo académico.

2. Produciré trabajo de alta calidad que satisface las expectativas de cada clase.

3. Asistiré a clases con regularidad, y llegaré a tiempo y preparado para la clase.

4. Estudiaré, completaré la tarea y la entregaré a tiempo.

5. Participaré en actividades escolares que mejoran la enseñanza y el aprendizaje en la escuela y en casa.

6. Les informaré a mis padres o tutores sobre lo que está pasando en la escuela y ayudaré a mantener comunicación abierta entre nosotros.

7. Respetaré la escuela, a los empleados, y a otros estudiantes y sus familias.

Las Responsabilidades de la Familia

1. Contribuiremos a la creación de un programa educativo de calidad con expectativas altas y claras que se entienden y se usan por toda la comuni-

dad escolar.

2. Comunicaremos el valor de la educación, y proveeremos apoyo en casa. Supervisaremos el trabajo académico y el progreso del estudiante.

3. Estableceremos un horario con horas específicas para estudiar, para mirar la televisión, para actividades con amigos, y para otras actividades.

4. Participaremos en entrenamiento con los empleados de la escuela que ayuda a mejorar la enseñanza y el aprendizaje en la escuela y en la casa.

5. Nos comunicaremos regularmente con la escuela.

6. Respetaremos la escuela, a los empleados de la escuela, y a los otros estudiantes y sus familias.

JOHN DEASY, Ph.D.


LINDA DEL CUETO


HERMAN J. CLAY

Principal

73

Las Responsabilidades del Maestro

1. Crearé un programa educativo de calidad con expectativas altas y claras que se entienden y se usan por toda la comunidad escolar.

2. Motivaré a mis estudiantes a aprender con instrucción apropiada y variada.

3. Proveeré un ambiente seguro, organizado y humanitario en el salón de clases que promueve el aprendizaje.

4. Participaré en capacitación profesional para mejorar la enseñanza y el aprendizaje y para apoyar la formación de asociaciones con las familias de

los estudiantes y con la comunidad.

5. Estableceré comunicación con las familias de los estudiantes sobre el progreso académico de los estudiantes.

Las Responsabilidades de la Administración

1. Creeremos un programa educativo de calidad con expectativas altas y claras que se entienden y se usan por toda la comunicad escolar.

2. Proveeremos dirección académica para asegurar prácticas de instrucción apropiadas, expectativas académicas altas, apoyo para los estudiantes, y

un currículo básico de calidad para todos los estudiantes.

3. Trabajaremos para asegurar un ambiente seguro, organizado y positivo para la enseñanza y el aprendizaje.

4. Ofreceremos capacitación profesional apropiada para los empleados y para los estudiantes y sus familias para mejorar la enseñanza y el aprendiza-

je y para apoyar asociaciones de colaboración entre las familias y la comunidad.

5. Mantendremos comunicación abierta entre la escuela y las familias de los estudiantes.

____________________________________ _______________

Firma del Estudiante Fecha

____________________________________ _______________

Firma del Padre o Tutor Fecha

____________________________________ _______________

Firma del Representante de los Maestros Fecha

____________________________________ _______________

Firma del Director Fecha

74

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 im-

plementation 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 in-

structional strategies/activities

75

BUDGET

Insert

Budget Pages found at:

fsep.lausd.net

Budget Funding

2011-2012 Assurances & Justifications Budget Pages

https://mail2.lausd.net/AppData/Local/Local%20Settings/SPSA%202010-2011/2010-11a%20LAUSD/SPSA%202010-11/SPSA%20Documents/SPSA%20Template/SPSA%20Template/fsep.lausd.net

76

ATTACHMENTS

Submit with Plan:

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

SPSA Evaluation

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

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

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