Los Angeles Unified School District · (Name) School 10-27-09 Los Angeles Unified School District Single Plan for Student Achievement 2009 – 2010 Year 5+ Implementation (Name) School

(Name) School 10-27-09

Los Angeles Unified School District

Single Plan for Student Achievement

2009 – 2010 Year 5+ Implementation

(Name) School

Superintendent Ramon C. Cortines

Board Members

Mónica Garcia, Board President Marguerite Poindexter LaMotte

Tamar Galatzan Steve Zimmer

Yolie Flores-Aguilar Nury Martinez

Richard Vladovic

(Name) School 10-27-09

TABLE OF CONTENTS

SCHOOL INFORMATION ......................................................................................................................................................................... 1

School Program Identification ..................................................................................................................................................................................1 Program Improvement Year 5+................................................................................................................................................................................2 School Site Council Composition .............................................................................................................................................................................3 Committee Recommendations and Assurances ......................................................................................................................................................4 Key Findings from Data Analysis .............................................................................................................................................................................5 Key Findings from School Experience Survey for Parents .......................................................................................................................................8 SPSA Evaluation ...................................................................................................................................................................................................14 District and School Instructional Priorities ..............................................................................................................................................................15 Goals for Action Plans ...........................................................................................................................................................................................16 Action Plan: High Academic Achievement .............................................................................................................................................................19 Action Plan: Graduation Rate ................................................................................................................................................................................51 Action Plan: Personalization/College Career Ready ..............................................................................................................................................53 Action Plan: Parent and Community Engagement .................................................................................................................................................56 Action Plan: Safe Schools......................................................................................................................................................................................58 Action Plan: School Organization/Support Services...............................................................................................................................................60 Components for Implementation School Wide Program (SWP) .............................................................................................................................63 Title IV / Tobacco Use Prevention Education Program (TUPE)..............................................................................................................................65 Parent Involvement Policy .....................................................................................................................................................................................67 School-Parent Compact.........................................................................................................................................................................................69 Monitoring..............................................................................................................................................................................................................70

ATTACHMENTS...................................................................................................................................................................................... 72

SEVEN DIMENSIONS FOR CPM ALIGNMENT TO SPSA..................................................................................................................... 73

SCHOOLWIDE PROGRAM (SWP) PLAN CHECKLIST......................................................................................................................... 74

Foshay Learning Center

1

SCHOOL INFORMATION SCHOOL PROGRAM IDENTIFICATION

School Name: Foshay Learning Center Local District: 7

District CDS Code: 1964733 School CDS Code: 19-64733-6061451 Initial Year: 2009-2010

For additional information on our school programs contact the following:

Principal: Yvonne Edwards E-mail address: [email protected]

Contact Person: Yolanda McCoy Position: Title I Coordinator E-mail address: Yolanda Mc [email protected]

Address: 3751 South Harvard Blvd., Los Angeles, CA, 90018 Telephone Number: (323) 373-2700

Indicate which of the following Federal, State and Local Programs are consolidated in this plan: x English Learners Programs (EIA-LEP) x Special Education/Least Restrictive Environment (LRE) x Gifted and Talented Education (GATE) x Title I Schoolwide Program (SWP) x Los Angeles Educational Alliance for Restructuring Now (LEARN) x Title I Targeted Assistance School (TAS) Quality Education Investment Act (QEIA) x Title II Professional Development

School Based Coordinated Programs (SBCP) x Title III English Language Acquisition, Language Enhancement,

x School Based Management (SBM) and Academic Achievement

School Governance Council (SGC) x Title IV Safe and Drug-Free Schools and Communities (SDFSC)

x Program Improvement (PI) x Tobacco Use Prevention Education (TUPE)

x Year 5+ LAUSD School of Choice 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


2

PROGRAM IMPROVEMENT YEAR 5+

2009-2010

School Restructuring Decision for Implementation in Current Year

The School Restructuring decision is based on the following principles of restructuring: a major reorganization of the school’s structure that makes fundamental

reforms; substantial promise of enabling the school to make Annual Yearly Progress (AYP); and consistency with State law.

Local District: 7 Name of School: Foshay Learning Center Date: January 29, 2009

Directions: The LEA selects one or more Restructuring Options. Check the applicable box(es). Strategies and activities to support the corrective

actions should be described in the appropriate Action Plan(s) and PI Implementation page. Due Date: January 29, 2010

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

o iDesign Partner (Indicate name of partner)

Reopen the school as a charter school. (Schools selecting this option will need to submit a proposal to the Charter Office for approval by the

Board of Education.)

X

In addition to instituting RtI2 through the Leadership Team, select one of the other major restructuring options below. Describe the

process to implement in the “School Organization and Support Structures” section of the SPSA.

Reduce class size with Quality Education Investment Act (QEIA) funds Institute Small Learning Communities (SLCs)

Institute Personalized Learning Environments for Middle Schools (PLEs) Institute Small Schools

Reorganize school including Magnet Program or Establish a Magnet Institute Pilot Schools

Institute Professional Learning Communities (PLCs)

Local District

Superintendent:

George McKenna

Print Name Signature Date

Local District Director: Darryl Yamishiro Print Name Signature Date

Principal: Yvonne Edwards Print Name Signature Date

School Site Council Chair: Jeremy Rike Print Name Signature Date


3

School Site Council Composition (SSC) EC 52012, 52852

* A School Site Council at the middle school may, but is not required to, include student representatives (EC 33133-C).

Part A – School Staff Part B – Parents/Community

Name Principal Classroom Teacher

Other Personnel

Name Parent Community Student

Jasmine Tigolo x Felipa Sanchez x

Jeremy Rike x Christi Holloway x

Maria Rivera x Rosa Donis x

Roberto Marquez x Brendia Powell x

Ann Travis x Juana Lares x

Steve Balmer x X x

John Carroll x Gilberto Flores x

Benin Williams x Demsey Lares x

Yolanda McCoy-Thomas x Rosmary Donis x

Lisa Peacock x Ruby Suarez x

Emilio Garza x x x

Yvonne Edwards x x x

Total number in each column 1 7 4 Total number in each column 6 6

Total number in Part A 12 Total number in Part B 12

Jeremy Rike Teacher

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

Yvonne Edwards

Name of Principal Signature of Principal Date

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

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

(Name) School

4

COMMITTEE RECOMMENDATIONS AND ASSURANCES

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

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

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

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

Chairperson Check Committees

Print Name Signature Parent Staff

Date of review of recommendation

Compensatory Education Advisory Nuby Hernandez x

English Learner Advisory Maria Orozco x

Gifted & Talented Education Program Advisory Aracelli Espinosa x

UTLA Chapter Chair or Chapter Chair’s Designee John Carroll x

Other (list)

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

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

programs for students covered by programs” funded through the consolidated application. 6. The school minimizes the removal of identified children during the regular school hours for supplemental Title I instruction. (Targeted Assistance Schools only) 7. This school plan was adopted by the school site council on: ________________________ Date

Attested:

Jeremy Rike

Typed name of SSC chairperson Signature of SSC chairperson Date

Yvonne Edwards

Typed name of school principal Signature of school principal Date

(Name) School

5

Key Findings from Data Analysis

Adequate Yearly Progress (AYP) Participation Rate

English/Language Arts Mathematics

Participation Rate Target: 95%

• Identify the subgroup(s) that DID NOT meet the required target.

• Check “Not Applicable” if all subgroups made the participation rate of 95%.

Participation Rate Target: 95%

• Identify the subgroup(s) that DID NOT meet the required target.

• Check “Not Applicable” if all subgroups made the participation rate of 95%.

Subgroup(s) CHECK the subgroup(s) that DID NOT meet the required participation rate.

Subgroup(s) CHECK the subgroup(s) that DID NOT meet the required participation rate.

School-wide Pacific Islander School-wide Pacific Islander

African American White (not of Hispanic origin) African American White (not of Hispanic origin)

American Indian/Alaskan Native Socioeconomically-disadvantaged American Indian/Alaskan Native Socioeconomically-disadvantaged

Asian English learners Asian English learners

Filipino Students with Disabilities Filipino Students with Disabilities

Hispanic or Latino x Not Applicable Hispanic or Latino x Not Applicable

Question Key Findings

Which of the subgroups did not meet the participation rate in English/language arts and/or mathematics? All subgroups met or exceeded the participation rate for the past three years.

KEY FINDINGS FROM SCHOOL’S DATA ANALYSIS

Adequate Yearly Progress (AYP) Proficiency Rate

Percent Proficient in English/Language Arts Annual Measurable Objective (AMO)

Target: 44.5% for 2008—2009 Target: 55.6% for 2009—2010 Target: 66.7% for 2010—2011

Percent Proficient in Mathematics Annual Measurable Objective (AMO)

Target: 43.5% for 2008—2009 Target: 54.8% for 2009—2010 Target: 66.1% for 2010—2011

CHECK the subgroup(s) that DID NOT meet the required percent proficient. CHECK the subgroup(s) that DID NOT meet the required percent proficient.

x School-wide x Pacific Islander x School-wide x Pacific Islander

x African American White (not of Hispanic origin) x African American White (not of Hispanic origin)

American Indian/Alaskan Native x Socioeconomically-disadvantaged American Indian/Alaskan Native x Socioeconomically-disadvantaged

Asian x English learners Asian x English learners

Filipino x Students with Disabilities Filipino x Students with Disabilities

x Hispanic or Latino x Hispanic or Latino

(Name) School

6

Questions Key Findings

1. Which of the subgroups DID NOT meet the percent proficient targets in English/language arts and/or mathematics based on 2007-08 data?

2. Using the AYP report, what new subgroup(s) of students are at-risk of not meeting proficient targets in English/language arts and/or mathematics in 2008-09 and/or 2009-10?

3. Based on the data reports, how does the school’s instructional program address CAHSEE passage rates for all subgroups?

1. According to CST data from the 2007-2008 school year, none of our subgroups met the percent proficient targets in both English / Language Arts and Mathematics

2. All subgroups of students are at-risk of not meeting proficient targets in both English / Language Arts and Mathematics.

3. Foshay has implemented some intervention programs in an effort to help students pass the California High School Exit Exam (CAHSEE) and achieve proficiency on the state standards. CAHSEE preparation classes are offered on Saturdays through the Beyond the Bell program, which also offers an intensive Boot camp the week before each administration of the exam to any student beyond tenth grade who has not passed both parts of the exam. Students are mandated to attend and it is held during the school day. CAHSEE intervention classes such as Essential Math and Essential English are built into the master schedule during the school day. Students with disabilities who have not passed the CAHSEE comprise most of the enrollees, but classes are open to regular education students depending on their schedule. Approximately 50-100 high school students are enrolled in Beyond the Bell programs at any one time. Ninth grade students who are placed in Algebra 1 are required to attend one Saturday School course per semester to improve their skills. Data needs to be gathered and analyzed to determine if this effort has been effective.

(Name) School

7

Academic Performance Indicator (API) Additional Indicator for AYP

Questions Key Findings

1) Did the school make API?

2) What was the change in the school-wide API from the previous year?

1. Yes, the school made API for the 2007-2008 school year.

2. Our API score increased by 24 points from the 2006-2007 school year.

Graduation Rate

Question Key Finding

What change occurred in the rate of students graduating? Our graduation rate increased from 75.6% in 2005-2006 to 86.9 in 2006-2007%.

(Name) School

8

Key Findings from School Experience Survey for Parents

Compile the results of the School Experience Survey for Parents and use the chart below to summarize your findings. List the corresponding two or three activities from each part that the school has selected as areas of improvement. These areas of improvement will become Key Findings and serve as the basis for the Parent and Community Engagement Action Plan. Resources to develop the findings are on the following pages.

Types of Parent Involvement

Surveyed Activities

Strongly Agree

Agree

Disagree

Strongly Disagree

1. Sponsors parent education workshops and classes for parents.

1

2

3

4

2. Provides language translation to assist families as needed.

1

2

3

4

Opportunities for Involvement and Welcoming Environment

3. Schedule plays, concerts, games, and other events at different times of the day or evening so that all parents can attend some activities.

1

2

3

4

1. Parent volunteers help faculty and staff monitor students during lunch and nutrition.

1

2

3

4

2. Parent volunteers and community representatives are on campus before and after school to monitor students crossing the street via tunnel.

1

2

3

4

Safety at School

3. Assistant Principal reviews the Comprehensive Student Safety Plan with the parent advisory councils.

1

2

3

4

1. Conducts an annual survey for families to provide reactions to school programs and share information and concerns.

1

2

3

4

2. Provides information to parents and community regarding school advisory and other meetings.

1

2

3

4

Parent Center

3. Sponsors a monthly breakfast with the principal.

1

2

3

4

(Name) School

9

Key Findings from School Experience Survey for Parents (continued)

Types of Parent Involvement

Surveyed Activities

Always

Often

Sometimes

Never

1. Provides information to families on how to monitor and discuss schoolwork at home.

1

2

3

4

2. Has a regular schedule of interactive homework that requires students to demonstrate and discuss what they are learning with a family member.

1

2

3

4

Home and School Involvement

3. Helps families help students set academic goals, courses, and programs, and plan for college or work.

1

2

3

4

1.

1

2

3

4

2.

1

2

3

4

3.

1

2

3

4

1.

1

2

3

4

2.

1

2

3

4

3.

1

2

3

4

(Name) School

10

LOS ANGELES UNIFIED SCHOOL DISTRICT School Experience Survey: Parents

DIRECTIONS: Please fill in the bubble for each item based on your experiences with ___________________

School this year. There are no right or wrong answers. We will not share your answers with anyone.

PART 1: How strongly do you agree or disagree with each

statement about your experience with this school this year? Strongly

Agree Agree Disagree

Strongly

Disagree

1. The school has parent activities at times I can attend. � � � �

2. The school gives me enough notice about things that are

happening at the school.

� � � �

3. The school provides information in a language I

understand. � � � �

4. The school lets me know about school rules and policies. � � � �

5. The school informs me about academic services available to

help my child. � � � �

6. The school offers me opportunities to participate in

councils/committees/parent organizations. � � � �

7. The school offers trainings and workshops I can use to help

my child learn. � � � �

8. I feel welcome at the school. � � � �

9. My culture is respected at this school. � � � �

10. I feel that any problem I have at the school will be solved

quickly. � � � �

11. The office staff at the school treats me with respect. � � � �

12. Staff members at the school take my complaints and

suggestions seriously. � � � �

PART 2: How strongly do you agree or disagree with each

statement about your child’s SAFETY at this school?

Strongly


Strongly

Disagree

1. My child is safe in the neighborhood around the school. � � � �

2. My child is safe on school grounds. � � � �

3. My child is safe from gangs at the school. � � � �

4. Students threaten or bully other students at the school. � � � �

5. My child knows what to do if there is an emergency at the

school (fire, earthquake, neighborhood disturbance).

� � � �

(Name) School

11

PART 3: The next few items are about the PARENT CENTER at this school.

The school has a parent center.

� Yes � No [SKIP to Part 4 below] � Not sure [SKIP to Part 4 below]

I have visited the parent center during the past year...

� Not at All � Once or twice � A few times � A lot

How strongly do you agree or disagree with each statement

about THE PARENT CENTER at this school? Strongly


Strongly

Disagree

Don't

Know

1. I know where the parent center is. � � � � �

2. I feel comfortable visiting the parent center. � � � � �

3. The parent center is open at times I can visit. � � � � �

4. The parent center helps me to be involved in my child’s

education. � � � � �

PART 4: Please tell us how often you do each of the following… Always Often Sometimes Never

1. I talk with the teacher(s) about my child's schoolwork. � � � �

2. I talk with the teacher(s) about how I can help my child

learn at home. � � � �

3. I talk with the teacher(s) about how my child gets along

with his/her classmates at school. � � � �

4. I volunteer at my child's school. � � � �

5. I talk with other parents about school meetings and events. � � � �

6. I talk to my child about the importance of having an education. � � � �

7. I share stories with my child about when I was in school. � � � �

8. I spend time with my child on educational activities. � � � �

9. I spend time with my child working on creative activities. � � � �

10. I take my child to educational places in the community. � � � �

11. I review my child's schoolwork. � � � �

12. I provide learning materials for my child. � � � �

Thank you! Please return the questionnaire in the envelope provided. LOS ANGELES UNIFIED SCHOOL DISTRICT School Experience Survey: Parents

DIRECCIONES: Por favor, de acuerdo a su experiencia, llene una de las burbujas para cada uno de los

siguientes puntos. Ninguna respuesta es correcta o incorrecta. Sus respuestas no serán compartidas con nadie.

(Name) School

12

¿Qué tan de acuerdo o en desacuerdo está usted con las

declaraciones acerca de su experiencia con esta escuela este año? Muy de

acuerdo

De

acuerdo

En

desacuerdo

Muy en

desacuerdo

1. La escuela ofrece juntas para los padres durante horarios

que yo puedo asistir.

� � � �

2. La escuela me avisa con suficiente tiempo sobre cosas que

ocurren la escuela.

� � � �

3. Información sobre lo que sucede en la escuela es proveída

en mi propio idioma.

� � � �

4. La escuela me informa sobre las reglas y políticas de la

escuela.

� � � �

5. La escuela me informa sobre servicios académicos que están

disponibles para ayudar a mi niño. � � � �

6. La escuela de mi niño ofrece oportunidades de participar en

concilios, comités, y organizaciones de padres. � � � �

7. La escuela de mi niño ofrece entrenamientos y talleres que yo

puedo utilizar para ayudar a mi niño a aprender. � � � �

8. Me siento bienvenido en la escuela de mi niño. � � � �

9. Se respeta mi cultura en esta escuela. � � � �

10. Siento que cualquier problema que tenga en la escuela

será resuelto rápidamente. � � � �

11. El personal de la oficina principal de la escuela me trata

con respeto. � � � �

12. El personal de la escuela toman mis quejas y sugerencias

seriamente. � � � �

¿Qué tan de acuerdo o en desacuerdo está Ud. con las

declaraciones acerca de la SEGURIDAD en esta escuela?

Muy de

acuerdo

De

acuerdo

En

desacuerdo

Muy en

desacuerdo

1. Mi niño está a salvo en el vecindario que rodea la escuela. � � � �

2. Mi niño está a salvo en la escuela. � � � �

3. Mi niño está a salvo de la pandillas en la escuela. � � � �

4. Los estudiantes amenazan o intimidan a otros estudiantes en

la escuela. � � � �

Mi niño sabe que hacer en caso de emergencia (como

5. incendios, temblores, disturbios en el vecindario). � � � �

Las declaraciones siguientes son sobre el CENTRO de PADRES en esta escuela.

La escuela tiene un centro de padres.

� Sí � No [Salte a la siguiente página] � No sé [Salte a la siguiente página]

He visitado el centro de padres durante este año …

� Ni una vez � Una o dos veces � Pocas veces � Muchas veces

(Name) School

13

¿Qué tan de acuerdo o en desacuerdo está usted con las

declaraciones acerca del centro de padres? Muy de

acuerdo

De

acuerdo

En

desacuerdo

Muy en

desacuerdo

1. Yo sé donde está ubicado el centro de padres. � � � �

2. Me siento cómodo al visitar el centro de padres. � � � �

3. El centro de padres está abierto durante horarios que puedo visitar.

� � � �

4. El centro de padres me ayuda estar involucrado con la educación de mi niño.

� � � �

Por favor, díganos que cuantas veces usted hace las cosas

siguientes… Siempre

A

menudo A veces Nunca

1. Hablo con los maestros sobre las tareas de mi niño. � � � �

2. Hablo con los maestros sobre como puedo ayudar a mi niño

a aprender en casa. � � � �

3. Hablo con los maestros sobre como mi niño se lleva con sus

compañeros. � � � �

4. Soy voluntario en la escuela. � � � �

5. Hablo con otros padres sobre reuniones escolares y eventos. � � � �

6. Hablo con mi niño sobre los beneficios de tener una educación. � � � �

7. Comparto historias con mi niño de cuando yo estaba en la

escuela. � � � �

8. Dedico tiempo a mi niño en actividades educativas. � � � �

9. Dedico tiempo a mi niño en actividades creativas. � � � �

10. Llevo a mi niño a lugares en la comunidad para aprender

cosas educativas. � � � �

11. Reviso las tareas de mi niño. � � � �

12. Yo proveo materiales educativos a mi niño (por ejemplo:

videos, libros, juegos educativos). � � � �

¡Gracias! Por favor vuelva esta encuesta en el sobre incluido.

(Name) School

14

SPSA Evaluation

(Schools analyze data before completing the evaluation)

1a. Examine the data that has been downloaded.

• What is the overall rate of growth over the last 5 years for the proficient or advanced proficient group in English/Language Arts? (If the overall rate has grown by at least 10%, answer question 1b. If the overall rate has not increased by 10%, answer question 1c)

• What is the overall rate of growth over the last 5 years for the proficient or advanced proficient group in mathematics? (If the overall rate has grown by at least 10%, answer question 1b. If the overall rate has not increased by 10%, answer question 1c)

1b. Which of the expenditures increased growth in the proficient or

the advanced proficient group? What data supports this finding?

1c. Which of the expenditures did not increased growth in the proficient

or the advanced proficient group? What data supports this finding?

2. How did research-based professional development [70A56 and 70V94 (if applicable)] lead to academic growth? (For PI Schools only)

3. What other evidence (ie. other performance data) exists that shows an increase in student learning?

4. Using local data (parent trainings, parent volunteers, parent centers, etc.), describe the expenditures from 7E046 and 709V4 that resulted in

increased parental involvement.

5. What changes in strategies/activities including budget will occur ?

1a. Examine la información que se le ha descargado.

• ¿Qué es la proporción total del crecimiento sobre los últimos 5 años para el grupo habil o habilidad avanzada en Inglés/Lengua y Literatura? (Si la proporción total ha crecido por lo menos 10%, conteste la pregunta 1b. Si la proporción total no ha crecido por lo menos

10%, conteste la pregunta 1c.)

• ¿Qué es la proporción total del crecimiento sobre los últimos 5 años para el grupo habil o habilidad avanzada en Matemáticas? (Si la proporción total ha crecido por lo menos 10%, conteste la pregunta 1b. Si la proporción total no ha crecido por lo menos 10%,

conteste la pregunta 1c.)

1b. ¿Cuál de los gastos aumentó el crecimiento del grupo habil o

habilidad avanzada? ¿Qué información apoya este resultado?

1b. ¿Cuál de los gastos aumentó el crecimiento del grupo habil o

habilidad avanzada? ¿Qué información apoya este resultado?

2. ¿Cómo dirigió el desarrollo profesional (70A56) basado en la investigación al creccimiento académico? (Solamente para Escuelas PI)

3. ¿Qué otra evidencia (ej. Otra información del desempeño) existe que muestra un aumento en el aprendizaje del estudinte?

4. Usando información local (entrenamientos de padres, padres voluntarios, centros de padres etc.), describa los gastos de E046 que resultó

en un aumento de la participación de padres.

5. ¿Qué cambios en las estrategias/actividades incluyendo el presupuesto ocurrirán?

(Name) School

15

DISTRICT AND SCHOOL INSTRUCTIONAL PRIORITIES

All schools are required to address the priorities (listed below) established in the District’s Program Improvement Local Education Agency Year 3—Corrective Action Plan. Schools may develop additional exit priorities and accompanying professional development, if needed.

1

Maximize the impact of primary core instruction for all students.

2

3

District and School Program Improvement Professional Development Priorities

1

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 (RtI

2).

2

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

3

Implement curriculum-based measures (i.e., Periodic Assessments, SOAR) to inform instruction and maximize student exposure to that instruction.

4

Title I and Title III professional development allocations must be used to support the training needed for teachers and paraprofessionals to implement the exit priorities.

(Name) School

16

GOALS FOR ACTION PLANS

The Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines.

.

PI Corrective Action: Annual Measurable Achievement Objective (AMAO) Goal: School Organization and Support Structure Goals:

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

• 70%+ of English learners will score in the appropriate performance range on the CST for English/language arts according to the District Progress Benchmarks for English learners.

• 70%+ of English learners will progress one ELD level per year.

• 70%+ of English learners will score an overall ELD level of 4 or 5 on the CELDT after 4-5 years of instruction.

• All schools will be organized to support the academic needs of students.

• All schools will have effective support structures to address student needs that impact learning.

Participation Rate

Proficiency Rate

Safe Schools • The school will achieve a 95%

participation rate for all state assessments.

• School must implement LAUSD Discipline Policy.

• Staff and students must meet 95% attendance target each month.

API • All schools will meet the API goal of

680 for the 2009-10 school year or increase by 1 point from the previous year. The API goal for 2010-2011 is 710 or show a 1 point growth from the previous year.

Personalization/College Career Ready • Counseling provided to meet the A-G requirement opportunities

• Students are aware of college careers

• School identified one of the following models: -Small Learning Community -Personalized Learning Environment -Professional Learning Community

Graduation Rate High Schools:

• All schools will meet the Graduation Rate Criteria by meeting one of the following options: o Option 1: Have a graduation rate of at least 83.2% for 2009-10.

o Option 2: Show improvement in the rate from 2008-09 of at least 0.1%.

o Option 3: Show improvement in the average two-year graduation rate of a least 0.2%.

English/Language Arts Elementary and Middle Schools:

• 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 2009-10 will equal or exceed 56.8% and for 2010-11 will equal or exceed 67.6%.

High Schools:

• The percentage of students scoring proficient or above on the 10

th grade administration of the

CAHSEE and the California Alternate Performance Assessment (CAPA) in English/ language arts for 2009-10 will be equal or exceed 55.6% and for 2010-11 will equal or exceed 66.7%.

Mathematics Elementary and Middle Schools:

• The percentage of students scoring proficient or above on the California Standards Test (CST) and the California Alternate Performance Assessment (CAPA) in Mathematics 2009-10 will equal or exceed 58.0% and for 2010-11 will equal or exceed 68.5%.

High Schools:

• The percentage of students scoring proficient or above on the 10

th grade administration of the

CAHSEE and the California Alternate Performance Assessment (CAPA) in Mathematics for 2009-10 will be equal or exceed 54.8% and for 2010-11 will equal or exceed 66.1%.

Parent Engagement • School demonstrates increased and improved parent partnerships and welcoming environments

• School provided meaningful training and learning for parents on how to support the academic achievement in the home.

• School offers parents the opportunity to participate in councils, committees, and parent organizations.

• School provides information in a language that parents can understand.

1

(Name) School

17

High Schools only:

List which Expected School wide Learning Results (ESLRs) support the goals (if applicable): ESLRs All graduates of Foshay Learning Center’s High School will:

1. Work and communicate effectively a) read, write and speak in standard English b) comprehend, analyze and respond to information c) use and appreciate many creative forms of expression d) demonstrate competency in a foreign language e) take initiative to express opinions clearly and appropriately

2. Apply higher order thinking skills of analysis, synthesis and evaluation a) make inferences, predictions and recommendations based on data b) utilize verbal and mathematical knowledge to develop solutions to problems using critical thinking skills

3. Become life-long learners a) plan and work toward accomplishing personal and academic goals b) seek and successfully complete challenging academic experiences c) access mentoring and internship opportunities d) develop a personal portfolio of academic milestones e) exercise regularly for physical well-being and lifetime fitness f) demonstrate a respect for and continued interest in learning about diverse cultures

4. Demonstrate civic responsibility and ethical behavior a) develop positive, productive interpersonal relationships within culturally diverse settings b) avoid plagiarism by honoring intellectual property c) account for the consequences actions have on others d) complete at least sixty hours of service to the community

5. Utilize technology as a tool to accomplish goals a) apply updated technological mediums to everyday work b) navigate, analyze and integrate internet-based information c) maximize technological and multimedia resources available

(Name) School

18

List the WASC Recommendations that correspond with the Key Findings in the data page (if applicable).

1 - The high school needs to continue to develop its vision and identity.

2 - The high school needs to look at ways to develop and implement its high school Advisory Committee.

3 - The findings of the LAUSD NCLB self-study findings and the WASC self-study must be incorporated into one action plan under the Single Plan

for student Achievement.

4 - The high school administration and staff need to develop a process to increase representation in school governance.

5 - The HS admin and staff need to develop a systemic plan with accountability for data collection, analysis, and staff development to continuously

increase student achievement.

6 - Content standards and ESLRs need to be fully incorporated as the driving force of the instructional program.

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

instructional process.

8 - Foshay needs to improve the quality and frequency of communications with the high school parents on school wide and individual student issues.

(Name) School Los Angeles Unified School District

Single Plan for Student Achievement Accountability Matrix

High Academic Achievement Action Plan

Accountabilities

LAUSD Target

Subgroup(s) List the subgroups.

Strategies/Activities Identify strategies/activities that will improve English Language Development (ELD), English Language Arts (ELA), Mathematics, Science, and Social Studies. Describe the supplemental intervention services provided before, during and after the school day for students not meeting grade level standards, include support personnel that will assist in implementing these strategies/activities.

Resources/Proposed Funding Sources

Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.

Means of Evaluating Progress What interim measures/assessments (i.e. Periodic Assessments, school-based assessments, student work and grades) both formal and informal will be the indicators to measure the effectiveness of the strategies/activities? Which will lead to LAUSD’s accountabilities?

Staff Responsible Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?

Start/ Completion

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

19

Increase the number of schools that meet or exceed their API targets

2008-09 282 out of 613 = 46%

10%

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

% Proficient/Advanced CST ELA by grade:

2008 2009 Change District 34% 38% +4% Grade 2 – 44% 48% +4% Grade 3 – 29% 34% +5% Grade 4 – 45% 51% +6% Grade 5 – 37% 42% +5% Grade 6 – 33% 37% +4% Grade 7 – 34% 38% +4% Grade 8 – 31% 31% 0% Grade 9 – 31% 32% +1% Grade 10 – 29% 31% +2% Grade 11 – 27% 31% +4%

10%

English Learners, Students with

Disabilities, African-Americans

Tier I Instruction All English classrooms will implement differentiated inquiry-based instruction incorporating: I. Cooperative / Communal

Learning (Kagan strategies [a research-based program which has developed and perfected over 200 teaching techniques and instructional strategies. The Kagan professional development academies, workshops, and graduate courses provide Foshay with proven structures and strategies to help create classroom success. Kagan specializes in Cooperative Learning, Multiple intelligences, Win-Win Discipline, Brain-Friendly Instruction, Thinking Skills, Character Development, Emotional Intelligence, and

English Language Learning]), II. Instructional conversations

(Socratic Seminar [Students are given opportunities to "examine" a common piece of text whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text "like a love letter", open-ended questions are posed. Open-ended questions allow students to think critically, analyze multiple meanings in text, and express

ideas with clarity and confidence. ] , and Inquiry Based Questioning),

III. Multi-modal instruction (Jane Schaffer Writing System [A systematic, multi-modality, and researched-based strategy to improve students’ writing]).

Contracted Instructional Services for on-site or local trainings in research-based strategies provided by OUTSIDE experts regarding cooperative/ communal learning, instructional conversations, and the use of multi-modality instruction, such as but not limited to trainings in International Baccalaureate, Kagan, Socratic Seminar, and The Jane Schaffer Writing Program.

General supplies to implement The Jane Schaffer Writing Program (colored pens, colored highlighters, colored dots, etc.)

Staff Training Rate 1, Certificated and/or Professional Development Teacher Rate to allow all teachers to participate in such trainings and retreats.

General supplies for items of an expendable nature that are consumed or worn out, deteriorate in use, or are easily broken, damaged or lost, e.g., pencils, paper, etc.

Curricular Trips (such as but not limited to the Getty Museum, Griffith observatory, the Natural History Museum, Laguna Tide Pools, Topanga State park, the Los Angeles Zoo, etc.) to build funds of knowledge and allow the students to use multiple modalities that connect learning to real-world experiences Examples would be visiting a location that students read about in a common novel, visiting a location after which students research and write an expository essay using Jane Schaeffer Writing, etc.).

Instructional Material for supplemental materials that support Tier II intervention.

Students ‘on track’ at the end of each grade or critical grade-level span in reading, writing, and mathematics

Grades 2, 3, 4, 5/6: Language Arts:

• % of students at benchmark on the most recent fluency, vocabulary, and comprehension assessments will be at or above the current year’s safe harbor targets.

Writing:

• Increase the # of students that receive a 3 or 4 based on standards/rubric on the writing periodic assessment

Grades 6/7-8:

• % of students scoring proficient or above on the Periodic Assessments will be at or above the current year’s safe harbor targets.

• The percentage of students scoring 70% or above on the common weekly assessment will be at or above the current year’s safe harbor target.

Grades 9 and 10:

• The % of students scoring proficient or above on the periodic assessments will be at or above

During classroom observations administrator over English will collect data regarding implementation of the strategies listed in this action plan and provide written feedback to all department members at least every two weeks. This feedback will also be submitted to the Data Team and kept on file with SSC.

7/2009-7/2010




Accountabilities

LAUSD Target







Start/ Completion


20



The Literacy Coaches will work with the department and the Data Team to create common weekly assessments by grade level. These weekly assessments will be based on released CST questions over target standards, and shall be administered in all English classes (including SDC and ELD). The data from each assessment will be used to create the following weekly assessment as well as to inform departmental plans for re-teaching and/or intervention.

Grade level English teachers in each

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

All English teachers will collaborate to

create systems for tracking data from daily checks for understanding, common weekly

Professional Development Teacher/

Regular Rate to allow team teacher observation and debrief, follow up, and common planning;

Rental of Equipment: Copy machines for the duplication of professional development and instructional materials, such as Jane Schaeffer Graphic Organizers, Family Fun Night flyers and activities, etc.

Maintenance of equipment (computers needed for technology based learning).

One K-6 Instructional Literacy Coach / Elementary and one 7-12 Instructional Literacy Coach / Secondary funded on A-Basis or Equivalent (See program description page on __)

the current year’s safe harbor targets.

Grade 11:

• Increase the number of students “ready for college” on the Early Assessment Program (EAP) of Readiness for College English by ____%.

Grade 9-12:

• Increase the number of students on-track in terms of credits earned

Administrator over ELA, PLE Lead Teacher (2010-2011), and Literacy Coaches are responsible to see that the common units and common assessments are created and distributed to all English teachers (including ELD and SDC). All English teachers are responsible for full implementation of the units including administering and scoring the formative and summative assessments. Administrator over ELA is responsible for seeing that all teachers participate in the implementation and data-based reflection/revisions as scheduled.

1/2010-6/2011 7/2010-6/2011 1/2010-2011




Accountabilities

LAUSD Target







Start/ Completion


21



assessments, etc. Intervention (Tier II, III) All English teachers will use data from their daily concrete checks for understanding, common weekly assessments, and periodic assessments to plan more intensive Tier II and III intervention activities such as but not limited to Read 180, Fast For Word, after school tutoring, differentiated stations, etc.

Students will be initially identified

for intervention based on their CST and/or other achievement data. Each mester, the administrator over student scheduling and the counseling staff will use student assessment data to re-identify each student for intervention needs. Students identified as needing Tier II or Tier III intervention each mester will be programmed into an appropriate intervention class during the school day instead of an elective. Students in intervention classes may return to elective classes when their assessment data shows that they are no longer in need of the intervention.

Instructional Materials (Read 180): Materials necessary to maintain and implement the Read 180 program to supplement the core Language Arts curriculum as a tier II intervention.

Administrator over ELA is responsible for ensuring that all teachers are administering and scoring the common assessments. Administrator over Student Scheduling shall ultimately be responsible for facilitating the fluid scheduling of students into and out of intervention classes based on assessment data in each PLE.

1/2010-2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


22



Administrators will meet with students who scored Basic on the previous year’s CST for motivational one-to-one conferences.

Professional Development A Data Team will be created and maintained to coordinate and monitor through data the professional development and other activities (such as teacher recognition, vocabulary poster contests, other strategies that the District had recognized as successful in other schools with our demographic as per District Memorandum, MEM-

3515.1) that promote student achievement through instruction, and ensure these activities effectively align with the Single Plan for Student Achievement and District Mandates. This team shall be led by the Data Coach/Testing Coordinator, and its members shall be the administrator over instruction, both math coaches and both literacy coaches, both Categorical Program Advisors (Title I, English Learners), a School Site Council officer, the Bridge Coordinator, and any other persons deemed appropriate by the school principal. The Data Team shall also include Lead Teachers from each Middle School PLE beginning in 7/2010.

Problem Solving Data / Testing Coordinator (A-Basis or Equivalent) (See program description page on __)

Full time Categorical Program Adviser (CPA)/ EL Program

Coordinator: (A-Basis or equivalent) (See program description page on __) Full Time Categorical Program

Adviser (Title I Coordinator) (A-Basis or equivalent) (See program description page on __) Bridge Coordinator (See program description page on __)

The principal shall be responsible for ensuring these conferences take place. The principal shall be responsible for ensuring that a Data Team is established and maintained. The data coach shall be responsible for facilitating Data Team meetings, agendas, and other Data Team activities. The administrator over instruction shall be responsible for ensuring the effectiveness of the Data Team.

Out of classroom personnel will have a standing weekly meeting with the principal at which weekly itineraries will be submitted. These itineraries will be posted publicly each week and submitted to SSC.

1/2010-6/2011 1/2010-6/2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


23



Professional development will be around the topics of Response to Instruction and Intervention (including Common assessments), Common inquiry units of study (including assessment), and the three focus areas of Cooperative/communal learning, instructional conversations, and multi-modality instruction. All professional development topics and agendas will be approved in advance by the Data Team. 4 pupil-free days will be scheduled at the beginning of each semester (pending SBM Waiver) during which intensive, school-wide professional development will be held. Personalized Learning Environment (PLE) teams will use this time to create common, core-subject units of inquiry for each PLE (including assessment, intervention, and acceleration). This PD will be facilitated by the PLE lead teachers and administrators, and will be lead by those teachers who have participated multiple times in the Lesson Design Study process with the Institute for Standards and Curriculum.

Staff Training Rate 1, Certificated and/or Professional Development Teacher Rate to compensate Professional Development facilitators for the Unit Design professional developments.

The Data Team will ensure that professional development time is allocated for the indicated professional development needs as well as meaningful follow up, and they will compile and monitor feedback from such professional developments.

The principal shall be responsible for seeing that all faculty are informed of this PD and that all faculty participate. The Data Team will be responsible for working with the PD facilitators in the planning and implementation of the PD. Administrators shall be responsible for ensuring all faculty complete the required components of the PD (Units, assessments, etc.)

1/2010-6/2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


24



All core-subject teachers in each PLE will have one common conference period at which they will meet with the PLE Lead Teacher and the PLE administrator at least once per week. During this common conference period, teams will use student data to determine the progress of their unit implementation, plan interventions, and make adjustments to the units as necessary. This data will be reported weekly to the Data Team through the PLE Lead Teacher. As much as possible, the second conference period will be scheduled common among Professional Learning Communities (PLCs)—that is teachers who teach the same subject across PLEs so that PLCs may meet at a pre-determined frequency to compare progress of students across PLEs in core subjects.

as scheduled. Administrator over scheduling will ensure that the matrix reflects common conference periods for core-subject teachers within each PLE. Administrator over each PLE will ensure that the PLEs are meeting as scheudled, and that the weekly data analysis is submitted on time to the Data Team. Administrator over scheduling will ensure that the matrix reflects common conference periods for PLCs across PLEs to the greatest extent possible.

7/2010-6/2011 7/2010-6/2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


25

English Department Retreat (Twice a year) at which the members of the English Department (including EL and SDC) can collaborate on the implementation and monitoring of the indicated strategies. Agendas for such retreats must be submitted AND APPROVED by the Data Team at least two weeks before the retreat is scheduled.

Data Team will review and approve retreat agendas at least two weeks before the retreat is scheduled.

1/2010-6/2011

Increase percentage of students in grades 2-11 scoring proficient or advanced on the CST in ELA and Math (continued)

% Proficient/Advanced CST Math by grade:

2008 2009 Change District 35% 37% +2% Grade 2 – 56% 57% +1% Grade 3 – 57% 60% +3% Grade 4 – 58% 59% +1% Grade 5 – 48% 53% +5% Grade 6 – 31% 35% +4% Grade 7 – 28% 28% 0% Gen Math – 15% 17% +2% Algebra 1 – 17% 19% +2% Geometry – 11% 14% +3% Algebra 2 – 13% 14% +1% HS Math – 29% 30% +1%

10%



Tier I Instruction

All Mathematics classrooms will implement differentiated inquiry-based instruction incorporating:

I. Cooperative / Communal Learning (Kagan Strategies),

II. Instructional conversations (Math Talk[re-voicing, re-stating, agree/disagree and why, wait time,

justifying]),

III. Multi-modal instruction (Interactive Technology, Math Journals, Manipulatives).

Contracted Instructional Services for on-site or local trainings in research-based strategies provided by OUTSIDE experts regarding cooperative/ communal learning, instructional conversations, and the use of multi-modality instruction, such as but not limited to trainings in International Baccalaureate, Kagan, and Math Talk.

Staff Training Rate 1, Certificated and/or Professional Development Teacher Rate to allow all teachers to participate in such trainings and retreats.

General supplies for items of an expendable nature that are consumed or worn out, deteriorate in use, or are easily broken, damaged or lost, e.g., pencils, paper, etc. Instructional Material for supplemental materials that support Tier II intervention.

Professional Development Teacher/

Regular Rate to allow team teacher observation and debrief, follow up, and common planning;

Students ‘on track’ at the end of each grade or critical grade-level span in reading, writing, and mathematics

Grades 2, 3, 4, 5/6:

• Math:

Increase the # of students that are proficient on the mathematics periodic assessment by 6%

Grades 6/7-8:

• % of students scoring proficient or above on the Periodic Assessments will be at or above the current year’s safe harbor targets.

• The percentage of students scoring 70% or above on the common weekly assessment will be at or above the current year’s safe harbor target.

Grades 9 and 10:

• The % of students scoring proficient or above on the periodic assessments will be at or above the current year’s safe harbor

During classroom observations administrator over Mathematics will collect data regarding implementation of the strategies listed in this action plan and provide written feedback to all department members at least every two weeks. This feedback will also be submitted to the Data Team and kept on file with SSC.

7/2009-7/2010




Accountabilities

LAUSD Target







Start/ Completion


26



The Mathematics Coaches will work with the department and the Data Team to create common weekly assessments by grade level. These weekly assessments will be based on released CST questions over target standards, and shall be administered in all Mathematics classes (including SDC and Enabling EL classes). The data from each assessment will be used to create the following weekly assessment as well as to inform departmental plans for re-teaching and/or intervention.

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

Rental of Equipment: Copy machines for the duplication of professional development and instructional materials, such as Graphic Organizers, Family Fun Night flyers and activities, etc.

Maintenance of equipment (computers needed for technology based learning).

One Instructional Mathematics coach/ Elementary and one Instructional Mathematics Coach / Secondary, both funded on A-Basis or Equivalent (See program description page on __)

Microcomputer support assistant to install personal computer systems for student use and elected categorical program personnel, to troubleshoot hardware and software malfunctions.

targets.

Grade 11:

• Increase the % of students “ready for college” on the Early Assessment Program (EAP) of Readiness for College English

Grade 9-12:

• Increase the number of students on-track in terms of credits earned

Administrator over Mathematics, PLE Lead Teacher (2010-2011), and Mathematics Coaches are responsible to see that the common units and common assessments are created and distributed to all Mathematics teachers (including ELD and SDC). All Mathematics teachers are responsible for full implementation of the units including administering and scoring the formative and summative assessments. Administrator over Mathematics is responsible for seeing that all teachers participate in the implementation and data-based reflection/revisions as scheduled.

1/2010-6/2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


27



All Mathematics teachers will collaborate to create systems for tracking data from daily checks for understanding, common weekly assessments, etc.

Intervention (Tier II, III)

All Mathematics teachers will use data from their daily concrete checks for understanding, common weekly assessments, and periodic assessments to plan more intensive Tier II and III intervention activities.

Students will be initially identified for intervention based on their CST and/or other achievement data. Each mester, the administrator over student scheduling and the counseling staff will use student assessment data to re-identify each student for intervention needs. Students identified as needing Tier II or Tier III intervention each mester will be programmed into an appropriate intervention class during the school day instead of an elective. Students in intervention classes may return to

Administrator over ELA is responsible for ensuring that all teachers are administering and scoring the common assessments.

Administrator over Student Scheduling shall ultimately be responsible for facilitating the fluid scheduling of students into and out of intervention classes based on assessment data in each PLE.

1/2010-2011 1/2010-2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


28



elective classes when their assessment data shows that they are no longer in need of the intervention.

Administrators will meet with students who scored Basic on the previous year’s CST for motivational one-to-one conferences.

Professional Development

A Data Team will be created and maintained to coordinate and monitor through data the professional development and other activities (such as teacher recognition, vocabulary poster contests, other strategies that the District had recognized as successful in other schools with our demographic as per District

Memorandum, MEM-3515.1) that promote student achievement through instruction, and ensure these activities effectively align with the Single Plan for Student Achievement and District Mandates. This team shall be led by the Data Coach/Testing Coordinator, and its members shall be the administrator over instruction, both math coaches and both literacy coaches, both Categorical Program Advisors (Title I, English Learners), a School Site Council officer, the Bridge

Problem Solving Data / Testing Coordinator (A-Basis or Equivalent) (See program description page on __)

Full time Categorical Program Adviser (CPA)/ EL Program

Coordinator: (A-Basis or equivalent) (See program description page on __) Full Time Categorical Program

Adviser (Title I Coordinator) (A-Basis or equivalent) (See program description page on __) Bridge Coordinator (See program description page on __)

The principal shall be responsible for ensuring these conferences take place.

The principal shall be responsible for ensuring that a Data Team is established and maintained. The data coach shall be responsible for facilitating Data Team meetings, agendas, and other Data Team activities. The administrator over instruction shall be responsible for ensuring the effectiveness of the Data Team.

Out of classroom personnel will have a standing weekly meeting with the principal at which

1/2010-6/2011 1/2010-6/2011 1/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


29



Coordinator, and any other persons deemed appropriate by the school principal.

The Data Team shall also include Lead Teachers from each Middle School PLE beginning in 7/2010.

Professional development will be around the topics of Response to Instruction and Intervention (including Common assessments), Common inquiry units of study (including assessment), and the three focus areas of Cooperative/communal learning, instructional conversations, and multi-modality instruction. All professional development topics and agendas will be approved in advance by the Data Team. 4 pupil-free days will be scheduled at the beginning of each semester (pending SBM Waiver) during which intensive, school-wide professional development will be held. Personalized Learning Environment (PLE) teams will use this time to create common, core-subject units of inquiry for each PLE (including

Staff Training Rate 1, Certificated and/or Professional Development Teacher Rate to compensate Professional Development facilitators for the Unit Design professional developments.

weekly itineraries will be submitted. These itineraries will be posted publicly each week and submitted to SSC.

The Data Team will ensure that professional development time is allocated for the indicated professional development needs as well as meaningful follow up, and they will compile and monitor feedback from such professional developments.

The principal shall be responsible for seeing that all faculty are informed of this PD and that all faculty participate. The Data Team will be responsible for working with the PD facilitators in the planning and

7/2010-6/2011

1/2010-6/2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion


30



assessment, intervention, and acceleration). This PD will be facilitated by the PLE lead teachers and administrators, and will be lead by those teachers who have participated multiple times in the Lesson Design Study process with the Institute for Standards and Curriculum. All core-subject teachers in each PLE will have one common conference period at which they will meet with the PLE Lead Teacher and the PLE administrator at least once per week. During this common conference period, teams will use student data to determine the progress of their unit implementation, plan interventions, and make adjustments to the units as necessary. This data will be reported weekly to the Data Team through the PLE Lead Teacher.

implementation of the PD. Administrators shall be responsible for ensuring all faculty complete the required components of the PD (Units, assessments, etc.) as scheduled. Administrator over scheduling will ensure that the matrix reflects common conference periods for core-subject teachers within each PLE. Administrator over each PLE will ensure that the PLEs are meeting as scheudled, and that the weekly data analysis is submitted on time to the Data Team.

7/2010-6/2011 7/2010-6/2011




Accountabilities

LAUSD Target







Start/ Completion

Date Indicate when the

Documents

Los Angeles Unified School District · (Name) School 10-27-09 Los Angeles Unified School District Single Plan for Student Achievement 2009 – 2010 Year 5+ Implementation (Name) School