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Los Angeles Unified School District
High School
Single Plan for Student mmmmAchievement
Los Angeles Unified School District
Single Plan for Student Achievement
|School Name: Los Angeles Senior High School |
|District CDS Code: 1964733 |School CDS Code: 1935352 |
|Date Initial: May 2003 |Date Revised: |
This is an action plan to raise the academic performance of all students and improve the school's educational program. For additional information on our school programs:
|Principal: |Mary Kaufman |
|Telephone Number: |323 937 3210 |
|Address: |4650 W. Olympic Boulevard. Los Angeles CA 90019 |
|E-mail address: |Ilm0123@lausd.k12.ca.us |
|Contact Person: |Chichi Mbuko |
|Position: |Title 1 Coordinator |
The District Governing Board approved the School Plan on:
(To be completed by Central Office)
Indicate which of the following Federal, State and Local Programs are consolidated in this plan:
| |Comprehensive School Reform (CSR) |
|* |English Learners Programs (EIA-LEP) |
|* |Gifted and Talented Education (GATE) |
|* |High Priority Schools Grant (HPSG) |
| |Immediate Intervention and Underperforming Schools Program (IIUSP) |
| |LEARN |
| |Program Improvement (PI) |
|* |School Based Management (SBM) |
| |School Improvement (SI) |
|* |Special Education/Least Restrictive Environment (LRE) |
|* |Title I Schoolwide |
| |Title I Targeted Assistance |
| |Western Association of Schools and Colleges (WASC) |
| |Other: |
Table of Contents
Section One 5
LAUSD Mission Statement: 5
Los Angeles Unified School District CORE Program 5
Local District Profile Error! Bookmark not defined.
Section Two 11
School Profile 11
School Demographic Information 12
Section Three 14
Student Academic Achievement Data 14
Academic Performance Index (API) 2002 Growth Report 14
API Gains Projections 15
California Norm-Referenced Data Reports 16
Standards-Based Criterion Reference Test Error! Bookmark not defined.
California English Language Development Test (CELDT) 29
English Language Development (ELD) Assessment Portfolios 31
Student Reclassification Rate 33
Aprenda Test 34
Local Assessments 35
Special Education/Least Restrictive Environment 36
High School Information 39
California High School Exit Exam (CAHSEE) 39
A-G Course Enrollment and Pass Rate Error! Bookmark not defined.
Graduation Rates Error! Bookmark not defined.
Advanced Placement Enrollment and Test Scores 44
Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade Level 46
SAT and ACT Summary Reports 50
Post Secondary Plans Self Reported by Graduates 51
Section Four 52
Current Conditions/ Barriers and Solutions 52
Component 1 53
STANDARDS-BASED CURRICULUM AND ASSESSMENT 53
Component 2 64
RESEARCH-BASED INSTRUCTIONAL STRATEGIES 64
Component 3 70
TARGETED PROFESSIONAL DEVELOPMENT 70
Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials 70
Highly Qualified Paraprofessionals 73
Component 4 79
PARENT AND COMMUNITY INVOLVEMENT 79
Component 5 89
LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES 89
Staff Attendance 91
School Attendance and Discipline/Behavior 92
Student Attendance 92
Suspensions 92
Expulsion Referrals 92
Crime and Safety Statistics 93
Section Five 96
ACTION PLAN STEPS 96
Measurable Objectives and Benchmarks for Three Year Plan 96
ACTION STEPS TO IMPROVE SECONDARY LITERACY Error! Bookmark not defined.
ACTION STEPS TO IMPROVE MATHEMATICS Error! Bookmark not defined.
ACTION STEPS TO IMPROVE ALL OTHER CONTENT AREAS 101
ACTION STEPS TO CLOSE THE ACHIEVEMENT GAP 102
ACTION STEPS FOR LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES 105
COMPLIANCE ITEMS FOR ENGLISH LANGUAGE DEVELOPMENT 107
ACTION STEPS TO MEET COMPLIANCE FOR ENGLISH LANGUAGE DEVELOPMENT 108
COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI) 110
ACTION STEPS TO MEET COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI) 111
COMPLIANCE ITEMS FOR SPECIAL EDUCATION 113
ACTION STEPS TO MEET COMPLIANCE FOR SPECIAL EDUCATION 114
Section Six 116
SITE LEVEL MONITORING/ EVALUATION 116
LOCAL DISTRICT MONITORING/ EVALUATION 116
Section Seven 119
BUDGET 119
BUDGET NARRATIVE 119
SINGLE PLAN FOR STUDENT ACHIEVEMENT ASSURANCES 119
BUDGET ASSURANCES 119
CENTRALIZED SERVICES 119
Section Eight 141
ATTACHMENTS 141
PROGRAM IMPROVEMENT STATUS 141
PARENTS RIGHT TO KNOW 141
SCHOOL-PARENT COMPACT 141
SCHOOL ACCOUNTABILITY REPORT CARD (SARC) 141
PARENT INVOLVEMENT POLICY 141
MIGRANT EDUCATION INDIVIDUALIZED LEARNING PLANS (ILP) 141
SBM/LEARN WAIVERS 141
Data Set Links 142
Web Resources 148
Section One
Los Angeles Unified School District
LAUSD Mission Statement:
"The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential."
The fundamental goal of the Los Angeles Unified School District (LAUSD) is to improve student learning to enable all students to achieve high academic standards. To reach this goal and close the achievement gap, the district’s highest instructional priorities are:
Improved student reading and writing skills across all grade levels;
Improved student skills and understanding in mathematics across all grade levels; and
Focused professional development as the key to improving classroom practices.
Los Angeles Unified School District CORE Program
The core program, including strategies to address the need of English Learners (EL), Standard English Learners (SEL), and students with disabilities in the least restrictive environment is the foundation for all instructional practice and assessment in every classroom in the LAUSD. All instructional efforts are aligned to the California State Standards. Professional development is job embedded and incorporates initial training, coaching, lesson study, inquiry groups, and on-line training. Through the district work with the Institute for Learning (IFL), the Principles of Learning help organize our instructional efforts.
The Achievement Council is providing intensive support to identified low-performing schools. In addition, the district has designed and implemented an internal support and monitoring “Red Team” process that parallels the state’s Scholastic Audit Process. Identified low performing schools develop action steps to improve student achievement based on the Report of Findings that result from the Red Team visit.
All grants and categorical funds allocated to schools and local districts are used to supplement, support, and enhance the core program.
ELEMENTARY LITERACY
The goal of the district literacy plan at the elementary school is “literacy for every student by third grade”. The standards-based instructional program in grades K-5 uses one of three research-based reading programs. All adopted materials are anchored to the California English Language Arts Content Standards. Professional development is mandated for all new and practicing teachers and elementary administrators. Benchmark assessments provide ongoing information about student learning and effective teaching practices. The Standardized Testing and Reporting (STAR) program in grades 2-5 (with LAUSD optional testing in grade 1) assesses the basic skills of reading, spelling, and language.
Professional development for teachers include either the five-day Governor’s Professional Development Institute (AB466) or a three-day workshop focused on the state standards, elements of their standards-based reading program, meeting the needs of diverse learners (including English Learners, Standard English Learners, students receiving special education services, gifted and talented students; and other students with diverse learning needs), assessment and intervention.
Each elementary school has a literacy coach assigned to provide supplemental support, who works collaboratively with teachers to provide ongoing professional development. Through content-focused coaching and lesson study (Institute for Learning), teachers and coaches plan lessons together, teach collaboratively, and reflect on the lesson based on evidence of student performance.
Professional development is ongoing and differentiated. Teachers and administrators are provided opportunities to attend initial training as well as advanced and mastery level workshops to strengthen their knowledge and skills. Each local district offers monthly workshops to meet the identified needs of teachers and administrators.
Several types of assessment used to inform instruction include examination of daily student work; end-of-unit assessments; Stanford 9, Aprenda, California English Language Development Test (CELDT); ELD portfolios; performance assignments; Governor’s Institute end-of-year assessments; teacher observations; and diagnostic assessments.
The priority in the district is effective first teaching aligned to the state content standards. Intervention cannot replace the comprehensive and balanced reading program that must be in place in all classrooms. First interventions are made in the classrooms with a program of rich language and reading instruction. The Waterford Early Reading Program is used as an in-class intervention program for all kindergarten and first grade students in identified schools. Additional interventions are offered through the Extended Learning Program (ELP), summer school, and intersession.
SECONDARY LITERACY
The district literacy program at the secondary level aligns curriculum, instruction, and assessment with the California state content standards so that all students in middle and senior high schools are given learning opportunities that allow every student to meet or exceed grade-level content standards. The focus of this program is the development of the habits of mind and major concepts in each discipline that students need to understand to meet standards; intensive and accelerated literacy instruction for the developing reader; adoption of textbooks in all content areas aligned with the California state content standards; a professional development plan and literacy cadres at each school to support literacy in all content areas; and ongoing assessment and evaluation.
The literacy cadres, representing secondary teachers from all content areas, design standards-based content lessons focused on research based instructional approaches. Through lesson study, cadre members, in collaboration with other teachers in a given content discipline, will receive support through modeling, coaching, and reflective practice.
Intensive literacy instruction for students who have not developed fluency in reading and writing is provided using appropriate instructional materials and assessment. The instructional block for these students includes a double period. Teachers receive ongoing professional development designed to provide in-depth knowledge of the instructional program, the state standards, and research-based instructional strategies, which provide the additional differentiated support for these developing readers.
Professional development is ongoing and differentiated. All middle/high school teachers and administrators are provided opportunities for initial training as well as advanced and mastery workshops including the five-day Governor’s Professional Development Institute (AB466) for middle school teachers and a five-day initial workshop for teachers of the Developing Reader’s course. Secondary literacy coaches at each middle/high school provide supplemental support for teachers and literacy cadres through content focused coaching and the Principles of Learning.
Ongoing assessments to inform instruction include examination of daily student work: Stanford 9, Aprenda, California English Language Development Test (CELDT), ELD portfolios, performance assignments, California High School Exit Examination (CAHSEE), teacher (cadre) observation and reflection, and diagnostic assessments.
The district priority is effective first teaching aligned to the California State Content Standards. First interventions are made in the classroom with a program of rich language and reading instruction. A second level of intervention is offered through the Extended Learning Program (ELP) for more intensive instruction for students who are at risk of not meeting grade level standards. Other interventions include bridging programs for identified grade 5 and 8 students, summer school and intersession; and intervention materials and strategies aligned to diagnosed student needs.
K-12 ENGLISH LANGUAGE DEVELOPMENT (ELD)
The goal of the district’s ELD program is to provide consistent and rigorous second-language acquisition opportunities for English Learners (ELs). Standards-based ELD curriculum, instruction and assessment are aligned to the language arts skills necessary for ELs to participate successfully in the core program. The use of the California English Language Development standards assures ELs are given the opportunity to demonstrate measurable progress toward the development of 1) receptive language skills (reading and listening) critical for accessing information, and 2) expressive language skills (speaking and writing) essential for communicating learning.
To facilitate accelerated instruction in elementary schools, ELs are grouped by ELD level for daily ELD lessons that are separate and in addition to English language arts; ELD is taught by an authorized teacher, using state-adopted materials, for a period of not less than 30 to 45 minutes daily. To strengthen ELD instruction at the secondary level, the district adopted Hampton Brown’s High Point textbook series for all ESL courses. This standards-based series is also structured to teach reading fundamentals and to develop basic vocabulary of academic disciplines during a daily two period instructional block.
Literacy coaches, at both the elementary and secondary levels, facilitate ELD lesson study and ongoing examinations of ELD assessment data by grade-level/department teams for the purpose of encouraging teachers to focus lesson design and delivery on the diagnosed linguistic needs of English Learners.
Multiple assessment measures used to monitor ELD progress include: examination of daily work, performance tasks, textbook assessments, teacher observation, ELD portfolios and the annual California English Language Development Test (CELDT).
Professional development to address the linguistic and academic needs of English Learners is state mandated for all administrators, teachers and paraprofessionals at school sites receiving supplemental EIA-LEP funds.
While the district priority is quality first teaching, there is a recognition that English Learners who are not progressing through one ELD level per year (elementary) or one per semester (secondary) must receive additional and extended learning opportunities to assist them to catch-up in ELD, to meet reclassification criteria and to achieve district benchmarks.
MATHEMATICS
In an effort to close the achievement gap, the goal of the district mathematics plan is for every student to be academically prepared for Algebra 1 at grade 8 and continue with college-preparatory mathematics courses throughout high school. The plan includes the adoption and purchase of textbooks and other instructional materials for K-algebra classrooms that are aligned to the state mathematics standards; a standards-based pacing plan and aligned quarterly assessments; professional development for all teachers in the use of instructional materials, mathematics content, and pedagogy; professional development for administrators in the supervision of mathematics instruction; mathematics coaches assigned to school sites to provide supplemental support to teachers in the improvement of mathematics instruction; and ongoing evaluation.
Professional development is provided for every K-12 teacher and administrator. Professional development is ongoing and differentiated including the five-day Governor’s Professional Development Institute (AB466) for teachers in grades K-2, 3, 4-5, and 6-Algebra 1, initial two-day grade-level specific professional development including one day of textbook training, and Project Achieve for middle school teachers. Mathematics coaches at each school provide supplemental support and professional development for teachers through cognitive coaching, lesson study, and the application of the Principles of Learning.
Assessments used to inform instruction include quarterly and culminating assessments aligned to the standards-based pacing plan; examination of student work; Stanford 9; performance assignments; diagnostic assessments; California High School Exit Examination (CAHSEE); and textbooks assessments.
OTHER CONTENT AREAS
All content areas, including Arts Education, Science, and Social Studies, are standards-based and aligned to the California State Content Standards. All instructional materials, instructional practice, and assessments for all content areas are all integrated with the district’s efforts in literacy and mathematics.
ADDRESSING STUDENT NEEDS
Strategies that address the need of English Learners (EL), Standard English Learners (SEL), and students with special needs, including students receiving special education services and gifted/talented are included in all professional development activities provided to teachers and administrators.
Instructional programs for English Learners require English Language Development (ELD) and access to the core curriculum through specially designed academic instruction in English (SDAIE) and primary language support. Structured English immersion and mainstream programs must provide access to the grade-level content standards in English language arts, mathematics, science, social studies, and other subject areas. In alternative programs, the use of primary language for instruction allows English Learners complete access to grade-level content standards.
The district Academic English Mastery Program (AEMP) is a comprehensive, research-based program designed to address the language, literacy, and learning needs of students for whom standard English is not native, i.e. Standard English Learners (SEL). This program has as its primary objective assuring equity in access to the core curriculum for Standard English Learners.
Students with disabilities are provided educational programs and services that promote student results as outlined in each student’s Individualized Education Program (IEP). The IEP describes the direct relationship between the present level of performance and the educational services to be provided and the student’s goals and objectives. The California content standards and the English Language Development standards provide the frame for instruction in all programs and serve as one guide for high expectations for students.
PROFESSIONAL DEVELOPMENT
A dramatic change in the LAUSD has been the change in professional development strategies. Incorporating elements of The Principles of Learning in all professional development activities ensures system-wide use of a common understanding and instructional practice. Effective professional development is job embedded and incorporates initial training, coaching, lesson study, inquiry groups, and on-line professional development. The district is building capacity to plan balanced professional development that reaches the classroom through structured reflection, inquiry, action research, and complementary activities within an authentic context.
Coaches provide critical support for teachers who are assigned literacy and/or mathematics coaches. Coaches work in classrooms with their colleagues in a collaborative culture of learning and provide knowledge of best practices to increase teacher effectiveness and student achievement. Included in the work of the coaches is training to support students with disabilities in accessing the curriculum in the least restrictive environment.
The LAUSD is committed to providing services to students with disabilities in the least restrictive environment. Staff development activities to support access by students with disabilities to the general education classroom, general education curriculum, integration of instructional strategies and curriculum adaptations to address the diverse learner are embedded in all professional development activities. Professional development in least restrictive environment is provided to all staff.
All site-based administrators are provided monthly training within their local district focused on literacy, mathematics, and written language. Training is designed to prepare administrators to build learning communities within schools through comprehensive teacher professional development and through the use of Learning Walks and classroom visits, to assess the level of student learning and the implementation of grade-level appropriate, standards-based instructional programs.
Additionally, the LAUSD Administrative Academy provides professional development to all entry-level administrators and all first-year principals to extend the knowledge and skills defined in the California Professional Standards for Educational Leaders and to build a strong knowledge based focused on the core program and management skills. Beginning the 2002-03 school year, all K-12 school site administrators will participate in a minimum of 80 hours of training and 80 hours of practicum/coaching to meet the requirements of the Principal Training Act (AB 75).
Beginning and new teachers are provided additional opportunities for professional development in curriculum, assessment, standards-based instruction, and classroom management through several district-wide programs. First year probationary teachers receive support through the Beginning Teacher Support and Assessment Program. Emergency credentialed teachers are supported through the Pre-Intern program to begin the process for full credentialing through the District Intern Program, an alternate state certified credentialing program in the areas of elementary education, secondary English, mathematics, and special education. The New Teacher Academy provides a pre-orientation for newly hired emergency credentialed teachers as a condition of employment. Mentor teachers at school sites provide additional support to beginning and new teachers. The Peer Assistance and Review program provides support to identified veteran teachers.
District Profile
Local District E has a Kindergarten through twelfth grade enrollment of 68,655 students. It is made up of 47 elementary, six middle, five general high, 11 children's center, one alternative, one continuation, and two special education schools for a total of 73 schools. The ethnic desegregation of the enrollment is as follows:
|Ethnicity |
| |# of |2002 |2001 |Numerically |Growth Target |Growth 2001-02 |Met Target |
| |students |Growth |Base |Significant | |(Difference) |Growth |
| | |(Score) | |(Yes or No) | | | |
|American Indian |5 | | | | | | |
|Asian |246 |576 |585 |Yes |13 |-9 |No |
|Black/African-American, Not of |335 |466 |471 |Yes |13 |-5 |No |
|Hispanic Origin | | | | | | | |
|Hispanic |2173 |453 |452 |Yes |13 |1 |No |
|White |49 | | |No | | | |
|Filipino |39 | | |No | | | |
|Pacific Islander |2 | | |No | | | |
|Economically Disadvantaged Students |2504 |465 |469 |Yes |13 |-4 |No |
|Critical Findings: |
| |
|Los Angeles High School recorded a score of 473 on the 2002 Growth Academic Performance Index (API), based on the test scores on 2856 students |
|representing 94% of our 9th to 11th graders. This is an increase of only 8 points over the 2001 Base API, short of the target of 13 set by the state. |
|As a result our School did not make adequate yearly progress. Los Angeles High School placed in decile 1 of high schools statewide and in decile 4 when|
|compared with the 100 schools with the most similar demographics. Los Angeles Senior High School is currently designated a Program Improvement School. |
| |
| |
|Factors that may have contributed to low achievement include lack of English fluency, poor attendance and limited progress towards mastering the state |
|standards. A culture of “tests are not important” permeates the student body and even extends to some of the faculty. Holding students to rigorous |
|account for study and work is also absent. As yet, many teachers are unfamiliar with state content standards and have not implemented them fully in |
|their classrooms. |
| |
|There is little change in achievement over the past years of testing. |
API Gains Projections
Closing the Achievement Gap
All Students
|2001 API Base |Growth Target |2002 API Growth |2002 API Base |Growth Target |2003 API Estimated |2004API Estimated |
| | | | | |Growth Target |Growth Target |
|473 |16 |0 |473 |16 |489 |505 |
African-American Students
|2001 API Base |Growth Target |2002 API Growth |2002 API Base |Growth Target |2003 API Estimated |2004API Estimated |
| | | | | |Growth Target |Growth Target |
|471 |13 |-5 |466 |13 |479 |492 |
Hispanic/Latino Students
|2001 API Base |Growth Target |2002 API Growth |2002 API Base |Growth Target |2003 API Estimated |2004API Estimated |
| | | | | |Growth Target |Growth Target |
|452 |13 |1 |453 |13 |466 |479 |
Socio-economically Disadvantaged Students
|2001 API Base |Growth Target |2002 API Growth |2002 API Base |Growth Target |2003 API Estimated |2004API Estimated |
| | | | | |Growth Target |Growth Target |
|469 |13 |-4 |465 |13 |478 |491 |
Asian
|2001 API Base |Growth Target |2002 API Growth |2002 API Base |Growth Target |2003 API Estimated |2004API Estimated |
| | | | | |Growth Target |Growth Target |
|585 |13 |-9 |576 |13 |589 |603 |
| Closing the Achievement Gap Statement: |
|According to the data in “Closing the Achievement Gap,” the African-American, Hipanic-Latino, Socio-economically Disadvantaged and Asian sub-groups have |
|growth targets of 13 points each, annually. Overall, a target of 16 points has been identified for All Students. Asian students outscore the other |
|sub-groups and the total All Students by at least 100 points. |
California Norm-Referenced Data Reports
The following data looks at groups of students across grade levels and in the content areas assessed on the Stanford 9. A comparison of the percentage of students scoring at or above the 50th percentile % (grade level) on the 2001 to 2002 Stanford 9 tests is presented in the table below.
|STAR Comparison 2002 vs. 2001- Percent Scoring At or Above the 50th Percentile |
| |Reading |Mathematics |Language |Science |Social Science |
|Grade |
| |Reading |Mathematics |Language |
| |
Matched SAT 9 Percentile Report
The reported percentage scores represent a match of student data for those students attending the same school who have completed the 2000 and 2001 SAT 9 assessments. Data is reported for both Title I and Non Title I schools. For Title I schools, the subgroup reporting is in reference to the Title I population of students. Beginning in 2002-03 the CAT 6 assessment will be used to establish a baseline for reporting the matched scores of students in 2003-2004.
The following charts provide information for Reading and Mathematics:
|Matched SAT 9 Percentile Report--Reading |
| | |
|(Data Source: 2001-2002 Achievement Report for Title I| |
|Students and Students in Other Specially Funded | |
|Programs--Report 5) | |
| |Total Number of | |
| |Matched Scores |Percent of SAT 9 Matched Scores At/Above 50th percentile |
|Student Group | |2001 |2002 |Diff. |
|All Students |1975 |15 |11 |-4 |
|Non Title I |194 |55 |37 |-18 |
|Title I |1781 |11 |8 |-3 |
|Male |1075 |13 |10 |-3 |
|Female |900 |18 |13 |-5 |
|American Indian |3 |67 |67 |0 |
|Asian |145 |30 |23 |-7 |
|Black/African-American, Not of Hispanic Origin |216 |21 |14 |-7 |
|Hispanic |1571 |12 |9 |-3 |
|White |12 |42 |33 |-9 |
|Filipino |25 |28 |32 |4 |
|Pacific Islander |1 |0 |0 |0 |
|English Only |288 |25 |18 |-7 |
|Reclassified Fluent English Proficient |824 |21 |16 |-5 |
|English Learners |784 |3 |2 |-1 |
|Students Receiving Special Education Services |111 |5 |4 |-1 |
|Economically Disadvantaged Students |1621 |13 |10 |-3 |
|Non-Economically Disadvantaged Students |354 |25 |17 |-8 |
|Migrant Education |0 |0 |0 |0 |
|Gifted and Talented Education |113 |65 |50 |-15 |
|Matched SAT 9 Percentile Report—Mathematics |
| | | |
|(Data Source: 2001-2002 Achievement Report for Title I| | |
|Students and Students in Other Specially Funded | | |
|Programs--Report 5) | | |
| |Total Number of | |
| |Matched Scores |Percent of SAT 9 Matched Scores At/Above 50th percentile |
|Student Group | |2001 |2002 |Diff. |
|All Students |2034 |21 |22 |1 |
|Non Title I |197 |55 |53 |-2 |
|Title I |1837 |17 |18 |1 |
|Male |1094 |21 |20 |-1 |
|Female |940 |21 |24 |3 |
|American Indian |3 |33 |33 |0 |
|Asian |143 |57 |60 |3 |
|Black/African-American, Not of Hispanic Origin |225 |18 |15 |-3 |
|Hispanic |1624 |18 |18 |0 |
|White |12 |33 |67 |34 |
|Filipino |24 |42 |54 |12 |
|Pacific Islander |1 |0 |0 |0 |
|English Only |297 |21 |19 |-2 |
|Reclassified Fluent English Proficient |836 |29 |31 |2 |
|English Learners |819 |11 |12 |1 |
|Students Receiving Special Education Services |120 |4 |7 |3 |
|Economically Disadvantaged Students |1673 |20 |21 |1 |
|Non-Economically Disadvantaged Students |361 |26 |23 |-3 |
|Migrant Education |0 |0 |0 |0 |
|Gifted and Talented Education |115 |63 |59 |-4 |
| |
|Critical Findings: |
|The scores indicate an overall decrease in the percent of students scoring at/or above the 50th percentile in reading. Except for a statistically |
|insignificant increase in the score of 25 Filipino students of 4 percent, everyone else dropped. Non-Title I students showed the greatest decrease (-18), |
|followed by the Gifted population’s –15 percent change. |
| |
|The results in mathematics are more optimistic. One percent of the total group raised their scores above the 50th percentile. Asian students rose from 57|
|to 60 percent of the students above the 50th percentile. Reclassified English Proficient students (836 in all) raised their percentage by 2. |
| |
|A decrease in the percentage of students at/or above the 50th percentile was recorded by Non-Title I, African American, Non-Economically Disadvantaged, |
|Gifted, and English only students. In all the decreases ranged from a –1 to a –4 percent drop. |
2 Year Comparison by Percentage of Students in each Performance Band
To better assess student achievement in relation to the California Content Standards, students complete a series of tests aligned to the standards, the Content Standards Tests. High School students take tests in English Language Arts, Mathematics, Science, and Social Science.
The California Department of Education rates each student’s performance on the California Standards tests in English/Language Arts and Mathematics into one of five performance bands (Advanced, Proficient, Basic, Below Basic, Far Below Basic) with the goal of having all students rated advanced or proficient. The percentage of students at Los Angeles High in each of the performance bands is reported in the tables below.
English Language Arts California Standards Test Summary
|English Language Arts California Standards Test Summary |
|Percentage of Students in each Performance Band, 2001 and 2002 |
| |Advanced |Proficient |Basic |Below Basic |Far Below Basic |
|Grade | | | | | |
| |
| |Grade 9 |Grade 10 |Grade 11 |
|Group |
Mathematics California Standards Test Summary
|Mathematics California Standards Test Summary |
|Percentage of Students in each Performance Band, 2002 |
|Test |Grade |Advanced |Proficient |Basic |Below |Far Below |
| | | | | |Basic |Basic |
|Grade 9 General |0 |3 |20 |50 |27 |
|Math | | | | | |
| |9 |3 |13 |25 |35 |25 |
|Algebra 1 | | | | | | |
| |10 |1 |7 |25 |41 |27 |
| |11 |0 |0 |20 |52 |28 |
| |9 |5 |15 |27 |40 |13 |
|Geometry | | | | | | |
| |10 |1 |8 |18 |51 |22 |
| |11 |1 |1 |17 |54 |27 |
| |9 |8 |24 |36 |20 |12 |
|Algebra 2 | | | | | | |
| |10 |3 |13 |39 |29 |16 |
| |11 |0 |10 |23 |37 |30 |
|High School Math |9 | | | | | |
|(Cumulative) | | | | | | |
| |10 |33 |7 |7 |7 |47 |
| |11 |13 |12 |31 |35 |10 |
| | | | | | | |
|Mathematics California Standards Test Summary |
|Percentage of Students in each Performance Band, 2002 |
| |Grade 9 General Math |
|Group |ALL |EO |EL |ED |SPED |
| | |FEP | | | |
|Number Enrolled |894 |398 |496 |691 |72 |
|% of Enrollment |55% |24 |30 |42 |4 |
|Mean Scaled Score |276.1 |284.1 |296.7 |276.3 |257.6 |
|% Advanced |0 |0 |0 |0 |0 |
|% Proficient |3 |5 |2 |3 |1 |
|% Basic |20 |26 |15 |20 |6 |
|% Below Basic |50 |48 |51 |50 |51 |
|% Far Below Basic |27 |20 |32 |27 |42 |
|Mathematics California Standards Test Summary |
|Disaggregated Percentage of Students in each Performance Band, 2002 |
| |Algebra I |
| |Grade 9 |Grade 10 |Grade 11 |
|Group |
| |Geometry |
| |Grade 9 |Grade 10 |Grade 11 |
|Group |
| |Algebra II |
| |Grade 9 |Grade 10 |Grade 11 |
|Group |
| |High School Math Summative |
| |Grade 9 |Grade 10 |Grade 11 |
|Group |
|Social Studies |
| |History |World History |US History |
|Group |
|Sciences |
| |Biology |Chemistry |Earth Science |Physics |
|Group |
California English Language Development Test (CELDT)
In addition to assessing the progress of all students towards their mastery of California standards, schools are required to monitor the progress of English Learners (EL) towards developing academic proficiency in English. Progress is monitored in two ways. The first method is to analyze student scores on the California English Language Development Test (CELDT), an assessment mandated by the California Department of Education. English Learners must take the CELDT annually until they have been reclassified. The second method involves monitoring ongoing ELD progress using the District’s ELD Portfolio.
To obtain the range for the skill areas, please refer to the conversion table available at lausd.k12.ca.us/lausd/offices/langacquisitionbranch
Annual CELDT Overall Proficiency Level
(Total number of ELs) 1489
|2001-02 California English Language Development Test (CELDT) |
|Distribution of ELs by Grade and Proficiency Level |
| |Grade |
|Proficiency Level | |
| |9 |10 |11 |12 |
|Total Number Tested |640 |480 |280 |89 |
|Advanced |12 |6 |5 |2 |
|Early Advanced |148 |108 |75 |40 |
|Intermediate |233 |213 |140 |42 |
|Early Intermediate |98 |103 |46 |2 |
|Beginning |149 |50 |14 |3 |
Annual California English Language Development Test (CELDT) 2001-2002
|California English Language Development Test (CELDT) Results |
|Mean Scale Score |
| |Listening and Speaking |Reading |Writing |
|Grade |2000-2001 |2000-2001 |2000-2001 |
|9 |470.3 |502.8 |483.2 |
|10 |483.9 |525.9 |501.6 |
|11 |493 |534.6 |515.4 |
|12 |506.1 |555.2 |523.8 |
|Critical Findings: |
|The annual CELDT results for 2001-2002 at Los Angeles High School reflect the progress that English Learners are making toward acquiring proficiency in |
|English. Out of a total of 1,489 students tested, the scores of the 640 ninth graders indicate that 20% of these students (160) achieved Early Advanced or|
|Advanced levels of proficiency. A higher percentage of 10th, 11th, and 12th graders achieved Early Intermediate or Beginning levels of proficiency; 31% |
|of 10th graders, 21% of 11th graders, and only 5% of 12th graders were in those ranges. Thus, the longer English Learners were at Los Angeles High School,|
|the higher their level of English proficiency achieved. The scores for students in the high, mid, and low spread for all grades appear to be in the middle|
|range. |
English Language Development (ELD) Assessment Portfolios
English Language Development (ELD) Placement by Grade Enrolled
The following table presents information regarding English Learners’ progress in acquiring English language proficiency. The progress of ELs in acquiring English language proficiency is determined by identifying their current proficiency level and amount of time in the program.
Each row represents a cohort of students based on the grade initially enrolled.
|English Language Development (ELD) Placement by Grade Enrolled |
|(2001-2002) |
|Current Grade |
|Current Grade |
The following table represents reclassification information over a three-year period. These reclassification rates are based on a December-to-December reporting period using the Master Plan Survey Data.
Student Reclassification Rate
|=Number of Reclassified English Learners |
| | |Total EL |Total Reclassified |Percent Reclassified |
|2001-2002 |Your School |TBA |TBA |TBA |
| |Local District E |TBA |TBA |TBA |
| |LAUSD |TBA |TBA |TBA |
|2000-2001 |Your School |1246 |166 |13.32% |
| |Local District E |19,516 |4,316 |22.12% |
| |LAUSD |186,761 |40,530 |21.70% |
|1999-2000 |Your School |1342 |272 |20.27% |
| |Local District E |20,272 |4,294 |21.18% |
| |LAUSD |188,179 |38,284 |20.34% |
|Critical Findings: |
|Reclassification rates for LEP students have declined in the past three years due to the change in the reclassification criteria. Students are required to|
|achieve scores at the 36th percentile or higher on reading and language on the Stanford 9/CAT-6 in addition to earning a 2.0 GPA in academic classes and |
|overall performance levels of 4 or 5 on the annual CELDT. Fewer EL students are able to meet the reclassification criteria. |
Aprenda Test
Aprenda is administered to English Learners, English-only, and fluent English proficient students who are enrolled in a Spanish Basic or Dual Language Program.
The following data looks at groups of students across grade levels and in the content areas assessed on the Aprenda. A comparison of the 2001 to 2002 Aprenda is presented in the table below.
Aprenda
|Aprenda Comparison 2002 vs. 2001 |
| |Reading |Math |Language |
|Grade |
Local Assessments
Performance Assignment
Language Arts
| |Performance Assignment |
| |
Special Education/Least Restrictive Environment
LASUD website/ Least Restrictive Environment Overview Summary
Least Restrictive Environment
LAUSD Division of Special Education
Least Restrictive Environment: Least Restrictive Environment data is gathered from a wide variety to District sources, CASEMIS, the California Department of Education databases, SESAC reports and web-based Individual Education Programs. A comparison of the percentages of students receiving special education services participating in the general education classroom is presented in the tables below.
|Least Restrictive Environment Data |
| |‘02/03 |
|% of students with IEP’s participating in general education classrooms for 80% or more of the school day | |
|Students receiving special education services participating|Number of students |% of total students receiving special |
|in: | |education services |
|District general education curriculum for his/her grade | | |
|level | | |
|District general education curriculum using | | |
|accommodations/modifications. | | |
|Alternate District curriculum provided to prepare him/her | | |
|to access the District’s general education curriculum. | | |
\
Students receiving special education services receiving Master Plan Services
|Structured English Immersion Services |Basic Bilingual Services (Primary |Mainstream English Services |Total |
|(ELD, SDAIE, Primary language support)|language instruction, ELD, and SDAIE) | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Critical Findings: |
|X % of students receiving special education services participate in the general education classroom for 80% of the day. |
|X % of students receive special education services through a special day class. Of this number, X % are students with mild disabilities and X % are |
|students with severe disabilities. |
|X % of students receiving special education services in special day classes participate in the general education program for 20% or more of their day. X|
|% of students served through a special day class are supported in general education through co-teaching, collaborative consultation, or learning centers. |
|X % of students receiving special education services participate in general education curriculum with or without accommodations/modifications. |
|Least Restrictive Environment Exit Data |
| |‘02/03 |
| | |
|Critical Findings: |
|X % of students receiving special education services are able to participate within a general education class with no special education services and have |
|been returned to full time general education placement. |
|X% of the exiting students were served through DIS, X % were served in RS and X % were served in SDC. |
| |
|Critical Findings: |
|Grade ____ has the highest % of students receiving special education services with eligibility as Specific Learning Disabled. |
| |
| |
High School Information
California High School Exit Exam (CAHSEE)
|California High School Exit Exam (CAHSEE) |
|English/Language Arts and Mathematics |
|2001-2002 |Number Taking Test |Number/ % |Number/ % |Number Needing to Pass |
| |Eng. Math |Passing English |Passing Math |Eng. Math |
| | |No. % |No. % | |
|Number of Students Tested |
|A-G Course Enrollment and Pass Rate |
|by Ethnicity |
| |Grade 9 |Grade 10 |Grade 11 |Grade 12 |
| |
| |Grade 9 |Grade 10 |Grade 11 |Grade 12 |
| |
| |Grade 9 |Grade 10 |Grade 11 |Grade 12 |
| |
|Graduation Rates |
|By Ethnicity/Program |
|All Ethnicities |# Graduated |% Graduated |# Not Graduated |% Non Graduated |Size of Class |
|All |526 |46.71 |600 |53.29 |1,126 |
|American Indian/Alaska Native | | | | | |
|Asian |65 |52.00 |60 |48.00 |125 |
|Black/African- American, Not of |84 |40.98 |121 |59.02 |205 |
|Hispanic Origin | | | | | |
|Filipino |7 |53.85 |6 |46.15 |13 |
|Hispanic |361 |47.01 |407 |52.99 |768 |
|Pacific Islander |1 |50.00 |1 |50.00 |2 |
| White |8 |66.67 |4 |33.33 |12 |
| Special Education |33 |91.67 |3 |8.33 |36 |
|Unknown |0 |0.00 |1 |100.00 |1 |
|Graduation Rates |
|By Language |
|Language |# Graduated |% Graduated |# Not Graduated |% Non Graduated |Size of Class |
|All |526 |46.71 |600 |53.29 |1,126 |
|English Only |106 |39.85 |160 |60.15 |266 |
|Initially Fluent English |28 |50.00 |28 |50.00 |56 |
|Proficient | | | | | |
|Limited English Proficient |148 |35.84 |265 |64.16 |413 |
|Reclassified Fluent English |240 |64.86 |130 |35.14 |370 |
|Proficient | | | | | |
|Unknown |4 |19.05 |17 |80.95 |21 |
|Critical Findings: |
|The percentage of students graduating (46.6%) falls far behind that of students enrolling in (55-65%) and passing (70-85%) the A-G courses. Fewer African |
|American students graduate than other sub-groups (40.1% compared to 52% Asian and 47% Hispanic students). While the numbers of students graduating is |
|disappointing, the percentage of students of all sub-groups who pass A-G classes is improving and gives hope to an improving graduation rate. |
Advanced Placement Enrollment and Test Scores
|ADVANCED PLACEMENT ENROLLMENT and TEST SCORES |
| |Enrollment In Course |Total Number |Passing Exam with 3,4,5 |
| | |Taking Test | |
|AP Course |
Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade Level
|Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade Level |
|English |
|Grade Level |
|Grade Level |
|Grade Level |
|Grade Level |
SAT and ACT Summary Reports
|SAT and ACT Summary Reports |
| | |Gender |Ethnic Group |
| |
| |California | | | |Adult School|Non. CA |
| |
Section Four
Current Conditions/ Barriers and Solutions
Critical Findings Descriptors of Data Collection Process
Surveys: (CRITICAL FINDINGS ONLY) Surveys were administered to all faculty and 25% of the 9th grade students and their parents. The survey asked questions related to instruction and assessment, student safety, allocation of resources, use of content standards, use of instructional time, and specifics related to math and language arts curriculum. The patterns that emerged from the survey indicated there are issues related to: a lack of shared values, beliefs and attitudes related to teaching and learning for all students. Teachers and parents don’t believe that the school has a positive learning environment. Safety in the school for students and teachers was another major issue.
In order to assure that both parents and the community were involved in the development of the Single Plan for Student Achievement, several strategies were implemented. The School Team met with both the School-Site Council and all appropriate Parent Groups. The School Team conducted separate focus group meetings with parents where they were asked their opinions about the instructional program and xx parents responded to a survey that asked their feelings about the culture of the school, their participation and their involvement.
Interviews: The principal, groups of three to five teachers, classified staff members, parent groups and students were interviewed. In addition there was a two-year review WASC Accreditation team. The team felt the school had come a long way from the last visit and there were many major pockets of improvement especially in the school environment and staff relations. Most felt: that the school was doing a great job of providing a viable educational program, but because of the many issues regarding the nature of the fluid family structure within the school community, the task of change is immense.
Classroom Visits: Classroom visits were conducted to determine if standards-based instruction was being implemented throughout the school and if there was visible evidence in the classrooms. Standards were posted in every classroom however there was little to no evidence that teachers were applying or transferring the State standards to the daily lesson. Lessons were found not to contain rigor. Rubrics were posted and being used on a limited basis. Teachers were not using a wide variety of teaching strategies.
Examination of Student Work Critical Findings: Grade level teams collected all writing and mathematics assignments for one week. The work was then exchanged and calibrated to the standards for each grade. The percentage of student work addressing grade level standards ranged from 42% of the assignments in grade ten to 13% in grade eleven.
|Narrative of Current Conditions |
Directions:
Throughout this section, you will want to answer as many of the questions as possible. It might help to have the whole school or specific groups of staff complete these sections individually and then have one person pull the information together. Be sure to have parents/community assist in responding to the questions in that section. Use the questions provided to generate the conversation as appropriate to your school. Use the data information from Section Three as you complete the following components. You may respond in a summary narrative or a bullet format. Include additional important information as appropriate to your school. This information will be used to identify the barriers to student achievement
Component 1
STANDARDS-BASED CURRICULUM AND ASSESSMENT
1. Alignment of standards, curriculum and assessment:
▪ What is done to ensure that curriculum and assessment is aligned to standards for all students?
The School Leadership Team is responsible for professional development acquainting teachers with the state standards. Alignment of the standards with the curriculum and assessment is done through department staff development and also through off-track training for teachers who come for one-week sessions on designing standards-based curriculum. Common assessments, calibrated as to grades, pacing plans, and exit evaluations are developed for use within the various departments. The School Leadership Team, particularly the administrations is responsible for seeing to its implementation in the classroom, evaluating effectiveness, modifying where necessary, and seeing ot the instruction of teachers.
▪ How are teachers educated about standards, curriculum and assessment?
-Through Professional Development provided by ALS Coaches and our own teachers - 1 -1 week State Based Seminars
▪ How are the needs in content area classes identified and met to provide students with rigorous instruction and disciplinary literacy?
Meeting in their various departments, teachers develop common assessments, compare student work, calibrate work/grades; develop remedies when assessment and evaluation identify problem areas.
▪ How are students educated about expectations for standards mastery?
-Syllabi distributed to students at the beginning of each semester
-Standards for each instructional unit outlined and discussed at the outset
-Rubrics
▪ How do students participate in the assessment process?
Rubrics are developed so that students may assess their own work in progress. Model Papers are provided to show them what constitutes “good” or “excellent” results. Criteria Charts are developed with students so they may understand clearly what the rubric is.
▪ How do teachers participate in the assessment process?
In departments teachers develop common assessments, pacing plans and exit criteria. They write rubrics based on desired results and identify how to remediate when students achievement falls short.
▪ How are parents educated about standards, curriculum and assessment?
-Parent councils
-Parent Institute
-Parent conferences
-Syllabi for specific classes
-Parent newsletters
-Parent planner
-9th grade orientation
▪ How are testing accommodations provided for students with disabilities participating in the assessment process?
-English Learners receive differentiated instruction utilizing effective SDAIE strategies in content areas from teachers who have the authorization to provide appropriate instruction to English Learners, which includes individual and small group assistance. Supplemental instructional materials are available to support standards-based instruction. Bilingual Teacher’s Assistants provide instructional support utilizing the primary language of the English Learner. A variety of assessments are utilized to accurately measure the progress of English Learners in achieving mastery of course content and standards. Accommodations for standardized testing of English Learners who have been in California public school for less than 12 months are being provided. Bilingual dictionaries are provided in the primary language. Additional time is given for the testing whenever needed.
• Extended time
• Small group setting
• Read questions orally
• Any technological equipment that enables a student’s responses without interfering with a student’s independent ideas
• Any physical device which assists (enables) a student t respond
• Supplementary material
• Literary based instruction
• Tutoring
• Essential standard courses
Testing accommodations for Special Ed students: A student is allowed to have extended time to take the test. He/she is to be placed in a small group setting away from the general education students. The student may ask to have the questions read orally. If a student needs a word processor the grammar and spell check needs to be turned off. Also, any physical devices needed for a student to responds needs to be made available. All of the above need to be written on the student’s IEP.
▪ How do parents participate in the assessment process?
▪ What accommodations are made for diverse learners to access standards-based curriculum and assessments?
Hear first-hand from teachers at PHBAO Conferences and by syllabi sent home by teachers.
Standards-Based Curriculum and Assessment: ALS strategies, described in detail in Component 3, that will alleviate these barriers to reform include: Curriculum Mapping/Pacing, Standards-based Lesson Design, Textbook and Resource Analysis in ELA and Math, and Data Analysis
Research-Based Strategy Instruction: ALS strategies, described in detail in Component 3 include Direct Instruction, Reciprocal Teaching, Math Literacy, SDAIE, Test-prep Strategies for ELA and Math, Teamwork, Strategic Reading, and Process Writing.
Strategy-Focused Coaching: Because students arrive with a wide variety of abilities there is a need for teachers to work together developing grade level and department aligned curriculum. There is a lack of opportunities to collaborate, coach, and observe results in the implementation of standards. Limited opportunities to observe peers inhibit the development of an effective school-wide program, resulting in the inconsistent use of research-based instructional strategies in all classrooms.
ALS strategies, described in detail in Component 3 that will alleviate these barriers to reform include Strategy Training and Collegial Support, Demonstration Lessons from Expert Educators, and In-Class Support.
|Critical Findings: Alignment of standards, curriculum and assessment |
|Though some teachers are familiar with the use of strategies such as direct instruction, reciprocal teaching, and the writing process, not all teachers |
|have successfully implemented these strategies. The 2001 school-wide percentage of students above the 50th% in Reading was 13%, so 87% of All students |
|still scored below the 50th%. Total math scores on the standards portion of the STAR test indicate a need for training in Math Literacy and more math |
|standards alignment. Data for EL students showed that they generally perform about 10% below their Non EL peers. The need for professional development in|
|language acquisition and Specially Designed Academic Instruction in English (SDAIE) is evident. |
2. Data collection, analysis and reporting of student academic achievement:
A Data Team composed of teachers, administrator and coordinators is charged with analyzing data and making instructional decisions based on it.
Data Used: CAT-6, CAHSEE, CELDT (State, yearly). Local District: Performance Assignment (9th grade yearly) Site LAHS: Department Finals (each semester), Student Work (monthly), Grades (every 4 weeks), Attendance (every 4 weeks).
Surveys and interviews are given whenever appropriate. Department Teachers Coordinators collect and use data that are pertinent to their own discipline or program.
▪ How is student academic achievement data disaggregated? (e.g. EO, IFEP, RFEP, EL by ELD level, ethnicity, SE, and SDE)
o Fluency Level
o Ethnicity
o Gender
o Grade Level
o Special Programs
o ELD Level
▪ How is data used to inform instruction and close the achievement gap?
• To provide remediation for students whose skills levels are low
• To determine areas of weaknesses so that focus maybe department-wide.
▪ What does the school do to prepare teachers to effectively use data to improve individual student achievement? To improve the overall instructional program?
Professional Development on using
• Rubrics
• Common Assessments
• Calibrated work results
• Making tests that give you information needed to track student progress.
▪ What multiple measures are used and how are the results analyzed?
▪ How does the school determine the effectiveness of data analysis to identify students for differentiated instruction and intervention?
▪ How, and how often, is data reported to stakeholders?
• Report Cards every 4 weeks
• Supplemented by teacher notes, fail notices etc.
• 4 times annually at Parent Conferences. PHBAO
• Tests (State/District) annually students.
• Periodic assessment to see if students are reaching benchmarks I s used to determine who needs remediation and/or tutoring on a consistent basis.
How is periodic assessment data (Language,Developing Readers and Writers, mathematics) used to inform instruction and provide intervention for students not meeting benchmark criteria?
|Critical Findings: Data collection, analysis and reporting of student academic achievement |
|There is an inconsistent implementation of standards-based instruction and assessment and there is a lack of differentiated instruction. The school is not |
|implementing cohesive on-going professional development. |
|Approximately 80% of All students scored at the basic level or below on the California ELA Standards Test, indicating the need to incorporate the standards|
|into the curriculum at all grade levels. Low scores in reading, in grades 9-11 for All students, and profoundly lower for EL students, point to a need for|
|a comprehensive reading program, emphasizing vocabulary development, comprehensive skills, and spelling. Writing proficiency scores indicate a need for |
|better implementation of a writing program across all content areas. Though math scores tend to be higher than reading scores, students continue to score |
|below the 50th percentile in all grades. Finally, teachers need assistance in using data to guide their instruction and planning. |
3. Availability of textbooks:
|Critical Findings: Availability of textbooks |
|The Action Planning Team’s staff development plan implements a model that uses state content standards, especially in the areas of Language Arts, |
|Mathematics, and English Language Development, and frameworks as the basis for planning and assessment discussions. The content standards assist teachers |
|to establish and maintain focus for instructional lesson planning, and courses of study are available for all classes to ensure alignment to state |
|standards. In addition, the district sets a priority on assuring high standards for textbooks and instructional program selection procedures. Prior to any|
|adoption a team of teachers and community personnel from schools throughout the district is convened to examine the proposed materials. This team reviews |
|the textbooks and supplementary materials for content, ease of use and for alignment with the state and district approved standards utilizing guidelines |
|from the CDE. Once the team reaches agreement, then the programs and/or textbook(s) are approved for school use. |
4. State Approved and District Adopted Textbooks
In order for all students to have access to the CORE, schools must supply required State approved and District adopted textbooks.
At Los Angeles High School, we are implementing the LAUSD core English program using instructional materials aligned with the California standards and approved by the California State Board of Education. In addition, for our alternative bilingual programs, we are implementing High point (specify series). Ninth grade students in need of extra help in developing reading skill (reading below the 3rd grade level) are in a developmental reader and writer (intervention) course using the (Language!, Read 180) program. To help English Learners progress through the English Language Development (ELD) levels, we are using Hampton Brown’s the High Point textbook series for all English as a Second Language (ESL) courses. In Algebra I, we are using the (McDougal Littell Concepts and Skills, McDougal Littell Structure and Method, Prentice Hall Algebra) textbook series. In higher-level mathematics courses (Geometry, Algebra II, Trigonometry, etc), we are using textbooks approved by the California State Board of Education. Instructional materials in the other subject areas (science, social science, health, physical education, visual and performing arts) are also aligned with California content standards.
5. Supplemental materials
In addition to implementing the core instructional program of the district, Your School receives supplemental funds from the following:(Title I, EL, GATE, Special Ed, SI etc.) programs to assist eligible students in accessing the core curriculum.
|Content |Textbook |Supplemental Materials |
|Literacy |Adventures in Reading (9th); Adventures in Appreciation (10th);|Adventures in Reading (9th); Adventures in |
| |Adventures in American Literature (11th); Adventures in English|Appreciation (10th); Adventures in American |
| |Literature (12th) [All textbooks published by Holt, Rinehart, |Literature (11th); Adventures in English Literature|
| |Winston] |(12th) [All textbooks published by Holt, Rinehart, |
| | |Winston] |
|ELD |Voices in Literature, McCloskey, Heinle & Heile, 1993 |Bilingual dictionaries: Spanish, Korean, Filipino, |
| |Side by Side, Chamot, Heinle & Heinle, 1992 |and Russian; Oxford Picture Dictionary; Please |
| |Building Bridges, |Write; Write to Succeed |
|Math |Algebra 1: Concepts and Skills, Larson, McDougaal Littell, 2001|Geometer SketchPad, Algetiles |
| |Glencoe Geometry, Boyd, McGraw Hill, 1998 | |
| |Algebra and Trigometry, Structure and Method:: Book 2, Brown, | |
| |Houghton Mifflin | |
|Critical Findings: Supplemental materials |
| |
|The Action Planning Team’s staff development plan implements a model that uses state content standards, especially in the areas of Language Arts, |
|Mathematics, and English Language Development, and frameworks as the basis for planning and assessment discussions. The content standards assist teachers |
|to establish and maintain focus for instructional lesson planning, and courses of study are available for all classes to ensure alignment to state |
|standards. In addition, the district sets a priority on assuring high standards for textbooks and instructional program selection procedures. Prior to any|
|adoption, a team of teachers and community personnel from schools throughout the district is convened to examine the proposed materials. This team reviews|
|the textbooks and supplementary materials for content, ease of use and for alignment with the state and district approved standards utilizing guidelines |
|from the CDE. Once the team reaches agreement, then the programs and/or textbook(s) are approved for school use. Los Angeles High School is presently |
|using the following state approved textbooks: |
BARRIERS TO STANDARDS-BASED CURRICULUM AND ASSESSMENT
|BARRIERS TO INCREASED STUDENT ACADEMIC ACHIEVEMENT |MEASURABLE SOLUTIONS TO THESE BARRIERS (Action Steps) |
|Ineffective use of instructional time |LAHS will offer a minimum of 5 workshops each year, focusing on effective use|
| |of classroom time. |
| |Administrators will use an instrument during observations to measure |
| |effective use in all classrooms of skills offered in the workshops. |
|A lack of “remedial” courses, combined with the fact that that the majority of |Continue to identify and schedule students requiring “remediation” into |
|students are below basic or far below basic in mathematics and English arts |Essential Math and Language! Classes, during the school day, in intercessions|
| |and in as Saturday classes |
| |Make sure instructors teaching these classes, as well as department chairs |
| |and appropriate administrators, receive district training in these remedial |
| |classes. |
| |Provide common planning time for these teachers to share and develop |
| |effective strategies. |
| |Use entry and exit tests to measure whether the students have actually |
| |benefited from these classes. |
| |Train teachers in techniques of moving forward in the curriculum while still |
| |folding in effective review of key material already covered. |
|Regular and special education teachers need training in adaptations to meet the| |
|needs of all students and in using both core and supplemental to meet the needs|See Ms Parker/Spivey/Schwartz |
|of students with disabilities. | |
| | |
| | |
| | |
| | |
|Insufficient differentiated instruction across the curriculum. |Train teachers in recognizing different learning preferences in their |
| |students and instructional techniques to meet these different needs. |
| |Identify a representative group of each learning style and track any changes |
| |in their academic success. |
|Lack of clear and common expectations within departments |Development of standards-based pacing charts for all courses. |
| |Development of common final assessments for all courses. |
| |Development of common assessments—summative and formative—for standards-based|
| |units at key points in the semester. |
| |Provide sufficient time for departments to meet for the express purpose of |
| |working on the three items bulleted above. |
| |Provide expert training and support, from within the school if possible, on |
| |developing standards-based curricula and assessments. |
|Insufficient academic rigor in most classrooms |Training by IFL (Institute for Learning) in lesson-study and other techniques|
| |for assuring the presence of academic rigor in all classes. |
| |Training of administrators and peer-review teams in identifying the presence |
| |or lack of academic rigor in classrooms. |
| |Establishment of “model-classrooms” for each course, taught by exemplary |
| |teachers, available for observation by other teachers. |
|Ineffective use of instructional time |LAHS will offer a minimum of 5 workshops each year, focusing on effective use|
| |of classroom time for standards-based instruction. |
| |Administrators will use an instrument during observations to measure |
| |effective use in all classrooms of skills offered in the workshops. |
|A lack of “remedial” courses, combined with the fact that that the majority of | |
|students are below basic or far below basic in mathematics and English arts | |
|Regular and special education teachers need training in adaptations to meet the| |
|needs of all students and in using both core and supplemental materials to meet|See Ms Parker/Spivey/Schwartz |
|the needs of students with disabilities. | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
A Data Team composed of teachers, administrator and coordinators is charged with analyzing data and making instructional decisions based on it.
Data Used: CAT-6, CAHSEE, CELDT (State, yearly). Local District: Performance Assignment (9th grade yearly) Site LAHS: Department Finals (each semester), Student Work (monthly), Grades (every 4 weeks), Attendance (every 4 weeks).
Surveys and interviews are given whenever appropriate. Department Teachers Coordinators collect and use data that are pertinent to their own discipline or program.
▪ How is student academic achievement data disaggregated? (e.g. EO, IFEP, RFEP, EL by ELD level, ethnicity, SE, and SDE)
o Fluency Level
o Ethnicity
o Gender
o Grade Level
o Special Programs
o ELD Level
▪ How is data used to inform instruction and close the achievement gap?
• To provide remediation for students whose skills levels are low
• To determine areas of weaknesses so that focus maybe department-wide.
▪ What does the school do to prepare teachers to effectively use data to improve individual student achievement? To improve the overall instructional program?
Professional Development on using
• Rubrics
• Common Assessments
• Calibrated work results
• Making tests that give you information needed to track student progress.
▪ What multiple measures are used and how are the results analyzed?
▪ How does the school determine the effectiveness of data analysis to identify students for differentiated instruction and intervention?
▪ How, and how often, is data reported to stakeholders?
• Report Cards every 4 weeks
• Supplemented by teacher notes, fail notices etc.
• 4 times annually at Parent Conferences. PHBAO
• Tests (State/District) annually students.
• Periodic assessment to see if students are reaching benchmarks I s used to determine who needs remediation and/or tutoring on a consistent basis.
How is periodic assessment data (Language,Developing Readers and Writers, mathematics) used to inform instruction and provide intervention for students not meeting benchmark criteria?
Component 2
RESEARCH-BASED INSTRUCTIONAL STRATEGIES
1. Identification of strategies, and the consistency/fidelity of implementation
ALS has selected key instructional strategies that have proven effective in improving student achievements for all students, including special needs populations such as English Learners, Special Education and Gifted students. These strategies are aligned with the framework and standards-based system of curricular programs and fall into three distinct categories: Direct, Strategy and Performance. In direct instruction, the teacher controls the process, structures and paces the learning, ensures continuity, and maintains maximum time-on-task for the students.[1]. Strategy instruction is a model for teaching processes that involve a complex interaction of component skills. The teacher must help students master each skill as well as provide students with guidance and numerous structured practice opportunities to use the strategies for as many appropriate tasks as possible.[2] Performance instruction requires students to complete a variety of thought-demanding assignments with a topic that advances the students’ knowledge well beyond what they already know.[3] ALS coaches teachers to design “performances” to support the underlying standards to be learned and teaches students to access, interpret, produce, and disseminate content in authentic ways.
Strategy-Focused Coaching: Coaching is a successful non-threatening model for sustaining learning and promoting professional growth.[4] ALS uses a Comprehensive School Accountability Model that requires the school to modify its structure and organization to focus upon student achievement. Teachers plan, work, assess, and analyze results together as a team. Focus and alignment are tight, expectations are high, data is used as an assessment tool, and opportunities to learn, both for students and teachers, are enhanced.[5] Site administrators must also be actively involved in a coaching process, receiving collegial support for instructional leadership and evaluation of school programs.
Team-Structured Operations: Organizing the school around teams optimizes learning opportunities for students, staff and administration and has proven to be one of the most effective methods for systemizing reform. Horizontal and vertical teaming, interdisciplinary instruction, systematic inclusion of all special needs students and the creation of small learning communities or academies at the secondary level provides opportunities to constantly evaluate and modify curriculum and monitor the effectiveness of different types of instructional strategies. Specific tasks such as data collection and assessment, benchmark development, intervention, and after-school cross-age tutoring programs can also be based upon a team approach.
Family and Community Engagement: The participation of parents and other community stakeholders in various activities is essential to the success of schools. Among those identified activities are parenting, communicating, volunteering, learning at home, decision-making, and collaborating.[6] ALS has reorganized those types of programs into two general categories of family and community participation: support and engagement. Support consists of actions and attitudes reflected by the care-giver that reinforce the academic program at home. Engagement consists of activities that require the care-giver to participate in school activities, such as open house, parent-teacher conferences, and volunteerism.[7] Schools should provide opportunities for both types of family engagement with the understanding that the school staff must explain what the curriculum is all about and what the achievement expectations are for all students and must decide what it wants parents to do to enhance their child’s learning at home or in the classroom.[8] ALS offers programs that provide parents with many participation opportunities. Standards-based Student Led Conferences, in which students organize, describe and demonstrate standards-aligned work to their parents is one of ALS’ many successes in engaging parents in the learning process.
Use of Technology: Using technology has become fundamental to every aspect of the educational process. Schools now recognize technology’s capacity to create and stimulate problem-solving possibilities, open-ended and interactive nature, and ability to provide access to network and database information, multimedia function, and its profound implications for student assessment.[9] Because technology now impacts and shapes the role of every school stakeholder, ALS has integrated the use of technology into each of its five components. ALS schools use the Learning Legend(, a data mining and analysis system developed by ALS.
|Critical Findings: Identification of strategies and the consistency/fidelity of implementation |
|Though some teachers are familiar with the use of strategies such as direct instruction, reciprocal teaching, and the writing process, not all teachers |
|have successfully implemented these strategies. The 2001 school-wide percentage of students above the 50th% in Reading was 13%, so 87% of All students |
|still scored below the 50th%. Total math scores on the standards portion of the STAR test indicate a need for training in Math Literacy and more math |
|standards alignment. Data for EL students showed that they generally perform about 10% below their Not EL peers. The need for professional development in|
|language acquisition and Specially Designed Academic Instruction in English (SDAIE) is evident. The local school site data team which represents the entire|
|instructional staff, was formed to analyze student performance data and makes informed instructional decisions that are data driven. This team is however |
|in its early stages but is committed to the task. |
2. District CORE implementation
▪ How is the CORE program articulated to all staff?
▪ How does the school ensure that student work is calibrated to grade level/content standards?
▪ How are the district’s Master Plan programs and educational objectives articulated to all staff and parents of ELs?
▪ How is access to the CORE program provided for special education students?
|Critical Findings: District CORE implementation |
| |
3. Closing the Achievement Gap
The migrant education form will be part of the school enrollment packet. Individual Learn Plan will be maintained for each Migrant in purple folder.
Upon enrollment, the SRQ is the identification tool. If the enrolling person checks items in Box A, that should trigger referral and access to needed school and community resources, such as the breakfast/lunch program, tutoring, special ed assessment, Healthy Start Programs, school services, local health clinics, dental clinics, clothing referrals, etc. The needs assessment should be case managed by the support services personnel at the school. If there are none at the school, then it should be monitored by the Students Success Team, which every school has.
➢ The Migrant Education Questionnaire will be part of the school’s enrollment packet.
➢ An Individual Learning Plan will be maintained for each migrant student enrolled.
➢ Maintain a stable school and classroom environment.
➢ rehearsal prior to demonstration
➢ enhance self-concept and self esteem
➢ integrate culturally relevant content
➢ cooperative learning use
Maslow’s research has demonstrated that basic needs must be met. With homeless students, often their basic needs are not met, making it very difficult for the next level of needs to be met. Homeless students have a higher level of acute and chronic illness, higher rates of mental illness, twice as many learning disabilities,4 times the rate of development delays, more academic problems*. Strategies to help increase student achievement include breaking down tasks into smaller meaningful parts that can be completed in a short time; plan assignments that do not require home resources; involve in cooperative learning experiences,; de-emphasize competition; be clear and consistent with what is expected of the student; offer support and help repeatedly.*.
➢ Maintain a stable school & classroom environment.
➢ Rehearsal Prior to Demonstration
➢ Enhance self-concept and self-esteem
➢ Integrate culturally relevant content
➢ Use cooperative learning
|Critical Findings: Closing the Achievement Gap |
|An examination of student scores on the English/Language Arts standards also demonstrates the achievement gap between NON EL and EL students as well as the|
|overall failure of all students to score at the proficient level or above. Star results for ALL students indicate that 70% of the students at any grade |
|levels read at the lower levels of proficiency. 70% percent of all students at all grade levels score at the lower two proficiency levels. |
BARRIERS TO RESEARCH-BASED INSTRUCTIONAL STRATEGIES
|BARRIERS TO INCREASED STUDENT ACADEMIC ACHIEVEMENT |MEASURABLE SOLUTIONS TO THESE BARRIERS (Action Steps) |
| | |
|Analysis of student work at grade/department meeting revealed that work was |Provide examples of grade-level appropriate curricula--lesson plans and |
|assigned that was below grade level standards. |assessments—for all courses. |
| |Standards-based workshops noted above will also focus on assuring presence of |
| |rigor in instruction. |
| |Provide common planning time for teachers of the same courses to share and |
| |develop effective strategies in maintaining academic rigor. |
| |Designate a “research team” of teachers and administrators to seek out the |
| |latest research-based techniques and make them available to all teachers at |
| |LAHS. |
| |Training by IFL (Institute for Learning) in lesson-study and other techniques |
| |for assuring the presence of academic rigor in all classes. |
| |Train teachers in techniques of meeting the needs of students who are at |
| |various levels of academic preparedness while still maintaining academic |
| |rigor. |
| |Development of projects and other assessments that have “multiple entry |
| |points” to assure that all students are challenged but none is excluded. |
| | |
|Teachers do not like the interruption of their set routine |Assure buy-in of teachers by including them in the planning of any changes and|
| |a gracefully graduated implementation of any major changes. |
| |A careful preservation of instructional techniques that do work while |
| |implementing needed changes. |
| |Ongoing support for the inevitable stress attendant on any major changes. |
| |Development of articulated and reasonable time-line and benchmarks for changes|
| |in teaching techniques. Teachers should be involved in development of these |
| |time-lines and benchmarks. |
| | |
|Teachers feel their current routine is effective. |Training of teachers in an objective, quantifiable method of measuring the |
| |effectiveness of their teaching. |
| |Create a non-threatening atmosphere—perhaps involving peer-review—where |
| |teachers feel comfortable discussing the effectiveness of their instruction. |
| |Identify effective practices so we honor what is working. |
| | |
| | |
Component 3
TARGETED PROFESSIONAL DEVELOPMENT
1.
Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials
|Quality of Staff, Status of Credentials and District Recruiting Strategy |
|Status of Teaching Credentials |
| |1998-1999 |1999-2000 |2000-2001 |
|Total Number of Teachers |158 |164 |170 |
|Full Credential |125 |130 |138 |
|Teaching Outside Subject Area | | | |
|Emergency Credential |28 |33 |33 |
|Teachers with Waivers |1 |1 |1 |
|Teachers with Bilingual |20 |22 |22 |
|Certification | | | |
|Teachers with District A-level |15 |12 |15 |
|fluency | | | |
|Teachers with English Language |27 |34 |36 |
|Development | | | |
|Teachers with Special Education | | | |
|certification | | | |
|Critical Findings: Quality of staff |
| |
|Of the 185 classroom teachers, 146 are fully certificated. 39 teachers are either District interns enrolled in a program to obtain a multiple subject |
|credential or have emergency status. 30 % of teachers are authorized to teach ELs: 21 teachers have a BCLAD and 40 currently hold a CLAD and 22 have had |
|SB1969 training. Fourteen teachers are teaching special education classes, 6 of which are fully credentialed to teach special education. |
|The lack of certificated/qualified teachers is a statewide problem that has been exacerbated in the last four years because of the implementation of Class|
|Size Reduction. LAHS has hired 24 new teachers since July 2001—most hold emergency credentials, and some are enrolled in intern programs. Although some |
|support is available from the school and/or LDE, not all emergency credential teachers are eligible for mentor services. As an inner-city school with a |
|high percentage of emergency credentialed and new teachers, the school will fully implement an effective support system, including team building |
|strategies as well as peer-coaching and peer-consultation opportunities. In addition, the new structured, ongoing professional development training will |
|be augmented by “mini” in-services for timely and frequent assistance. The new teachers and their mentors or team leaders will meet once a week to |
|develop teaching methods, management strategies, or lesson plans. They will be trained on ELD and ELA strategies to support their learning of content and |
|language in mainstream instruction. They will learn how to provide ELL students access to core curriculum. The teachers will be encouraged to complete |
|their BCLAD/CLAD. The paraprofessionals will also be encouraged and motivated to complete their university degree process and be offered teaching |
|positions at the school. |
|Credential |
|Activity |
|Responsible Party |
|Evaluation Method |
|Timeline |
| |
|Emergency |
|Enrollment in BTSA |
|District and Mentor Teacher |
|Observation, |
|Peer Coaching |
|Monthly |
| |
|Emergency |
|Mini In-service Training |
|Mentor Teachers |
|Observation, |
|Peer Coaching |
|Weekly |
| |
|Intern |
|Instructional Portfolio |
|District Intern Program Staff |
|Observation, District Intern Program Credit |
|Ongoing |
| |
|Emergency and Intern |
|Standards-Based Instruction |
|Instructional Coaches, Department Chairs |
|Observation, Lesson Plan |
|Twice per semester |
| |
|All |
|BCLAD/CLAD, SB 1969 certification |
|District and |
|University partners |
|Certification |
|Ongoing |
| |
|All |
|National Board for Professional Teaching Standards certification |
|District and |
|University partners |
|Certification |
|Ongoing |
| |
| |
| |
| |
| |
| |
|In addition to the support and training previously mentioned, the District has made great strides in developing incentives to both recruit and retain |
|teachers. Currently the district offers new teachers a relocation fee to attract experienced teachers to the district and this year, through the TAP |
|(Teaching as a Priority) grant, provided signing bonuses, a materials budget and a stipend for educational pursuits. The Beginning Teacher Support and |
|Assessment (BTSA)/School Mentor and Peer Assistance and Review (PAR) programs will be implemented district wide and low achieving schools are given first|
|priority for PAR mentors. Los Angeles High School also has a full-time Secondary Literacy Coach and a full-time Secondary Mathematics Coach. These |
|coaches go into the classrooms, work especially closely with new teachers, give demonstration lessons and keep abreast of all new development in their |
|fields. The district offers training to teachers needing to obtain a CLAD or BCLAD credential. It is the District’s intent to provide fully credentialed |
|teachers for every classroom, especially to low performing schools where the needs are so profound. As the District strives to meet that goal, they are |
|working to provide a balance of experienced teachers with less experienced teachers at each grade level, as well as provide additional coaching, mentoring|
|and personal support to the non-fully credentialed teacher. |
| |
| |
2. Paraprofessionals are required to work under the direction of a highly qualified teacher.
|Highly Qualified Paraprofessionals |
|Total Number hired to|BA Degree (or higher)|AA Degree |60 Semester Unit |LAUSD Para Exam |HS Diploma |Working towards |
|work with students | | | | | |certification |
|8 |0 |8 |8 |0 |8 |4 |
|Critical Findings: Highly Qualified Paraprofessionals |
|The paraprofessionals will also be encouraged and motivated to complete their university degree process and be offered teaching positions at the school. |
|The school data which indicates that Los Angeles High School has a 65% English learner population is used to determine the need for paraprofessionals. |
|Paraprofessionals are hired by the coordinators of special education, Title 1, and English learner. They are assigned by request from teachers and/or |
|classes with a large number of English learners, special education or Title1 Students. The effectiveness of these hired paraprofessionals is monitored by |
|the immediate coordinator. However, paraprofessionals are not always involved in the bi-monthly professional development that takes place in the school, |
|nor do they participate in the monthly training sessions. |
3. Highly Qualified Teacher Recruitment (do not delete this section – mandated inclusion in plan)
LAUSD Division of Human Resources aggressively seeks qualified teaching candidates from local universities and out-of-state/country. LAUSD also provides alternative credentialing opportunities for potential teachers through the District Intern Program, Pre-Intern Program, Para-educator Career Ladder Program, and teacher academies at the high school level. The district works with local universities to support student teaching as a means of identifying high quality candidates. Additionally, district efforts are enhanced through on-line recruitment.
4. Design and evaluation of professional development:
|Critical Findings: Design and evaluation of professional development |
|The school’s Action Planning Team, led by the site principal, will monitor the instructional program and establish a professional development calendar|
|with priorities to support the action plan. Comprehensive staff development will be held during off-track time, common pupil-free days, buy-back days|
|and bank-time days. Grade-level team meetings will take place using professional development time, release time, shortened days, and banked time. |
|Budget will be allocated for substitute days to release teachers, for teacher pay to participate on off-track time, Saturdays, or during an extended |
|day. |
|Personnel with the expertise to lead staff development in designated areas will be drawn from the District, outside contractors, and school site to |
|assure that all priorities described in the school Action Plan are addressed. Training will be ongoing throughout the year. Professional development |
|will focus upon the analysis of assessment data from both formative and summative assessments to help teachers identify the academic needs of |
|students, design and implement specific and appropriate instructional strategies to address those needs, and to target areas requiring immediate |
|intervention. This extensive analysis and decision making will be enhanced by the creation of teaching teams, organizational models that also ensure |
|uniformity and continuity. |
|Additional comprehensive staff development will train teachers to complete the following: (1) implement the selected standards-based reading and math |
|programs and focused standards-based instructional programs aligned with the state standards;(2) use state- approved textbooks and instructional |
|materials more effectively; (3) develop English language development lessons by ELD level for each grade level, (4) and implement the adopted ELD |
|program, Assessment Portfolios. |
|In addition, Los Angeles Senior High School will focus on professional development that includes the monitoring of specific common instructional |
|strategies including reciprocal teaching, the writing process, using graphic organizers and employing direct instructional strategies and programs. |
|Staff development will be provided for the purpose of implementing student-led conferences. School-site literacy and math coaches will provide |
|follow-up training and coaching to experienced and new teachers. |
|Finally, there will be opportunities for regular classroom teachers to articulate with intervention teachers regarding student needs and for building |
|capacity through coaching, classroom observations, and learning walks. |
|During Year One, the following professional development time-line will be implemented: |
| |
| |
|ACTIVITY |
|July- Aug |
|Sept-Oct |
|Nov-Dec |
|Jan-Feb |
|Mar-Apr |
|May-Jun |
| |
|Reciprocal Teaching: an Overview |
|• |
| |
| |
| |
| |
| |
| |
|Reciprocal Teaching: Nuts and Bolts |
|• |
| |
| |
| |
| |
| |
| |
|Unbundling the Standards |
|• |
| |
| |
| |
| |
| |
| |
|Focusing on Key Standards |
| |
|• |
| |
| |
| |
| |
| |
|Planning a Standards-Based Unit |
| |
|• |
| |
| |
| |
| |
| |
|Using Rubrics to Grade Student Work |
| |
| |
|• |
| |
| |
| |
| |
|Introducing District’s Quarterly Assessments |
| |
| |
|• |
| |
| |
| |
| |
|Preparing for District’s Quarterly Assessments |
| |
| |
| |
|• |
| |
| |
| |
|Examining Student Work |
| |
| |
| |
|• |
| |
| |
| |
|Learning Walks: teacher’s viewpoint |
| |
| |
| |
|• |
| |
| |
| |
|Learning Walks: administrator’s viewpoint |
| |
| |
| |
| |
|• |
| |
| |
| |
| |
| |
5. In-class coaching, collegial support and technical assistance:
|Critical Findings: In-class coaching, collegial support and technical assistance |
| |
|Provide professional development workshops for all staff. Workshop sessions include the following: analyzing data; developing goals, expectations, and |
|benchmarks; developing grade-level pacing plans aligned with state standards and frameworks; and classroom management strategies. |
|Provide the necessary staff development to implement all instructional components outlined in the Secondary Literacy and Mathematics plans. |
|Provide quality outside professional development. |
|Provide substitute support or supplemental pay so teachers can prepare and/or improve Standards-Based Instructional units. |
|Use banked time for team meetings, lesson studies and examination of student work. |
|Institute an orientation system for new teachers, administrators and classified personnel. |
TARGETED PROFESSIONAL DEVELOPMENT
|BARRIERS TO INCREASED STUDENT ACADEMIC ACHIEVEMENT |MEASURABLE SOLUTIONS TO THESE BARRIERS (Action Steps) |
| | |
|Professional development is inconsistent, generalized, and/or fragmented and |100 % of teachers, administrators, paraprofessionals, and other support staff |
|not based on identified student and staff needs. |will participate in comprehensive, focused professional development, which |
| |incorporates the mandates of the local district and site-based needs |
| |identified through data analysis and surveys. |
| |As much as possible, use LAHS personnel to develop and deliver relevant and |
| |accessible professional development. |
| |Departments will receive subject-specific professional development, avoiding |
| |in-services so generalized that they become valueless. |
| | |
|Failure in the Past of professional development because it creates |Align professional development activities with comprehensive school reform and|
|apprehension and negative attitudes towards future. |ensure administrative monitoring of participation and classroom |
| |implementation. |
| |Strongly involve many teachers in the development and implementation of |
| |professional development. |
| |Elicit formal and informal feedback after all professional developments, and |
| |then adjust future in-services based on careful analysis of that feedback. |
| |Avoid scheduling important professional development for teachers about to go |
| |off-track. |
| |Assure that all in-services intersperse “lecturing” with activities that |
| |illustrate the points addressed in the “lecture.” |
| |All teachers should be objectively evaluated by the appropriate administrative|
|Professional development treats all teachers as if they are the same. |staff, and then highly focused professional development should be targeted |
| |based on these evaluations. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Inappropriate and/or extra time for professional dev affects teachers mental |A representative group of teachers selected by their peers will have input on |
|ability and takes away from planning and grading time. |scheduling and content of professional development. |
| | |
| | |
| | |
Component 4
PARENT AND COMMUNITY INVOLVEMENT
Directions: Use the following guiding questions to help you describe the Parents and Community Involvement at your school. Add any other significant factors pertinent to your school and identify any barriers that may exist.
1. Communication regarding student academic achievement and standards mastery:
Parents are made aware of student participation in core curriculum, supplemental instructional and auxiliary activities and receive individual student assessment and achievement results through the following:
a. Bi-annual conference
b. Reproduction of STAR test results in reading and math
c. Intervention and intersession reports
d. Individual learning plan
e. Parent meeting and training sessions.
Schools should have in place regularly, scheduled opportunities for parents to be informed about their child’s academic progress via parent conferences, open hose and other school activities that include parent participation. For homeless parents, the school should have additional outreach for these parents which may include hosting a parent night at the nearby shelter, providing school information at the local hotels, including dinner and child care at evening events at school.
➢ Parents are made aware of the students participation in core curriculum, supplementary instructional auxiliary activities and receive individual student assessment and achievement results through the following activities:
a.) Bi-annual Conferences
b.) Reports of S.T.A.R. test results in Reading & Math
c.) Intervention/Intersession Reports
d.)Individual Learning Plan
e.) Parent Meetings & Training Sessions
Parent Involvement in the implementation of the Action Plan will include participation on the quarterly team and evaluation meetings, assisting with the development of parent training programs, assisting with the dissemination of materials, and recruiting parents for training programs. Parents will be recruited to serve as volunteers for academic purposes in the classroom or tutorials or to help support the school climate. A cadre of parents will be invited to participate in some of the staff training sessions so that they will be able to act as facilitators for parent education classes. Parents will be trained and encouraged to attend Student Led Conferences to monitor their child’s academic progress. Parents will continue to participate in intervention efforts regarding attendance and discipline.
The school’s plan for engaging and supporting parent/guardian participation includes:
➢ Provide an ongoing orientation system for parents so they know the following: what LAHS expects from its students; the services provided by the school; and how parents, teachers and the administration can work together to promote success for our students.
➢ Create a parent section of the school website. This could be part of a technology class, and maintained by students.
➢ Provide more professional translators for parent meetings and conferences.
➢ Provide parent in-service on standards-based instruction and expectations for each grade level.
➢ Continue to notify parents of student progress regularly, provide notification if student is in danger of receiving non- passing marks prior to the issuance of formal report cards.
➢ Continue to hold regularly scheduled parents meetings at convenient times.
➢ Provide weekend and/or after-school courses for parents—parent institutes—focusing on parenting skills and becoming an “empowered” citizen of our community.
➢ Provide “family nights” so we can showcase our students’ special achievements for their parents, and strengthen our ties to the community.
➢ Provide on-going training and classes for parents in techniques for helping their students at home and in school.
➢ Provide a Parent Center on campus, which the community feels “belongs” to them.
➢ Institute a regular newsletter to keep the community up-to-date on school events, services and policies. This could be part of a journalism class and prepared by our students.
➢ Ability to meet with their child's teacher or teachers and the principal of the school in which their child is enrolled
➢ To volunteer time and resources for the improvement of school facilities and school programs under the supervision of district employees, including, but not limited to, providing assistance in the classroom with the approval, and under the direct supervision, of the teacher.
➢ To be notified, on a timely basis, if their child is absent from school without permission.
➢ To receive the results of their child's performance on standardized tests and statewide tests and information on the performance of the school that their child attends on standardized statewide tests.
➢ To have a school environment that is safe and supportive of learning.
➢ To examine the curriculum materials of the class or classes in which their child is enrolled.
➢ To be informed of their child's progress in school and of the appropriate school personnel whom they should contact if problems arise with their child.
➢ To have access to the school records of their child.
➢ To receive information concerning the academic performance standards, proficiencies, or skills their child is expected to accomplish.
➢ To be informed in advance about school rules, attendance policies, dress codes, and procedures for visiting the school.
➢ To receive information about any psychological testing the school does involving their child and to deny permission to give the test.
➢ To participate as a member of a parent advisory committee, school site council, or site-based management leadership team, in accordance with any rules and regulations governing membership in these organizations.
➢ A description of the school's responsibility to provide a high quality curriculum and instructional program in a supportive and effective learning environment that enables all pupils to meet the academic expectations of the school.
➢ The opportunity to work in a mutually supportive and respectful partnership with schools and to help their children achieve academic and other standards of the school by any or all of the following means:
➢ Parents and guardians of pupils may support the learning environment of their children, including, but not limited to, the following: (1) Monitoring attendance; (2) ensuring that homework is completed and turned in on a timely basis; (3) participation of the children in extracurricular activities; (4) monitoring and regulating the television viewed by their children; (5) working with their children at home in learning activities that extend learning in the classroom; (6) volunteering in their children's classrooms, or for other activities at the school; (7) participating, as appropriate, in decisions relating to the education of their own child or the total school program and (8) signing a school-parent compact that supports the appropriate academic achievement of their child(ren).
The participation of parents and other community stakeholders in various activities is essential to the success of schools. Among those identified activities are parenting, communicating, volunteering, learning at home, decision-making, and collaborating.[10] ALS has reorganized those types of programs into two general categories of family and community participation: support and engagement. Support consists of actions and attitudes reflected by the care-giver that reinforce the academic program at home. Engagement consists of activities that require the care-giver to participate in school activities, such as open house, parent-teacher conferences, and volunteerism.[11] Schools should provide opportunities for both types of family engagement with the understanding that the school staff must explain what the curriculum is all about and what the achievement expectations are for all students and must decide what it wants parents to do to enhance their child’s learning at home or in the classroom.[12] ALS offers programs that provide parents with many participation opportunities. Standards-based Student Led Conferences, in which students organize, describe and demonstrate standards-aligned work to their parents is one of ALS’ many successes in engaging parents in the learning process.
|Critical Findings: |
|An absence of long-term parent involvement exists and perpetuates inconsistent community relations. Parent and school communication/collaboration is |
|limited and has not had as its goal a focus on the academic expectations of students and the ways in which parents may understand those expectations |
|and support their child’s learning. Furthermore, parents and teachers note difficulty in meaningful communication due to language barriers and |
|parental inexperience with advanced coursework Effective strategies to communicate with homeless parents include outreach to the other places where |
|they are staying, such as shelters and hotels/motels. Providing school information home is a durable, weather resistant folder site visitations. |
|These are strategies that have proven successful with other school distracts, such as Fresno, CA. |
| |
| |
| |
|Available After-School/Saturdays |
|Interpreter Available |
|Parent Liaison (Identify) |
| |
2. Program planning and evaluation:
In order to ensure that both parents and community were involved in the development of this plan, several strategies were implemented. Members of the School-Site Community Team met with parent groups including the School Site Council (SSC) and Compensatory Education Advisory Council and Bilingual Advisory Council (CEAC/BAC). Approximately 125 parents participated in a discussion about the culture of the school, their participation, and their involvement. Los Angeles parents were also members of the SCT.
Parent Involvement on the SCT will include participating with the team and attending evaluation meetings, assisting with the development of parent training programs, assisting with the dissemination of materials, and recruiting parents for training programs. Information from the SCT will be shared regularly with the SSC and the CEAC/BAC. A cadre of parents will be invited to participate in staff training sessions so that they will be able to act as facilitators for parent education classes. Workshops for parents will be held on a regular basis and focus on test-taking strategies, parent involvement in the educational process, and strategies for helping their children at home.
Over the next two years our staff will begin implementing Student-Led Conferences, providing students and parents with an authentic opportunity to discuss standards-based work and ensuring that parents and the community have meaningful opportunities to participate in academic discussions at the school. By the end of the second year, parents and other stakeholders will take part in Action Walks, designed to highlight student achievement. The ALS model for parent and community involvement is fully consistent with our own strategies.
|Critical Findings: Program planning and evaluation |
| |
|Include parents on the data team. |
|Develop a model for providing more frequent evaluations of student achievement |
| |
| |
3. Training and support:
Los Angeles High school believes that a full partnership with ALS will enhance our success. ALS has a strong positive record of assisting underperforming schools to improve academic performance . ALS staff has been leaders in the development of standards and accountability legislation both in the state and nationally. ALS employs or contracts with more than 12 state-approved external evaluators who are already successfully working with schools with profiles like ours and has been recognized by the state as a model program provider. For these reasons, we will use the services of ALS for Technical Assistance and Monitoring of our progress on the goals and benchmarks as delineated.
Our Technical Assistance Monitor (TAM) will work with our staff to prepare a yearly “State of Los Angeles High School” report. This report will detail progress made in the school including: Disaggregated Student Learning Results around the full range of state and local assessments of student progress with particular emphasis on reading/language arts, mathematics and English Language Development, Degree and Quality of Implementation of Standards and Research-based Instructional Strategies, and a comparative analysis of beginning and ending “Levels of Sustainability” as measured at the site and district levels. A Statement of Work (memorandum of understanding) will be used as a means of ensuring that ALS, the District, and Los Angeles HS will work effectively for implementation of the model.
Lastly, ALS will administer yearly a pre/post test survey related to those factors that measure and are predictive of sustainability.
|Critical Findings: Training and support |
| |
|There is a lack of meaningful Parent support group and parent training that help parents develop an understanding of the content standards and learning skills and |
|ideas for assisting their children in becoming better learners |
4. School/Community/Business Partnerships
Los Angeles High school believes that a full partnership with ALS will enhance our success. ALS has a strong positive record of assisting underperforming schools to improve academic performance . ALS staff has been leaders in the development of standards and accountability legislation both in the state and nationally. ALS employs or contracts with more than 12 state-approved external evaluators who are already successfully working with schools with profiles like ours and has been recognized by the state as a model program provider. For these reasons, we will use the services of ALS for Technical Assistance and Monitoring of our progress on the goals and benchmarks as delineated.
Our Technical Assistance Monitor (TAM) will work with our staff to prepare a yearly “State of Los Angeles High School” report. This report will detail progress made in the school including: Disaggregated Student Learning Results around the full range of state and local assessments of student progress with particular emphasis on reading/language arts, mathematics and English Language Development, Degree and Quality of Implementation of Standards and Research-based Instructional Strategies, and a comparative analysis of beginning and ending “Levels of Sustainability” as measured at the site and district levels. A Statement of Work (memorandum of understanding) will be used as a means of ensuring that ALS, the District, and Los Angeles HS will work effectively for implementation of the model.
Lastly, ALS will administer yearly a pre/post test survey related to those factors that measure and are predictive of sustainability.
|Critical Findings: School/Community/Business Partnerships |
|ALS is in its first year at Los Angeles High school. However, there needs to be greater involvement in the implementation of the strategies. |
5. Parent/School Compact/Parent Involvement Policy
Parents are involved in creating the Parent/School Compact by giving their input during the monthly parent meetings of the CEAC, ELAC, and SSC held at the school site. The parents are asked if there will be any modifications to the currents compact and all necessary changes or modifications are made prior to the new school year.
BARRIERS TO PARENT AND COMMUNITY INVOLVEMENT
|BARRIERS TO INCREASED STUDENT ACADEMIC ACHIEVEMENT |MEASURABLE SOLUTIONS TO THESE BARRIERS (Action Steps) |
| |Provide full-time bilingual personnel—Korean and Spanish---for all offices. |
|Lack of parental participation |Improved two-way communication with parents through mail and telephone. |
| |Regular parent newsletter, translated into Spanish and Korean. |
| |Continue regular ELAC/Title I meetings with translation into Korean and |
| |Spanish. |
| |Continue Parent Institute classes on Saturdays, training parents in skills for|
| |fostering success for their children. |
| | |
| | |
| |Looped slide-shows and videos for PHBAO and open house with information about |
| |interpreting school reports, attendance and tardy policies, and other relevant|
|Parents do not know how to interpret Grade Reports and other school |issues. |
|correspondence about their children. | |
| | |
| | |
| |Provide an ongoing orientation system for parents so they know the following: |
|Lack of coordination of effort to inform community about necessary |what LAHS expects from its students; the services provided by the school; and |
|ingredients for student achievement |how parents, teachers and the administration can work together to promote |
| |success for our students. |
| |Development of compacts between parents, students, and teachers asking for a |
| |commitment to very specific behaviors and expectations necessary for students’|
| |academic success. For example, a compact could include limitation of |
| |television time or commitment to providing am established time and space when |
| |students are expected to do their homework and other school work. This compact|
| |should also spell out how and when the parents can be reached if necessary. |
| |After each Grading Report, hold meetings where each department presents |
| |strategies and techniques for helping parents to help their children raise |
| |their grades. Prepared handouts with very specific suggestions, translated |
| |into Spanish and Korean, will be made available, followed by discussions with |
| |representatives of the departments. The textbooks for each course as well as |
| |homework and grading policies will also be discussed. These meetings will be |
| |in addition to PHBAO evenings and Open Houses. |
| | |
| | |
| | |
| |Continue to notify parents of student progress regularly, provide notification|
| |if student is in danger of receiving non- passing marks prior to the issuance |
|Lack of efficient communication with parents due to language difficulty. |of formal report cards. Hire bilingual staff to help with interpretations. |
| |Continued and strengthened use of Phone Master to contact parents about |
| |meetings and important schools procedures and policies. |
| |Provide full-time bilingual personnel—Korean and Spanish---for all offices. |
| |Improved two-way communication with parents through mail and telephone. |
| |Regular parent newsletter, translated into Spanish and Korean. |
| |Contribute a regular column to local Hispanic and Korean newspapers covering |
| |school issues relevant to the community. |
| |Strengthen existing connections with local institutions—churches, community |
| |colleges, etc.—and create new relationships. |
| |Provide a “hotline” for community members and parents to use to communicate |
| |concerns and questions and assign school personnel to service this hotline. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Lack of efficient communication with parents due to language difficulty. |Continue to notify parents of student progress regularly, provide notification|
| |if student is in danger of receiving non- passing marks prior to the issuance |
| |of formal report cards. Hire bilingual staff to help with interpretations. |
| |Continued and strengthened use of Phone Master to contact parents about |
| |meetings and important schools procedures and policies. |
| |Provide full-time bilingual personnel—Korean and Spanish---for all offices. |
| |Improved two-way communication with parents through mail and telephone. |
| |Regular parent newsletter, translated into Spanish and Korean. |
| |Contribute a regular column to local Hispanic and Korean newspapers covering |
| |school issues relevant to the community. |
| |Strengthen existing connections with local institutions—churches, community |
| |colleges, etc.—and create new relationships. |
| |Provide a “hotline” for community members and parents to use to communicate |
| |concerns and questions and assign school personnel to service this hotline. |
| | |
|Suitable time and transportation for parental involvement |Use Title I funds to buy or rent a mini-bus to transport parents to school |
| |meetings. |
| |Arrange time and setting of meetings to be most convenient for parents and |
| |community members, based on informal parent input and results of |
| |parent/community surveys. |
Component 5
LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES
Directions: These conclusions will lead to barriers to improve academic achievement.
Describe in narrative or bullet form the leadership, school organization, support structures and culture of your school. You should answer, but not limit yourself to the following questions as appropriate to your school.
School organization:
Describe the school’s organization and structure that ensures a focus on student achievement and closing the achievement gap
Coaching is a successful non-threatening model for sustaining learning and promoting professional growth.[13] ALS uses a Comprehensive School Accountability Model that requires the school to modify its structure and organization to focus upon student achievement. Teachers plan, work, assess, and analyze results together as a team. Focus and alignment are tight, expectations are high, data is used as an assessment tool, and opportunities to learn, both for students and teachers, are enhanced.[14] Site administrators must also be actively involved in a coaching process, receiving collegial support for instructional leadership and evaluation of school programs.
|Critical Findings: School organization |
|Lack of space prohibits additional classrooms resulting in overcrowded conditions such as “traveling” or “roving” teachers. “Traveling” places undue |
|burden on those teachers and their students making it difficult to create a reasonably stable teaching and learning environment. Although there are |
|materials and textbooks for all students, not all teachers are trained in the optimum use of these materials. As new teachers join the staff (24 new |
|teachers in Fall 2001), they are not always provided the needed time to learn and be coached on the best implementation of the materials. |
| |
|- Members of staff designated as a contact with migrant education officer. |
|The school’s organization and structure that ensures a focus on student achievement and closing the achievement and closing the achievement gap of homeless|
|students includes a process of |
|1. identification |
|2. needs assessment |
|3. referral to educational an support services |
|4. parent contact via conferences, progress reports |
|5. case management/follow up |
|The member of staff designated as a contact with Migrant Education Office is the Title 1 Coordinator. |
|The Leadership of Los Angeles High School has not created nor implemented an organizational support system that ensures that all students have equal access|
|to all activities, programs and quality standards based instruction. |
2. Articulation across programs and schools
Organizing the school around teams optimizes learning opportunities for students, staff and administration and has proven to be one of the most effective methods for systemizing reform. Horizontal and vertical teaming, interdisciplinary instruction, systematic inclusion of all special needs students and the creation of small learning communities or academies at the secondary level provides opportunities to constantly evaluate and modify curriculum and monitor the effectiveness of different types of instructional strategies. Specific tasks such as data collection and assessment, benchmark development, intervention, and after-school cross-age tutoring programs can also be based upon a team approach.
|Critical Findings: Articulation across programs and schools |
|There is a lack of meaningful Parent support group and parent training that help parents develop an understanding of the content standards and learning skills and|
|ideas for assisting their children in becoming better learners in high school as compared to their middle school. |
3. Extended Learning Opportunities
|Intervention Program |Check all Intervention Programs that |
| |apply |
|Emergency Immigrant Education Program (EIEP) | |
|English Language Acquisition Program (ELAP) |* |
|English Language and Intensive Literacy Program (ELILP) |* |
|Extended Learning Program (ELP) (Summer School/Intersession) |* |
|Extended Learning Program (ELP) (Before-, After-, Saturday School, etc) |* |
|Extended School Year (ESY) | |
|Migrant Education | |
|Standards-Based Promotion (Summer School/Intersession) |* |
|Standards-Based Promotion Bridge Program | |
|Supplemental Educational Services / Program Improvement (PI) |* |
|Other | |
|Critical Findings: Extended Learning Opportunities |
|Need for after school/extended learning opportunity accountability. Currently, Los Angeles High school has some after school programs which is not targeted at any |
|particular group. Students are advised to attend after school classes if they need help in any of the classes they are taking during the regular school day. The teachers |
|are responsible for referring the students for after school tutoring. Students are not referred to tutoring on the basis of data. |
|There is no data to indicate the effectiveness of the current tutoring program or proof that the program is closing the achievement gap. |
|Currently there are no before school programs for under achieving students. |
|We have intersession classes for students that are failing or in danger of failing any class. |
|Saturday school has been implemented to provide intervention for students scoring below the 20th percentile. |
| |
4.
5. Staff Attendance
|Staff Attendance |
|Average Number of Days Absent per School Year |
| | | | | |1998-2002 |
| |1998-1999 |1999-2000 |2000-2001 |2001-2002 |Change |
|Certificated Staff |
|Your School |7.24 |7.9 |8.3 |8.1 |-0.07 |
|Local District E |6.9 |7.5 |8.0 |8.2 |+0.17 |
|LAUSD |7.2 |7.9 |8.3 |8.6 |+0.22 |
|Classified Staff |
|Your School |19.1 |18.85 |21.03 |19.15 |-1.89 |
|Local District E |14.08 |13.62 |14.80 |15.98 |+1.18 |
|LAUSD |14.90 |15.50 |15.60 |16.30 |+0.69 |
5. Auxiliary Services
School Attendance and Discipline/Behavior
|Student Attendance |
|Year |Stability Rate |Transiency Rate |Actual Attend Rate |
|2001-02 |73.70 |41.30 |82.73 |
|2000-01 |67.62 |50.53 |80.09 |
|1999-00 |70.75 |47.41 |81.05 |
|Suspensions |
|Year |
|Year |
| |Enrollment |ADW |Battery |Chemical Substance Abuses|Property Crimes |
|Your School | |2 |5 |10 |19 |
|LAUSD |732,124 |335 |3474 |2515 |4622 |
|Crime and Safety Statistics: |
| |Destructive Devices |Homicide |Loiter Trespass |Possession of Weapons|Robbery |Sex Offenses |
|Your School |1 |0 |1 |0 |4 |0 |
|LAUSD |68 |0 |335 |868 |285 |580 |
|Critical Findings: School Attendance and Discipline/Behavior |
| |
|Los Angeles High School’s in-seat attendance has averaged about 81% over the last three years. The student population at LAHS can fluctuate by several |
|hundred students within and between school years. In addition, LAHS has a student stability rate (students who start and complete the school year at LAHS)|
|of only about 69% and a student transience rate of about 50% over the past three years. The constantly changing faces destabilize the instructional |
|environment while the changing numbers frequently result in discordance between funding and needs. Also, student absenteeism hinders classroom involvement |
|and participation, which affects the entire school climate. In general, Special Education students have more difficulty maintaining acceptable school |
|attendance and often require more intervention with respect to discipline and behavior. Although, there is not an exact number available of Special |
|Education students who were suspended, interviews with the deans suggested that Special Education students have greater than average ratio of suspensions |
|as compared with Non-Special Education students. Our tardy policy is effective in encouraging students to be in class on time, but those students who are |
|tardy first period are required to spend the entire class period in the cafeteria area doing class work under the supervision of a dean. There is also a |
|tardy lock out at the beginning of fourth period. Tardy kids are required to help in the campus beautification process before returning to class. |
|Room thus they loose an entire period of classroom instruction. |
| |
| |
6. Governance and Funds Management:
|Critical Findings: Governance and funds management |
|Due to the nature of a year round school, it is very difficult to seek advise of all the councils before all decisions are made. |
| |
7. Facilities Management:
|Critical Findings: Facilities management |
|There is not enough school spirit within the student groups and hence students are found littering the school with lunch wastes and graffiti. There is |
|access to all floors for students with disabilities. The impact of large enrolment has greatly affected the individuality of the students. Students feel |
|they as an individual wouldn’t make any difference and may as well be absent/invisible. |
BARRIERS TO LEADERSHIP, SCHOOL ORGANIZATION
AND SUPPORT STRUCTURES
|BARRIERS TO INCREASED STUDENT ACADEMIC ACHIEVEMENT |MEASURABLE SOLUTIONS TO THESE BARRIERS (Action Steps) |
| | |
|Classes are not organized to maximize utilization of teachers authorized to |Careful review of CLAD and BCLAD holders in school when preparing master |
|provide instruction to ELs. |schedule. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Lack of incentives for qualified teachers |In-house support network for National Board certification. |
| |Development of reimbursed peer-review process staffed by qualified teachers. |
| | |
| | |
| | |
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| | |
| | |
|Lack of support for under-qualified teachers |Regular visitations by coaches, with systematic focus on targeted issues. |
| |Pairing of all new teachers with a more experienced teacher within their |
| |department, supplementing existing mentor program. |
| |Researching of possible outside sources of relevant professional development. |
| | |
| | |
| | |
| | |
|Lack of regularly scheduled meetings with classified and certificated staff |Timing and content of all meetings planned by a committee that includes |
|to improve communication and enhance the coherence of the instructional |classified and certificated staff. |
|program. |Use of Title I and HPSG funds for substitutes and reimbursements to schedule |
| |regular meetings during and after school day. |
| | |
| | |
| | |
| | |
Section Five
ACTION PLAN STEPS
Measurable Objectives and Benchmarks for Three Year Plan
Measurable Objectives and Benchmarks Aligned to Disaggregated Student Academic Achievement Data to Close the Achievment Gap
What to Know about Closing the Achievement Gap
Directions: These objectives and benchmarks should be transferred directly to the appropriate section of the Action Steps templates.
Based on the collected data, the school has established the following plan that outlines the specific actions the school will undertake to meet these school wide and target group objectives and to improve the SAT-9 and Standards scores for all students, including all subgroups, which will result in the school meeting and/or exceeding the state’s API expectations.
By June 2003, the overall API scores will increase a minimum of 16 points over the June 2002 score for the total school to the 2003 target of xxx or better. By June 2004, the overall API scores for the total school will continue to increase a minimum of 5% over the previous year’s scores. Yearly, the scores will increase by a minimum of 5%. In addition, the scores for the significant subgroups will improve as follows
(SAMPLES)
School wide, 36% of all students are scoring at or above the 50% percentile in reading, language arts, math, science and social studies on the augmented SAT9. There will be an increase by 5% or better in the percentage of all students scoring at or above the 50th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004.
2% of EL students score at or above the 50th percentile on the augmented SAT 9. There will be an increase by 3% or better in the percentage of EL students scoring at or above the 50th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004.
Current school wide results indicate that only 2% of our English learner (EL) students scored at or above or below the 50% percentile in reading comprehension on the SAT9. For the first year, the number of students scoring at or above the 50% percentile in reading comprehension will increase to 35%, the second year to 45% and the third year to 60%.
CELDT scores indicate that 24 % of students are meeting levels 1,2, and 3. EL students will move through levels 1, 2, and 3 on the CELDT at the rate of one level per year.
EL students will move through levels 4 and 5 on the CELDT at the rate of one level every two years.
88% of students receiving special education services participate in State and District-wide assessments, including Alternate Assessment. By June 2005 the number of students with IEP’s participating in State and District-wide assessments will mirror the percentage of general education students participating in these assessments (approximately 95%).
4 % of students with disabilities receiving special education services are performing at or above the 50th percentile on State assessments. By June 2005, the number of students with IEP’s performing above the 50th percentile will mirror the percentage of general education students performing above the 50% percentile. Currently 13.8 % of students with disabilities receiving special education services are performing at or above the 50th percentile on State assessments.
% of students receiving special education services are returned to general education without special education services. There will be a 10% increase in this number for the 2002/03 school year and a further increase of 10% from 2003/04.
% of students receiving special education services graduate with a diploma and % receive a certificate of completion. By June 2005 the percentage of students with IEP’s graduating with a diploma or certificate of completion will mirror the percentage of general education students. Current District percentage is 15.3 % receiving diploma, 9% receiving certificate of completion.
41% of all African-American males complete 4 years of high school. There will be an increase by 5% or better in the number and percentage of African American male students successfully completing 4 years of high school from 2002 to 2003 and a further 5% from 2003 to 2004.
36% of ALL students completed the A-G courses in 2001-2002. There will be an increase by 5% or better in the number and percentage of ALL students completing the A-G courses from 2002 to 2003 and a further 5% from 2003 to 2004.
ACTION STEPS TO IMPROVE SECONDARY LITERACY
3 YEAR PLAN
|OBJECTIVE: |
|By June 2005, students will demonstrate 2.0 matched student NCE gains. |
|Students in all grades will improve their reading comprehension with grade-level material. Current school wide results indicate that only 11% of students scored at or above the 50th percentile in reading |
|comprehension on the Stanford 9. For the first year, the number of students scoring at or above the 50th percentile in reading comprehension will increase to 25%, the second year to 35%, and the third year |
|to 50% |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
|Provide the necessary staff and staff development to |EL |Eld portfolio gain |July 2003- |Literacy coach and |Bilingual & Title | |
|implement all instructional components outlined in the Local| |at least 1 level |ongoing |principal |1 funds | |
|District E Secondary Literacy Plan, e.g. Reciprocal Teaching| | | | | | |
|Develop extended learning and intervention programs for |Students failing any |Monitor report cards|July |Counselors and |General and | |
|intersession, Saturdays and after-school. |English class | |2003-ongoing |coordinators |categorical funds | |
|Establish and train a team of school personnel (SSAT, |All Students |Functioning Data |July |Literacy coach, data |General and | |
|principal, grade and content level teachers) to analyze and | |team |2003-ongoing |team and principal |categorical funds | |
|use achievement data to determine academic needs of students| | | | | | |
|and the subsequent programs to meet those needs. | | | | | | |
|Develop programs/interventions to assist students struggling|Students failing any |Red folder contents |July |Literacy coach and |General and | |
|with Language Arts. |English class | |2003-ongoing |principal |categorical funds | |
|Develop programs/interventions to assist struggling readers;|All students |Improved CAT 6 |3years | |General and | |
|e.g. reading enhancement classes for low level readers, | |scores | |Literacy coach and |categorical funds | |
|Sustained Silent Reading, and summer programs. | | | |principal | | |
|Hire 2 literacy coach/coordinators to design, implement and |All students |Staff development |3years | |General and | |
|coordinate staff development program and follow-up coaching.| |log | |Literacy coach and |categorical funds | |
| | | | |principal | | |
|Develop and implement a staff development program designed |All students |Staff development |3years | |General and | |
|specifically to address the learning needs of all students, | |log | |Literacy coach and |categorical funds | |
|e.g. SDAIE and AEMP strategies, reciprocal teaching. | | | |principal | | |
|Implement targeted intensive reading instruction that may |Students failing any |Classroom |July 2003 |Literacy coach |General and | |
|include any of the following: (1) reading competency |English class |visitations |ongoing |assistant principals |categorical funds | |
|programs; (2) direct instruction on reading at grade level | | | |and principal | | |
|using English language content standards; (3) intervention | | | | | | |
|programs. | | | | | | |
ACTION STEPS TO IMPROVE MATHEMATICS
3 YEAR PLAN
|OBJECTIVE: |
|By June 2005, students will demonstrate 2.0 matched student NCE gains. |
|School wide, 23% of all students are scoring at or above the 50% percentile in math on the augmented SAT9. There will be an increase by 5% or better in the percentage of all students scoring at or above the |
|50th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004. |
| |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
| |Students failing |Monitor Algebra |July |Counselors and |General funds | |
|Purchase supplemental resources to support the two year |Algebra |grades |2003-ungoing |coordinators |Categorical | |
|algebra class. | | | | |funds | |
|Increase learning time including tutoring and teacher |All 9th grade students |Monitor Algebra |July |Math coach, counselors,|General funds | |
|assistants in beginning algebra classes. | |grades |2003-ungoing |coordinators, data team|Categorical | |
| | | | |members and principal |funds | |
|Provide on-going training to mathematics teachers in the |All math teachers |Training logs |July |Math coach, counselors,|General funds | |
|power standards of each of the five mathematical strands, | | |2003-ongoing |coordinators, data team|Categorical | |
|including identification, content surrounding the standards,| | | |members and principal |funds | |
|and student learning activities that will reflect mastery of| | | | | | |
|the standards. | | | | | | |
|Hire 2 Math coach/coordinators to design, implement and |All math teachers |Training logs |July |Math coaches and |HPSG and | |
|coordinate staff development program and follow-up coaching.| | |2003-ongoing |administrators |categorical | |
| | | | | |funds | |
ACTION STEPS TO IMPROVE ALL OTHER CONTENT AREAS
3 YEAR PLAN
|OBJECTIVE: |
|By June 2005, students will demonstrate 2.0 matched student NCE gains. |
|School wide, 32% of all students are scoring at or above the 50% percentile in reading, language arts, math, science and social studies on the augmented SAT9. There will be an increase by 5% or better in the|
|percentage of all students scoring at or above the 50th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004. |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
|Expand instructional enrichment classes by hiring teachers |All students |Mark analysis report|July |Counselors, coaches and |HPSG | |
|for the special classes. | | |2003-ungoing |coordinators |Title1 | |
| | | | | | | |
| |All students |Monitor report cards|July |All coordinators |HPSG | |
|Tutoring program | | |2003-ungoing | |Title 1 | |
| | | | | | | |
|Identify groups of students needing specific interventions |Students failing more |Data team reports |July 2003 |Counselors, coaches, data |HPSG | |
|in content area classes including enrichment and mediation. |than two content area | |–ongoing |team and coordinators |Title 1 | |
| |classes | | | | | |
|Expose students to activities and places that will |All students |Field trip logs |July |Title 1 coordinator and |General funds and | |
|complement their background such as field trips to museums, | | |2003-ongoing |administrators |categorical funds | |
|Libraries, fairs, and theaters. | | | | | | |
|Hire a coach for core content areas to design, and |All students |Training logs |July 2003- |Administrators and local |General funds and | |
|coordinate professional development and follow-up coaching. | | |ongoing |district |HPSG | |
ACTION STEPS TO CLOSE THE ACHIEVEMENT GAP
3 YEAR PLAN
|OBJECTIVE: |
|By June 2005, schools will have identified and provided professional development and training on culturally responsive pedagogy with built in follow-up to classroom instruction for 100% of teachers in the |
|school. |
|41% of all African-American males complete 4 years of high school. There will be an increase by 5% or better in the number and percentage of African American male students successfully completing 4 years of |
|high school from 2002 to 2003 and a further 5% from 2003 to 2004. |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
|By June 2005 two identified students will perform at |Title 1 students |Cat 6 scores |July | Title 1 coordinator |Categorical funds | |
|proficiency or above, in literacy and math, on California | | |2005-ongoing | | | |
|Content Standards Assessment. | | | | | | |
|By June 2004, schools will have identified and provided |All staff |Implementation in |July |Teachers, administrators |Categorical and | |
|professional development using, if necessary, rental | |classrooms |2005-ongoing |and local district |General funds | |
|equipment and/or other equipment to train staff on | | | |personnel | | |
|culturally responsive pedagogy with built-in follow-up to | | | | | | |
|classroom instruction for 100% of teachers in the school. | | | | | | |
| |Migrant students |Cat 6 scores |July |Title 1 coordinator |Title 1 coordinator | |
|Objective: By June 2005 identified migrant students will | | |2005-ongoing | | | |
|perform at proficiency or above, in literacy and math, on | | | | | | |
|California Content Standards Assessment | | | | | | |
|Objective: By June 2005, schools will have identified and |All students including |Cat 6 scores |July |All counselors and |General and | |
|provided professional development and training on culturally|migrant, homeless and | |2005-ongoing |coordinators |categorical funds | |
|responsive pedagogy with built-in follow-up to classroom |AI/AN students | | | | | |
|instruction for 100% of teacher in the school. | | | | | | |
| |Homeless students |Cat 6 scores |July |Title 1 coordinator |General and | |
|Objective: By June 2005 identified homeless students will | | |2005-ongoing | |categorical funds | |
|perform at proficiency or above, in literacy and math, on | | | | | | |
|California Content Standards Assessment | | | | | | |
|Expose students to activities and places that will |All students |Field trip logs |July |Title 1 coordinator and |General funds and | |
|complement their background such as field trips to museums, | | |2003-ongoing |administrators |categorical funds | |
|Libraries, fairs, and theaters. | | | | | | |
|Improve cultural awareness by organizing field trips to |All student |Field trip logs |July 2003 – |Title 1 coordinator and |General funds and | |
|cultural festivals, music centers and local institutes and | | |ongoing |administrators |categorical funds | |
|parks. | | | | | | |
| |In-coming 9th graders |Cum contents |July2003-ongoin|Counselors Coordinators |General and | |
|Articulate with feeder schools by field trips and | | |g | |categorical funds | |
|visitations to middle schools | | | | | | |
| | | | | | | |
| |African American and |Availability of |July |Counselors |General funds | |
|Moving Collage pathways to B track |Hispanic students |courses |2003-ongoing | | | |
| |All students |Monthly visit from |July |College counselor and |General funds and | |
|Concurrent programs with community colleges including field | |community college |2003-ongoing |coordinators |categorical funds | |
|trips to colleges and universities. | |counselors | | | | |
|Implementation of student technology courses |All ninth graders |At least one |July |Counselors |General funds and | |
| | |technology class on |2003-ungoing | |categorical funds | |
| | |9th grade class | | | | |
| | |schedule | | | | |
ACTION STEPS FOR LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES
3 YEAR PLAN
|OBJECTIVE: By June 2005, the school will implement an improved organizational structure that supports a rigorous standards-based educational system as measured by increased student achievement in the |
|content areas. |
|36% of ALL students completed the A-G courses in 2001-2002. There will be an increase by 5% or better in the number and percentage of ALL students completing the A-G courses from 2002 to 2003 and a further |
|5% from 2003 to 2004. |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
|Provide substitute support or supplemental pay so teachers |All teachers |Standards based lessons |July |Administrators and |HPSG and general | |
|can prepare and/or improve Standards-Based Instructional | |implementation in all |2003-ongoing |coaches |funds | |
|units. | |classes | | | | |
|Family and community partnerships |Parents and community |Designated parent area on |July 2003 |Principal, assistant |HPSG and general | |
|Provide a Parent Center on campus, which the community feels|members |campus |-ongoing |principals and |funds | |
|“belongs” to them with staff (custodial and student aides) | | | |coordinators | | |
|to maintain the center. | | | | | | |
| |All students |Meeting agenda |July |Principal and assistant|Categorical and | |
|Hire a PSA to hold monthly meeting of counselors, deans and | | |2003-ongoing |principals |general funds | |
|coordinators to brief about student attendance and progress.| | | | | | |
| |All students |Improved test scores |July |All stakeholders |General and | |
|Enforce ESLRS | | |2003-ongoing | |categorical funds | |
| | | | | | | |
|Have available a school nurse and psychologist at all times |All students |Patient log |July 2003- |Administrators and |General and | |
|students are in school. | | |ongoing |local district |categorical funds | |
| | | | | | | |
COMPLIANCE ITEMS FOR ENGLISH LANGUAGE DEVELOPMENT
3 YEAR PLAN
|Items – ENGLISH LANGUAGE DEVELOPMENT |Full compliance |In Progress |Not compliant |
|Classroom instruction is organized to assure that English Learners are grouped together by ELD level to facilitate | |* | |
|differentiated instruction. | | | |
|All teachers with ELs provide rigorous ELD instruction differentiated by proficiency level on a daily basis (2 periods in | |* | |
|secondary) | | | |
|Every teacher of ELs has appropriate state-approved materials for ELD instruction (High Point for secondary) |* | | |
|Professional development is provided during grade level/department/faculty meetings and/or professional development days to | |* | |
|all teachers and paraprofessionals based on the ELD standards, curriculum, assessment, and identified student and staff needs.| | | |
|Each teacher uses ELD Assessment Portfolios appropriate to their grade span and ELD level to record student progress at each | |* | |
|grading period. | | | |
|Teachers of ELs are appropriately authorized to teach ELD and teachers-in-training are enrolled in course work leading to | |* | |
|appropriate authorizations. | | | |
|Language Appraisal Team (LAT) is established to 1) assess the general ELD progress of students as well as individual student | | |* |
|concerns and 2) prescribe program modifications and/or interventions. | | | |
|Time is scheduled for staff to analyze ELD progress data, work samples and instructional materials to inform ELD program | |* | |
|improvement, identify staff development needs, and align student needs to appropriate intervention services. | | | |
ACTION STEPS TO MEET COMPLIANCE FOR ENGLISH LANGUAGE DEVELOPMENT
3 YEAR PLAN
|OBJECTIVE: |
|By June 2004, 100% of 9-12 English Learners will progress at least one English Language Development (ELD) level per semester. |
|Current School wide results indicate that only 02% of our English learner (EL) students scored at or above or below the 50% percentile in reading comprehension on the SAT9. For the first year, the number of|
|students scoring at or above the 50% percentile in reading comprehension will increase to 15%, the second year to 25% and the third year to 50%. |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
|Provide assistance and incentives for teachers to attain |All teachers |Teacher |July | |HPSG, Categorical | |
|BCLAD or CLAD certification. | |certifications |2003-ongoing |El coordinators, |and general funds | |
| | | | |counselors and | | |
| | | | |administrators | | |
|Provide professional development programs in state academics|All teachers |Professional |July |El coordinators, |HPSG, Categorical | |
|and performance standards, including ELD standards. | |development log |2003-ongoing |counselors and |and general funds | |
| | | | |administrators | | |
|Provide supplemental instructional materials to include: |All students |Improved test scores|July |All program coordinators |General and | |
|Supplemental text, dictionaries, manipulative, copier | | |2003-ongoing |and administrators |categorical funds | |
|services, laboratory experiments and equipment, and the | | | | | | |
|extension of the library hours. | | | | | | |
|Implement targeted intensive reading instruction that may |All EL students |Red folders |July |El coordinators, |HPSG and general | |
|include any of the following: (1) reading competency | | |2003-ongoing |counselors and |funds | |
|programs; (2) direct instruction on reading at grade level | | | |administrators | | |
|using English language content standards; (3) intervention | | | | | | |
|programs. | | | | | | |
|Develop and implement a staff development program designed |All teachers |Teacher |July | |HPSG, Categorical | |
|specifically to address the learning needs of all students, | |certification |2003-ongoing |El coordinators, |and general funds | |
|e.g. SDAIE and AEMP strategies, reciprocal teaching. | | | |counselors and | | |
| | | | |administrators | | |
|Ensure that English Learners are properly identified and |All EL students |Student schedules |July 2003 | |General funds | |
|placed in appropriate English Language Development and | | |–ongoing |El coordinators, | | |
|sheltered classes. | | | |counselors and | | |
| | | | |administrators | | |
|Provide additional consultants to support staff development |All EL teachers |Teacher training |July |Counselors, coaches and |Categorical funds | |
|in the areas of ELD, including phonemic awareness and | |logs |2003-ongoing |coordinators | | |
|decoding skills. | | | | | | |
COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)
|CATEGORICAL PROGRAMS |Full compliance |In Progress |Not compliant |
|Minutes of School Site Council (SSC) meetings are on file to verify that the SSC updates the school plan annually and proposes|* | | |
|related expenditures. | | | |
|Evidence exists that the advisory committees provided suggestions in the development of the school site plan and modifications|* | | |
|to the plan. | | | |
|Documentation exists verifying the broad involvement of staff and parents in the development of program improvements. |* | | |
|The school plan contains activities that are based on sound educational theory and that respond to the academic needs of all |* | | |
|students, including at-risk students, | | | |
|The school plan contains staff development activities needed by teachers, other personnel, and parents to effectively |* | | |
|implement plan improvement to the instructional program. | | | |
|Proposed expenditures are clearly related to the purposes of their fund source and necessary for the implementation of planned|* | | |
|activities. | | | |
|The school plan includes criteria to determine the relative effectiveness of planned programs. |* | | |
|The school plan is modified when planned improvements are found to be ineffective. Activities are either upgraded or | |* | |
|eliminated. | | | |
|Schools that operate under the provisions of the School-Based Program Coordination Act have included that compensatory | |* | |
|education program design included in the plan. | | | |
|Schools receiving Title 1 funds use highly qualified staff. | |* | |
|Title 1 Targeted Assistance schools have used resources to help participants meet state performance standards. | |* | |
ACTION STEPS TO MEET COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)
|OBJECTIVE: The school will make adequate yearly progress (AYP) each year by meeting the school wide and numerically significant subgroups’ API growth target. |
|8% of Title 1 students are scoring at or above the 50% percentile in reading, language arts, math, science and social studies on the augmented SAT9. There will be an increase of 10% or better in the |
|percentage of Title 1 students scoring at or above the 50th percentile in reading, language arts, math, science and social science from 2003 to 2004 and a further 10% from 2004 to 2005. |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
|Establish and implement a coordinated professional |All Title 1 students |Agenda, class roster|On going |Coordinators, counselors |Gen funds, Title 1| |
|development plan that will lead to improved Title 1 student | |identification of | |and administrators |funds | |
|achievement and awareness of their needs. | |Title 1 students | | | | |
|Standards-based Curriculum and Assessment |All Title 1 Students |Portfolios, |On going |Title 1 coordinator, |Gen. funds, Title | |
|Focus Standards | |Standards based | |administrators, |1 funds | |
|Curriculum Mapping and Pacing | |lessons | | | | |
|Standards-based Lesson Planning | | | | | | |
|Standards-based Grading | | | | | | |
|Data Training | | | | | | |
|Standards-based Portfolios | | | | | | |
|Assign roles to teachers for designing, developing and |Title 1 students |Effective |Ongoing |Title 1 coordinator |Gen. funds, Title | |
|implementing Intervention Programs that focus on the needs | |tutoring/interventio| | |1 funds | |
|of Title 1 students | |n programs, | | | | |
| | |increased test | | | | |
| | |scores | | | | |
|Expand the school website with useful links for parents, |All students and their |Web based programs |2 years |Tech. coordinator, Title 1|Gen. funds, Title | |
|students and teachers with access to homework assignments, |parents. | | |coordinator |1 funds | |
|course guides and supplementary materials and resources. | | | | | | |
|Hire and provide training for all Para educators in the |All Title 1 TAs |Highly qualified TAs|Ongoing |Title 1 coordinator, | Gen. funds, Title| |
|teaching of reading and interventions for at-risk students | | | |administrators |1 funds | |
|Provide programs to increase teachers’, administrators’ and |All Title 1 Students |Bilingual clerks and|Ongoing |Title 1 and EL |Gen. funds, Title | |
|classified personnel’s fluency in students’ primary |and their parents |office assistants | |coordinator, |1 funds | |
|languages, so as to better serve our community and student | | | |administrators | | |
|population. | | | | | | |
|Provide professional translators, so as to decrease our |All Title 1 Students |Bilingual clerks and|Ongoing |Title 1 and EL |Gen. funds | |
|dependence on students and to help facilitate parent |and their parents |office assistants | |coordinator, | | |
|meetings. | | | |administrators | | |
|Continue to hold regularly scheduled parents meetings at |Parents of Title 1 |Meeting agenda |Ongoing |Title1 coordinator |Title 1 and gen. | |
|convenient times. |students | | | |funds | |
COMPLIANCE ITEMS FOR SPECIAL EDUCATION
3 YEAR PLAN
|SPECIAL EDUCATION |Full compliance |In Progress |Not compliant |
|Schools analyze data from the web-based IEP, SIS and SECAC to identify students who have and have not met the established |* | | |
|criteria. | | | |
|Schools plan and implement in-class accommodations and modifications to ensure the participation of students with disabilities| |* | |
|in the general education classroom. | | | |
|Schools implement various learning models (e.g. co-teaching, collaborative consultation, learning centers) to support students| |* | |
|in the general classroom. | | | |
|Teachers participate in professional development to improve their skills in differentiating instruction, and implementing |* | | |
|appropriate accommodations and modifications to ensure the participation of students with disabilities in the general | | | |
|education classroom. | | | |
ACTION STEPS TO MEET COMPLIANCE FOR SPECIAL EDUCATION
3 YEAR PLAN
|OBJECTIVE: |
|By June 2006, 85% of students with disabilities will be served in general education classrooms for 80% of the day. |
|4 % of students with disabilities receiving special education services are performing at or above the 50th percentile on State assessments. By June 2005, the number of students with IEP’s performing above |
|the 50th percentile will mirror the percentage of general education students performing above the 50% percentile. Currently 11% of general education students are performing at or above the 50th percentile |
|on State assessments. |
|Action Steps |Targeted Populations |Evidence |Timeline |Monitoring |Funding Source |Monitoring Comments |
| | | | |Responsibility | | |
|Institute a study skills and test-taking program, after |Spec. Ed. |Increased test |2years |Spec. Ed. coordinator |Gen. Funds, | |
|school and/or on the weekends to. | |scores | | |Title 1 | |
|Hold monthly meetings with spec. ed. teachers to discuss |Spec. Ed. |Monthly agenda |2 years |Administrator over |Spec. Ed funds,| |
|data and realign instruction and monitor implementation of | | | |spec. Ed. |Gen. funds | |
|existing program/s | | | | | | |
|Assign a Gatekeeper who participates in all IEP meetings and|Spec. Ed |Yearly appointment |Yearly |Principal |Gen Funds | |
|is available whenever needed to address appropriately the | |of coordinator | | | | |
|needs of special education students as well as monitoring | | | | | | |
|the effectiveness of their programs. | | | | | | |
|Review and develop master schedule to ensure that student |Spec Ed. |SIS report of |Ongoing |Spec ed coordinator, |Gen. funds | |
|programming allows maximum access to grade level content | |schedule | |sis coordinator, | | |
|standards for all students, especially (mainstreaming) | | | |counselors | | |
Section Six
SITE LEVEL MONITORING/ EVALUATION
LOCAL DISTRICT MONITORING/ EVALUATION
(Local District will add )
Monitoring/Evaluation
School Site and Local District Monitoring and Evaluation of the Action Plan
A comprehensive and multi-leveled evaluation will facilitate Action Step implementation, provide information for long-term site planning and serve to focus Local District efforts on student academic achievement. Surveys, evaluations, and examination of hard data will all be used as appropriate to monitor and evaluate progress of each objective. Formative and summative monitoring and evaluation of this Action Plan will provide accountability on several levels.
During the monitoring process, schools and local districts will use the Action Steps identified in Section 5 to document the effectiveness of planned activities.
Suggestions for monitoring:
▪ Grade level and vertical team meetings, (or departmental and cross-departmental meetings) Teachers will: Example: administer and monitor in-program six-eight week assessments, examine student work samples (how often? In what form? Reported to whom?)
▪ Literacy and math coaches at the school site will: Example: Facilitate analysis of data, monitor the identification and dismissal of students requiring Extended Learning Program support, etc…(how often? In what form? Reported to whom?)
▪ The School site council will: (How often? In what form? Reported to whom?)
▪ A school-site data team, composed of representatives from _____, ______, and, ________ will: (How often? In what form? Reported to whom?
▪ Parents and community members will: (How often? In what form? Reported to whom?)
▪ Local District ______ Directors of Instruction (Coordinators, _____, _____ ) will: (How often? In what form? Reported to whom?)
Look for these key issues and questions during the monitoring process:
▪ What is the evidence that the Action Plan has been successful in helping all subgroups meet content standards and local performance measures, particularly in reading, writing, math and ELD?
▪ To what extent does the Action Plan affect school educational programs such as: (a) the ability of teachers to teach the core content areas and align their work with the standards; (b) the extent to which the parent engagement is positively affecting student achievement?
▪ Are all students learning to high levels and progressing towards the quantifiable goals?
▪ How are EL students progressing in ELD standards?
▪ How does the school use time and organization to optimize student learning?
▪ How and how often are teachers able to collaborate and work together towards achieving student academic goals?
▪ How are parents and the community engaged in partnerships to increase student academic achievement?
▪ To what extent are special education students assessing general education classrooms and the CORE curriculum?
The Local District will monitor the extent to which each student has appropriate textbooks and supplementary materials aligned with the state core content standards and will also be responsible to provide and facilitate the use of all assessments to alter instruction and improve academic achievement.
|Describe the school monitoring process. |
|- designated contact person who will: |
|monitor the completion and analysis of ILP |
|assure that needed support serves the recommended |
|provide/facilitate professional development for staff and migrant parents on services available to migrant students. |
|Assure that there is communication with migrant parents |
| |
|The monitoring process for homeless students should include overall case management, which includes: |
|Completion of a needs assessment |
|Referral to services |
|Follow up to ensure student/family has followed through with the referral |
|evaluation of program services to determine if they are helping |
|regular communication with parent to determine success and/or additional needs |
| |
|Or the school should go follow the Students Success Team model in serving these students , to ensure needs are |
|addressed and success is being achieved |
| |
|The designated contact person will: |
|Monitor the completion and analysis of the Individual Learning Plan |
|Assure that needed support services are recommended |
|Provide/facilitate professional development for staff and Migrant parents on services available to Migrant Parents |
|Assure that there is communication with Migrant Parents |
|Contact Migrant office for support |
| |
(School completes)
|Describe the Local District monitoring process. |
| |
| |
(Local District completes)
Section Seven
BUDGET
BUDGET NARRATIVE
SINGLE PLAN FOR STUDENT ACHIEVEMENT ASSURANCES
BUDGET ASSURANCES
CENTRALIZED SERVICES
(insert when you receive)
Categorical Funding Allocated to This School
The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.
State Programs
Economic Impact Aid/ State Compensatory Education Amount: $91,667
Purpose: Help educationally disadvantaged students succeed in the regular program.
Economic Impact Aid/ Limited English Proficient Amount: $452,728
Purpose: Develop fluency in English and academic proficiency of English Learners.
Other State or Local funds (list and describe)(HPSG) Amount: $1,674,400
Federal Programs
Elementary and Secondary Education Act:
Title I: Targeted Assistance Program Amount: $810,218
Purpose: Help educationally disadvantaged students achieve grade level proficiency.
Total amount of state and federal categorical funds allocated to this school: $3,029013
Title 1
Budget
Fiscal Year 2003-2004
Name of District: LAUSD Date: May 2003_____________
CDS Code:1964733 2003-04 Allocation___________
Name of School: Los Angeles High School School CDS Code: 1935352___
School Contact Person: Chichi Mbuko_____ Phone:_323 937 3210________
Local District: E Fax:_323 936 8455___________
|Object Code |Description of Line Items |Amount of Funds ($) |Funding Source |Number of Positions |Justification # in Single Plan |
|1000 |Certificated Personnel | |S046 | | |
| |Salaries | | | | |
|1101 |Teacher Secondary |80,334 | |1 |98, 102 |
|1102 |TA Relief |16,163 | | |100 112 |
|1103 |Teacher Supplementary | | | |98, 100, 105 |
|1105 |Day-Day Sub |8,155 | |35 |105 |
|1107 |TA Salaries | | | |100, 112 |
| |5 Hours/day |12,177 | |1 | |
| |6 Hours/day |58,444 | |4 | |
|1501 |PSA |94,052 | |1 |114 |
|1601 |Nurse |2,934 | |0.05 |105 |
|1901 |Teacher –X-time |54,376 | | |98, 100, 105 |
|1903 |Teacher –Z-time |26,162 | | |98, 100, 105 |
| |Cat. Prog. Advisor |80,334 | |1 |102, 103, 112 |
| |Cat. Prog. Adv. Z-time |23,783 | |16wks |111, 112 |
| |Diff, Cor nonclasiffied |1,340 | |1 |111, 112 |
| |Diff, Cor-Teacher |2,681 | |2 |111, 112 |
| |Staff Train Rate |11,718 | | |109 |
|2000 |Classified Personnel | |S046 | | |
|2301 |Senior Office Assistant |49,481 | |1 | 81, 112 |
| |Clerk, Bilingual |38,354 | |1 |81, 112 |
|2302 |Clerical Overtime |10,000 | | |112 |
|2402 |Custodial Overtime |2,999 | | |105 |
|2903 |Student Aide |66,477 | |$6.75/hr. |105 |
|3909 |Other Ben. Adj. |3,831 | | |105 |
|4000 |Books, Material, Supplies | |S046 | | |
|4310 |IMA |67,884 | | |100, 108 |
|4490 |Other Equip |18,350 | | |81, 102 |
|4501 |Supplies & Register |33,700 | | |108 |
|4503 |Custodial Supplies |300 | | |108 |
| | | | | | |
|5000 |Services and Other | |S046 | | |
| |Operating Expenses | | | | |
|5150 |Curricular Trips |7,352 | |35 |82, 103 |
|5503 |Telephone Exp. |840 | | |82, 112 |
| | | | | | |
|6000 |Capital Outlay (Equipment) | |S046 | | |
| | | | | | |
| | | | | | |
| | | | | | |
|7000 |Other Outgoing | |S046 | | |
|7900 |Pending Distribution | | | | |
|7909 |Funding variance |40,511 | | | |
|Total | |$810,218 | | | |
EIA - SCE
Budget
Fiscal Year 2003-2004
Name of District: LAUSD Date: May 2003_____________
CDS Code:1964733 2003-04 Allocation___________
Name of School: Los Angeles High School School CDS Code: 1935352___
School Contact Person: Chichi Mbuko Phone:_323 937 3210________
Local District: E Fax:_323 936 8455___________
|Object Code |Description of Line Items |Amount of Funds |Funding Source |Number of Positions |Justification # in Single Plan |
|1000 |Certificated Personnel | |S539 | | |
| |Salaries | | | | |
| |Staff Train Rate |12,124 | | |105, 109 |
|2000 |Classified Personnel | |S539 | | |
| | | | | | |
|4000 |Books, Material, Supplies | |S539 | | |
|4310 |IMA |58,332 | | |100, 108 |
| |Neg. Allocation |-2,514 | | | |
|5000 |Services and Other | |S539 | | |
| |Operating Expenses | | | | |
|5604 |Rental of Equip. |16,628 | |1 |102 |
| | | | | | |
| | | | | | |
|6000 |Capital Outlay (Equipment) | |S539 | | |
| | | | | | |
|7000 |Other Outgoing | |S539 | | |
| |Pending Distribution | | | | |
| |Funding variance |4,583 | | | |
|Total | |91,667 | | | |
Bilingual Ed
Budget
Fiscal Year 2003-2004
Name of District: LAUSD Date:_May 2003_____________
CDS Code:1964733 2003-04 Allocation___________
Name of School: Los Angeles High School School CDS Code:_1935352___
School Contact Person: Steve Austin Phone: 323 937 3210_________
Local District: E Fax: 323 936 8455___________
|Object Code |Description of Line Items |Amount of Funds ($) |Funding Source |Number of Positions |Justification # in Single Plan |
|1000 |Certificated Personnel | |S536 | | |
| |Salaries | | | | |
|1102 |TA Relief |12,000 | | |100, 112 |
|1103 |Teacher Supplementary | | | | |
|1105 |Day-Day Sub |13,380 | |60 |62, 105 |
|1107 |TA Salaries | | | |100, 112 |
| |4 Hours/day |9,460 | |1 | |
| |5 Hours/day |11,824 | |1 | |
| |6 Hours/day |28,374 | |2 | |
|1901 |Teacher –X-time |20,000 | | |98, 100, 105 |
|1903 |Teacher –Z-time | | | |98, 100, 105 |
| |Cat. Prog. Advisor |80,334 | |1 |103, 108, 111 |
| |Cat. Prog. Adv. Z-time |21,000 | |12wks |108 |
| |Diff, Cor nonclasiffied | | | |108 |
| |Diff, Cor-Teacher | | | | |
| |Proff. Expert |30,000 | | |109, 111 |
|2000 |Classified Personnel | |S536 | | |
|2301 |Office Assistant |46,599 | |1 |81, 112 |
| |Clerk, Bilingual |38,354 | |1 |81, 112 |
|2302 |Clerical Overtime |9,000 | | |81, 112 |
|2101 |Instr. Aide |24,963 | |3 |100, 112 |
|4000 |Books, Material, Supplies | |S536 | | |
|4310 |IMA |43,832 | | |108 |
|4490 |Other Equip |15,000 | | |102 |
|4501 |Supplies & Register |20,000 | | |102 |
|4502 |Adv. Com. Exp. |1,100 | | |105, 112 |
|5000 |Services and Other | |S536 | | |
| |Operating Expenses | | | | |
|5202 |Staff Conf. Att. |245 | | |110 |
|5203 |Parent Train. Allow. |500 | | |81 |
|5606 |Maint. Of Equip. |2,127 | | |102 |
| |Prof. Dev. |2,000 | | |102 |
| | | | | | |
|6000 |Capital Outlay (Equipment) | |S536 | | |
| | | | | | |
|7000 |Other Outgoing | |S536 | | |
| |Pending Distribution | | | | |
|7909 |Funding variance |22,636 | | | |
|Total | |$452,728 | | | |
Parental Involvement
Budget
Fiscal Year 2003-2004
Name of District: LAUSD Date: May 2003_____________
CDS Code:1964733 2003-04 Allocation___________
Name of School:Los Angeles High School School CDS Code:_1935352___
School Contact Person: Chichi Mbuko Phone: 323 937 3210_________
Local District: E Fax:_323 936 8455___________
|Object Code |Description of Line Items |Amount of Funds |Funding Source |Number of Positions |Justification # in Single Plan |
|1000 |Certificated Personnel | |E046 | | |
| |Salaries | | | | |
|2000 |Classified Personnel | |E046 | | |
| |Clerical Overtime |3,535 | | |81 |
|4000 |Books, Material, Supplies | |E046 | | |
|4502 |Advisory Com. Exp. |2,500 | | |105, 112 |
|5000 |Services and Other | |E046 | | |
| |Operating Expenses | | | | |
|5110 |Contr. Inst. Serv. |6,000 | | |81 |
|5203 |Parent Train. Allow. |2,000 | | |81 |
|5202 |Parent Conf. Atten. |750 | | |81 |
|6000 |Capital Outlay (Equipment) | |E046 | | |
| | | | | | |
|7000 |Other Outgoing | |E046 | | |
| |Funding variance | | | | |
|Total | |$14,785 | | | |
Title I Budget Detail Justification
Year One 2003-2004
Formerly Known as Common Pages
1000 Certificated Personnel Salaries
Categorical program advisor(1)@ $80,334-Title I Coordinator—eight-hour position, including six hours of direct services and two hours of indirect services. Direct services to students including teaching, program evaluation activities, and demonstrating lessons. The Title 1 Coordinator will provide and coordinate instructional services and guide students in mastering the content standards.
Indirect services are provided before or after the regular teaching day and include monitoring the program expenditures, distributing program materials, and planning related to the program. Monitor expenditure of Title 1 program. Assist in the selection of instructional materials and equipment for title 1 students and their teachers. Monitors program progress and demonstrates lessons. Conducts needs assessment with SSC to determine modifications or expansions of programs.
Proposal and program development and writing. Liaison with advisory and council. Hire and assign Title 1 TAs as indirect services.
Teacher Tech Coordinator- The Tech coordinator provides individual and group supplemental instructional assistance to targeted student s in the classroom and in the media resource center for six periods of the teaching day. Works with classroom teacher to integrate technology into the curriculum to enhance and improve Title 1 students understanding of the standards. Will assist students and teachers to identify appropriate information gathering sites for research and also put information into a multi media presentation for faculty and students.
Differential, Coordinating3@$1,484/coordinator – A supplemental payment which is added to the salary of a highly qualified teacher performing additional responsibilities related a supplemental assignment based on funding. A coordinating differential is paid to a teacher who performs program related activities outside the regular six-hour work day.
PSA Counselor (1)@$94,052- Works with the participating students, the home and school to increase school attendance. Budget as days per week. Organizes comprehensive school attendance improvement programs. Conducts parent education or counseling groups. Provides student counseling, group or individual. Participates or shares student study team and or guidance committee . Establishes community partnerships e.g. healthy start. Conducts staff dev programs. Facilitates staff training.
Nurse (.05)@ $2,934 A nurse provides a direct supportive component aligned with the district priorities. She will provide supplemental health services to participating students.
Paraprofessional 5 Hrs/day (1)@$11,824, 6 Hrs/day (4)@$14,187
Student enrolled in a two or four year college who provides reinforcement and support of instruction to participating students in the classroom. The highly qualified TA provides services under direct supervision of the highly qualified classroom teacher. They will work directly with EL students, individually and/or in small groups, to reinforce and support the instructional program of EL classroom teacher. They will provide primary language support to assist EL students in the classroom to gain content mastery. Assist in making phone calls to parents of EL students, inviting them to ELAC meetings.
Day-to-Day Substitute (35 days)@$233/day-Substitutes may be provided for teachers to attend professional development and planning related to the program, observe classes and attend conferences. If a substitute shortage occurs, substitutes may not be available for professional development and planning.
Miscellaneous
“Z” Time@$26,162 (direct services) This assignment is for regular status employees performing regular duties outside their basic assignment basis. The assignment is for ten or more working days. Provide additional staff development programs for new teachers in the school. Provide additional demonstration lessons to staff. Assist in facilitating standards based workshops.
“X” Time@$54,376 (direct services) This assignment is for regular status employees performing regular duties outside their basic assignment basis or for employees not performing regular ongoing duties. The assignment is fewer than ten working days.
2000 Classified Personnel Salaries
Senior Office Assistant -Bilingual (1) @$49,481 – performs difficult or complex clerical tasks related to program. May supervise a clerical employee. Will help maintain records of IMA purchases, provide copying services, produce instructional materials using office technology, keep records of student performance. Will assist in the translation of Spanish documents and/or communication material for Spanish speaking parents and students.
Clerical Relief and Overtime-$10,000 Funds for short – term clerical help and for overtime payments directly attributable to the program. Budget total hours, times hourly rate, times employee benefits factor.
Order Clerk - Bilingual (1) @38,354- Works directly with consolidated program certificated staff and Senior Office Assistant and will engaged in recording and controlling instructional materials or equipment.. Will assist the office assistant in filling and keeping Title 1 student records. Will assist in the translation of Korean documents or communication material for Korean speaking parents and students.
Overtime—Custodian $3,000 (services needed following monthly council meetings).
District sponsored training rate-$11,718 at $25/hr. Payments to certificated or classified staff for participating in professional development activities outside the regular six- hour workday.
Student Aide (9)@7.54/hr. – may be employed to assist certificated or classified employees in performing entry-level duties which do not fall within any other classification. Assignments are limited to 60 hours/pay period. Budget total hours needed times hourly rate.
4000 Books, Materials, Supplies
IMA $79,470 for Supplemental Literacy materials and workbooks for the Developing Reader and Writers Class.
Other Equipment $18,350 for other equipment. Funds to purchase computers and laptops to enhance the access of Title 1 students to the use of technology and make them technologically literate individuals. Also to purchase machine for making posters and labels used for perfect attendance rewards.
Supplies & School Register $33,700
For supplies and school registers that directly impact the Title 1 program.
Custodial Supplies $300.00 Funds to purchase supplies used for the cleaning of surfaces and rooms after parent meetings.
5000 Services and Other Operating Expenses
Contracted Bus Services for Curricular Trips (30) Total=$7350 (5017) Broaden the exposure of our students to experiences that they will not normally be exposed to and make them aware of cultures that are around them. Trips include visit to:
• Shakespeare Festival
• Pomona Fair grounds
• Korean festival
• Huntington Library
• Fowler Cultural History Museum
• Music Center
• Magic Mountain
• Dana Point Ocean Institute
• Universal City Walk
• Museum of Latin America
• UCLA Campus
• Bilingual Foundation of the Arts
• Pasadena Center
• Renaissance Fair
• Griffith Park
• Oxnard Channel Island
• LA Theater Center
Telephone Expenses Total $840 Needed to maintain the use of fax and to request supplemental services. To communicate with parents.
6000 Capital Outlay (Equipment)
Equipments Other $ 18,350–Show amounts for audiovisual and other equipment of $500 or more separately on your budget. All equipment purchases must be described and justified in the school plan and referenced on the appropriate Budget Justification page. The description should make clear how the equipment supports the instructional program and how students will benefit from its use. Cost estimates regarding instillation charges may be obtained from the vendor or the Maintenance and Operations office.
Note: Please refer to the Equipment Control Manual before discarding equipment purchased through categorical funds.
Repair of Equipment–Los Angeles High School Title 1 office has sizeable investments in equipment used to support instructional and/or professional development activities, such as computers, copiers, etc overhead projectors poster maker and laminator. The Title 1 does not have a maintenance contract for the repair of all such equipment. Funds from Title 1 are set aside in Repair of Equipment to pay for any needed repairs.
Telephone Expenses $840-Use actual cost for current year, projected for the entire year on existing phones. Budget $620 for installation and the basic service fee for a new telephone.
7000 Other Outgoing $40,511 District mandated set aside.
EIA-SCE Budget Detail Justification
Year One 2003-2004
Formerly Known as Common Pages
1000 Certificated Personnel Salaries
District sponsored training rate1 Certificated-$12,124 $25 Payments to certificated or classified staff for participating in professional development activities outside the regular six- hour workday.
2000 Classified Personnel Salaries
4000 Books, Materials, Supplies
IMA $62,192 for Supplemental Literacy materials and workbooks for the Developing Reader and Writers Class. Provide Title 1 Students with supplemental standards based reading and writing materials for mastery of content in Math and Literacy.
5000 Services and Other Operating Expenses
6000 Capital Outlay (Equipment)
Equipments –Show amounts for audiovisual and other equipment of $500 or more separately on your budget. All equipment purchases must be described and justified in the school plan and referenced on the appropriate Budget Justification page. The description should make clear how the equipment supports the instructional program and how students will benefit from its use. Cost estimates regarding instillation charges may be obtained from the vendor or the Maintenance and Operations office.
Purchase of equipment-copy machines, computers, etc.-should be supplemental, reasonable, not excessive. These expenditures cannot replace the basic responsibility of the District to fund equipment.
Note: Please refer to the Equipment Control Manual before discarding equipment purchased through categorical funds.
Rental of Equipment- OCÉ @ $16,628 Enter the amount for lease agreement for instructional equipment.
7000 Other Outgoing $4,583
Title I Parent Component E046 Budget Detail Justification
Year One 2003-2004
Formerly Known as Common Pages
1000 Certificated Personnel Salaries
2000 Classified Personnel Salaries
Clerical Relief and Overtime-$3.535 Funds for short – term clerical help and for overtime payments directly attributable to the program. Budget total hours, times hourly rate, times employee benefits factor.
4000 Books, Materials, Supplies
School Advisory Council or SSC Expenses $2,500 Funds for local school advisory committee or School Site Council operating expenses. Expense may include refreshments but not meals. Expenses may be funded with Title 1, EIA-SCE (CEAC), School Improvement (SSC), or EIA-LEP (ELAC).
5000 Services and Other Operating Expenses
Contracted Instructional Services
Parent Institute@ $6,000 for 9weeks
Parent Conference Attendance. $750 This service is considered an indirect service. It is provided so that parents may attend a conference which will be an integral part of the school improvement .
activities such as conferences to understanding the content standards and communication with teenage kids.
Parent Training Allowance $2,000 Reimbursement for meals, child care, and mileage to parents attending in-service training sessions related to the Title 1 program.
Bilingual LEP Budget Detail Justification
Year One 2003-2004
Formerly Known as Common Pages
1000 Certificated Personnel Salaries
Categorical program advisor(1)@ $80,334 Bilingual Coordinator— eight-hour position, including six hours of direct services and two hours of indirect services to students. Direct: The bilingual coordinator uses LAHS test results in English and primary language and interviews incoming students to determine program placement. The coordinator interviews students to gather information on prior educational background and initiates transcript evaluation when appropriate. The coordinator helps school counselors program each student by making recommendations based on tests and transcripts. Conducts in-service workshops on the California English Language Development Test (CELDT). The coordinator is also responsible for providing supplemental tutorial instruction (pull-out and after-school); and conferencing with students on instructional needs. Coordinator also provides EL program evaluation activities and data to staff and parents regarding CAT/6, Aprenda, SABE and Bilingual Survey results. Indirect: The coordinator provides translation services to parents, communicating the needs of their children in the ELL-bilingual program. He also organizes and participates in parent training for parents of English language learners. He meets with parents to plan the agenda of r the BAC meeting. He keeps teachers informed of state and district compliance requirements and coordinates the on-site implementation of federal, state and district policy as outlined in the Master Plan program. The coordinator also coordinates the selection, ordering and use of materials and equipment for the ELL-bilingual program.
Differential, Coordinating3@$1,484/coordinator – A supplemental payment which is added to the salary of a highly qualified teacher performing additional responsibilities related a supplemental assignment based on funding. A coordinating differential is paid to a teacher who performs program related activities outside the regular six-hour work day.
Paraprofessional
Teacher Assistant 4 Hrs/day (1)@$9,460 5 Hrs/day (1)@$11,824 6 Hrs/day (2)@$28,374
Student enrolled in a two or four year college who provides reinforcement and support of instruction to participating students in the classroom. The highly qualified TA provides services under direct supervision of the highly qualified classroom teacher. They will work directly with EL students, individually and/or in small groups, to reinforce and support the instructional program of EL classroom teacher. They will provide primary language support to assist EL students in the classroom to gain content mastery. Assist in making phone calls to parents of EL students, inviting them to ELAC meetings.
Education Resource Aide (4) @$24,963- Educational resource aides will assist in supporting the instructional program of EL students by helping maintain a safe and nurturing school environment. They work under the direct supervision of the classroom teacher.
Day-to-Day Substitute (60days)@$233/day
Substitutes may be provided for teachers to attend professional development regarding the implementation of portfolio assessment and planning for the improvement of language acquisition of EL students. If a substitute shortage occurs, substitutes may not be available for professional development and planning.
Extended Teacher Assignment (450 Hrs) Extended Teacher assignments will be given to ESL/Bilingual and SADIE content-area teachers to provide after-school tutoring in their subject fields to LEP students who need individualized instruction in order to gain mastery of the course content and state ELD standards. Assistance will also be given to LEP students who are preparing to take the CELDT and California High School Exit Exam. On going support will also be given to students who have redesignated within the past year.
Miscellaneous
“Z” Time (direct/indirect services) This assignment is for regular status employees performing regular duties outside their basic assignment basis. The assignment is for ten or more working days. Provide additional staff development programs for new teachers in the school. Provide additional demonstration lessons to staff. Assist in facilitating standards based workshops.
Indirect Services- Monitor expenditure of Title 1 program.
Assist in the selection of instructional materials and equipment for title 1 students and their teachers.
Hire and assign Title 1 TAs
Teacher “X” Time 450 hrs.$20,000 (direct/indirect services) This assignment is for regular status employees performing regular duties outside their basic assignment basis or for employees not performing regular ongoing duties. The assignment is fewer than ten working days.
2000 Classified Personnel Salaries
Office Assistant (1) @$46,599 – The office assistant will work exclusively in the ESL Office, providing a variety of clerical services to supplement and support the instructional program for EL students. Duties will include:
Maintain accurate accounting of all books, equipment and other instructional materials purchased with EIA/LEP funds.
Organize an efficient system for ESL teachers to check out and return instructional materials, videos, tapes, overhead projectors, tape recorders, laptop computers, camcorders, and other equipments.
Assist ESL teachers in typing up lessons, exams and other assignments for EL students to use in the classroom in order to acquire proficiency in English.
Clerk (1) @$38,354- Works exclusively in the ESL Office, providing a variety of non-typing clerical services to supplement and support the instructional program for EL students. She will perform the following duties:
Assist teachers in making multiple copies of supplemental lessons, reading selections, and other instructional materials.
In-service teachers of EL students on the use of the copier machine, the laminator, the book binder, and other equipment purchased with EIA/LEP funds.
Assist ESL Office personnel in maintaining an accurate filing system of portfolio folders for ESL students.
Clerical Relief and Overtime-$9,000 Funds for short – term clerical help and for overtime payments directly attributable to the program. Budget total hours, times hourly rate, times employee benefits factor.
Professional expert 4months @30,000 Payments to persons for working on a special project or for leading workshops. Person is a retired district employee. or classified staff for participating in professional development activities outside the regular six- hour workday.
4000 Books, Materials, Supplies
IMA $43,832 for Supplemental Literacy materials which will be purchased for ELs in ELD and content classes to facilitate their acquisition of English fluency and mastery of state standards in content classes.
Other Equipment $15,000 for other equipment
Supplies & School Register $20,000 (4050)
School Advisory Council or SSC Expenses $1,100 Funds for local school advisory committee or School Site Council operating expenses. Expense may include refreshments but not meals. Expenses may be funded with Title 1, EIA-SCE (CEAC), School Improvement (SSC), or EIA-LEP (ELAC).
5000 Services and Other Operating Expenses
.
Independent Contracts agreements with non- district individuals for instructional services. Person may not perform the duties of any classified, unclassified , or certificated employee. Schools may not independently contract for services.
Telephone Expenses Total $840
Maintenance of Equipment – Konica 3340 @ $2,127 schools that have a sizable investments in equipment used to support instructional and /or professional development activities such as computers copiers, etc. Maintenance must be matched with the original funding source.
6000 Capital Outlay (Equipment)
Equipments –Show amounts for audiovisual and other equipment of $500 or more separately on your budget. All equipment purchases must be described and justified in the school plan and referenced on the appropriate Budget Justification page. The description should make clear how the equipment supports the instructional program and how students will benefit from its use. Cost estimates regarding instillation charges may be obtained from the vendor or the Maintenance and Operations office.
Purchase of equipment-copy machines, computers, etc.-should be supplemental, reasonable, not excessive. These expenditures cannot replace the basic responsibility of the District to fund equipment.
Note: Please refer to the Equipment Control Manual before discarding equipment purchased through categorical funds.
Rental of Equipment- Konica- 3340 @$2,074
Enter the amount for lease agreement for instructional equipment.
Repair of Equipment–Many schools have sizeable investments in equipment used to support instructional and/or professional development activities, such as computers, copiers, etc. If a school does not have a maintenance contract for the repair of such equipment, the school must place sufficient funds in Repair of Equipment to pay for any needed repairs.
Parent Training Allowance- $500 Budget funds for reimbursements for meals, child care, and mileage to parents attending in-service training sessions related to the program.
7000 Other Outgoing
Potential Variance $22,636
School Site Council Membership
Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:
| | | |Other School |Parent or | |
| |Principal |Classroom |Staff |Community |Secondary |
|Names of Members | |Teacher | |Member |Student |
|Mary Kaufman |X | | | | |
|Nick Deligencia | | |X | | |
|Maximo Cauich | | | |X | |
|Mario Guitierrez | | | |X | |
|Carmen Zometa | | | |X | |
|Richard Cunningham | |X | | | |
|James McClure | |X | | | |
|Jean Moore | |X | | | |
|Larry Seigle | |X | | | |
|Yana Brailovskaya | | | | |X |
|Irma Galdamez | | | | |X |
|Leticia Nunez | | | | |X |
| | | | | | |
| | | | | | |
| Numbers of members of each category |1 |4 |1 |3 |3 |
At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students. Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).
State guidelines require an “Action Team” consisting of 51% non-school site personnel for schools participating in II/USP or CSR (Education Code 52054(a)). To meet this requirement, a school may add one or more non-school site personnel to the existing school site council to form the “Action Team”.
Recommendations and Assurances
The school site council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following:
1. School districts must assure that school site councils have developed and approved a plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process, and any other school program they choose to include.
2. School plans must be developed “with the review, certification, and advice of any applicable school advisory committees.”
The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):
|* |School Advisory Committee for State Compensatory Education Programs |
|* |English Learner Advisory Committee |
|* |Community Advisory Committee for Special Education Programs |
| |Gifted and Talented Education Program Advisory Committee |
| |II/USP/CSR Action Team |
| |Other (list) |
3. Any plans required by programs funded through the consolidated application must be consolidated into a single plan.
4. The content of the plan must be aligned with school goals for improving student achievement
5. School goals must be based upon “an analysis of verifiable state data, including the Academic Performance Index, and the English Language Development test, and may include any data voluntarily developed by district to measure pupil achievement.
6. The plan must address how Consolidate Application funds will be used to “improve the academic performance of all pupils to the level of the performance goals, as established by the Academic Performance Index.
7. The plan must be “reviewed annually and updated, including proposed expenditures of funds allocated to the school through the consolidated application, by the school site council.
8. Plans must be reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic programs for students covered by programs” funded through Consolidated Application.
9. This school plan was adopted by the school site council on: May 02, 2003=4hr.
Attested:
|Mary Kaufman | | |
|Typed name |Signature |Date |
|Nick Deligencia | | |
|Typed name |Signature |Date |
|Richard Cunningham | | |
|Typed name |Signature |Date |
|James McClure | | |
|Typed name |Signature |Date |
|Jean Moore | | |
|Typed name |Signature |Date |
|Larry Seigle | | |
|Typed name |Signature |Date |
|Maximo Cauich | | |
|Typed name |Signature |Date |
|Mario Gutierrez | | |
|Typed name |Signature |Date |
|Carmen Zometa | | |
|Typed name |Signature |Date |
|Yana Brailovskaya | | |
|Typed name |Signature |Date |
|Irma Galdamez | | |
|Typed name |Signature |Date |
|Leticia Nunez | | |
The dollars projected for expenditure are each directly related to overcoming the identified challenges in each of the five components:
Editorial and Comments Page:
|School Plan for Consolidated Programs |
|2002-2003 |
|School Name: Los Angeles High School |District: Los Angeles Unified School District |
|ASSURANCES |
|The signatures below verify that the respective chairpersons, chapter chair, classified person, and administrator have accepted the responsibility for the following assurances: |
|Councils/Committees have been formed in accordance with the procedures established by the programs |The SSC has developed the plan and approved the budget. |
|A list of members of each school-level council/committee is available at the school |Councils/Committees have been informed that the intent of supplemental funds is to improve academic |
| |achievement for students. |
|Members of the CEAC, the ELAC, the teachers, and the classified persons at the school have had the |Title I school-parent compact and parent policy have been developed. |
|opportunity to be involved in planning, implementing, and evaluating the programs. | |
| |The SSC concurs that the district may apply for any waivers necessary to implement appropriate |
| |supplemental programs to support the districts goals using categorical funds |
|School Improvement School site Council (SSC) |Typed name of chairperson |Signature |Date |
| |Nick Deligencia | | |
|٧ |Check box if SSC is an umbrella group for the CEAC. The minutes for this vote are on file at the school site. |
|Compensatory Education Advisory Committee (CEAC) |Typed name of chairperson |Signature |Date |
| |Ada Salas | | |
|English Learners Advisory Committee (ELAC) |Typed name of chairperson |Signature |Date |
| |Ivan Castro | | |
|Classified |Typed name of classified person |Signature |Date |
| |Oscar Saravia | | |
|Chapter Chair or Chapter Chair’s Designee |Typed name of teacher |Signature |Date |
| |Jim Hatem | | |
|Principal |Typed name of principal |Signature |Date |
| |Mary Kaufman | | |
|Local District Superintendent |Typed name of superintendent |Signature |Date |
| |Lilliam Castillo | | |
SCHOOL PLAN FOR CONSOLIDATED PROGRAMS
DESCRIPTION OF CENTRALIZED SERVICES
Section Eight
ATTACHMENTS
PROGRAM IMPROVEMENT STATUS
PARENTS RIGHT TO KNOW
SCHOOL-PARENT COMPACT
SCHOOL ACCOUNTABILITY REPORT CARD (SARC)
PARENT INVOLVEMENT POLICY
MIGRANT EDUCATION INDIVIDUALIZED LEARNING PLANS (ILP)
SBM /LEARN WAIVERS
Data Set Links
Los Angeles Unified School District Profile
LAUSD click on local district information on the left
School Profile
1. DSS lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System
School Profile Location: Enrollment and Attendance Tab, Location Enrollment Report, gives # of enrollment by ethnicity, other demographics. School would have to compute percentages.
2. LAUSD Website lausd.k12.ca.us
Click on school info on the left, scroll down to School Profiles
3. DataQuest
Crime and Safety Statistics
LAUSD/Demographics LA School and Police Crime Report
Directions:
Click on the referenced hyperlink.
Click on L.A. School Police Crime Report.
Select the school’s level.
Click on the scroll down arrow and select the school’s name.
Click on the Search button.
School Attendance and Discipline/Behavior
LAUSD/School Accountability and Report Card
Directions:
Click on the referenced hyperlink.
Select the school level to be viewed.
Click on the Submit button.
Click on the school’s name to view the school’s report.
Click on the hyperlink entitled School Safety & Climate for Learning.
Academic Performance Index (API) 2002 Growth Report
1. DSS Student Assessment Tab-Academic Performance Index Growth Report or DSS lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System
Directions:
Click on the Student Assessment Tab
Click on Academic Performance Index Growth Report
Use the green selector cube to specify your school, under Location
Use the green selector cube to specify the measures you want to see and the order, under Measure
2. LAUSD website/Student Achievement
3. CDE Website website API information.
Directions:
Click on the referenced hyperlink.
In the far left column under Favorites, select API-Academic Performance Index. Click on Academic Performance Index Reports.
Click on the report entitled School Level Reports.
Type a portion of the school’s name and press the Submit button.
In the window labeled Select Agency, click on the scroll down arrow and select the appropriate school & district.
Under the heading Select Report, choose 2001-2002 API Growth Report.
Click on the Submit button.
STAR Comparison 2002 vs. 2001 Percent Scoring At or Above the 50th Percentile
1. DSS STAR data:
DSS Student Assessment Tab – Stanford 9 Standardized Test Results or DSS lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System
Directions:
Click on the Student Assessment Tab
Click on Stanford 9 Standardized Test Results
Click on Stanford 9 Mean NCE Report
Use the green selector cube to specify your school, under Location
Use the green selector cube to specify the measures you want to see and the order, under Measure
Use the green selector cube to specify the years, under Time
2. Ed-Data Website
3. CDE Website
Directions:
Click on the referenced hyperlink.
In the far left column click on the District Index icon.
Click on the scroll down arrow or use the slide bar and locate Los Angeles Unified. Select Los Angeles Unified.
Click on the scroll down arrow or use the slide bar to locate the appropriate school name.
Click on the school’s name.
Disaggregated 2002 Stanford 9 Data
1. DSS Student Assessment Tab – Stanford 9 Standardized Test Results or DSS lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System
Directions:
Click on the Student Assessment Tab
Click on Stanford 9 Standardized Test Results
Click on Stanford 9 Quartile & Decile Report
Use the green selector cube to specify your school, under Location.
Use the green selector cube to specify the measures you want to see and the order, under Measure.
Use the green selector cube to specify the years, under Time.
Pull the dimensions for Ethnicity, Language Classification and Student Program into the report (one at a time) to obtain the disaggregated number.
2. Ed-Data Website
3. CDE Website grades 2-11
Matched SAT 9 Percentile Report
(Data Source: 2001-2002 Achievement Report for Title I Students and Students in other Specially Funded Programs)
(Available October 31, 2002)
Standards-Based Criterion Reference Test
California Standards Test Summary
1. DSS Location: Student Assessment Tab, California Content Standards. Or DSS lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System
Click on the Student Assessment Tab
Click on California Content Standards
Use the green selector cube to specify your school, under Location.
Use the green selector cube to specify the measures you want to see and the order, under Measure.
Use the green selector cube to specify the years, under Time.
Pull the dimensions for Ethnicity, Language Classification and Student Program into the report (one at a time) to obtain the disaggregated number.
For the 2000-01 school year, we have data only for English Language Arts.
2. CDE Website
Aprenda Test
LAUSD Website
Directions:
Click on School Accountability and Report Cards
Select the school level to be viewed.
Click on the Submit button.
Click on the school’s name to view the school’s report.
Click on the hyperlink entitled Academic Data.
Scroll down to the section entitled Aprenda Second Edition.
California English Language Development Test (CELDT))
CDE website
Directions:
Click on the referenced hyperlink.
Click on CELDT 2001 Exam Results.
Select the hyperlink entitled District Index.
Click on the scroll down arrow or use the slide bar to locate Los Angeles Unified. Select Los Angeles Unified.
Click on the scroll down arrow or use the slide bar to locate the school’s name. Click on the school’s name.
Click on the scroll down arrow next to the Assessment box to locate and select All Assessments.
Click on the scroll down arrow next to the Subgroup box to locate and select All Students.
English Language Development (ELD) Assessment Portfolios
LAUSD website
Click Resources (this data will be on-line by January, 2003)
Student Reclassification Rate
1. DSS Location: Student Assessment Tab, EL Reclassification Rate Report or DSS lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System
Click on the Student Assessment Tab
Click on El Reclassification Rate
Click on EL Reclassification Rate Report
Use the green selector cube to specify your school, Local District, and LAUSD under Location.
Use the green selector cube to specify the measures you want to see and the order, under Measure.
Use the green selector cube to specify the years, under Time
2. LAUSD Website
Directions:
Click on School Accountability and Report Cards
Select the school level to be viewed.
Click on the Submit button.
Click on the school’s name to view the school’s report.
Click on the hyperlink entitled Academic Data.
Click on Academic Data.
Scroll down to Number of Reclassified English Learners.
Local Assessments
Performance Assignments
DSS Location: Student Assessment Tab, Performance Assignment.
Click on the Student Assessment Tab
Click on Performance Assignment
Use the green selector cube to specify your school, under Location.
Use the green selector cube to specify the measures you want to see and the order, under Measure.
Use the green selector cube to specify the grade levels, under Grade.
Pull the Grade dimension into the report to replace location to give you the breakdown by grade level.
Special Education/ Least Restrictive Environment
The data needed to complete these sections will be available through our web-based IEP, SESAC reports, and CASEMIS. Some of the information may need to be collected through the District i.e. CASEMIS. The school will need to track the information needed to answer the % of population eligible as SLD through the SIS system (Grades 1, 2, and 3 only).
HIGH SCHOOL DATA
Graduation Rates
1. DSS Location: Graduation & Promotion Tab, Graduation Rates.
Click on the Graduation & Promotion Tab
Click on Graduation Rates
Use the green selector cube to specify your school, under Location.
Use the green selector cube to specify the measures you want to see and the order, under Measure.
Pull the Ethnicity dimension into the report to replace location to give you the disaggregated data.
Pull the Language Classification dimension into the report to replace Ethnicity to give you the disaggregated data.
2.LAUSD Website
Directions:
Click on School Accountability and Report Cards
Select the school level to be viewed.
Click on the Submit button.
Click on the school’s name to view the school’s report.
Click on Post-Secondary Preparation
Post Secondary Plans Self Reported by Graduates
Secondary Student Information System (SIS)
California High School Exit Exam (CAHSEE)
1.CDE website
Directions:
Click on the referenced hyperlink. CAHSEE Internet Reports
2002 Exam Results (not yet available)
Select District Index
Select Los Angeles Unified School District
Select school name
Select either Combined or May or March
Select type of report: English Language Arts (ELA) or Mathematics
Click “View Report”
2.Secondary Student Information System (SIS)
Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade Level
DSS Location: Student Assessment Tab, Secondary Marks.
Click on the Student Assessment Tab
Click on Secondary Marks
Use the green selector cube to specify your school, under Location.
Use the green selector cube to specify the measures you want to see and the order, e.g., # or % of A’s, B’s, C’s , under Measure.
Use the green selector cube to specify the grade levels you are interested in.
Use the green selector cube to specify the departments, under Courses. To collapse the courses into departments, in the selection window, click on the “-“ square next to “All Subjects”. All courses listed will disappear. Click again on the “+” next to “All Subjects” and only the departments will appear. Select “English,” “Mathematics,” ”Social Science,” and “Science”
Pull the Ethnicity dimension into the report on the X axis.
Pull the measures into the Y axis.
Place Grade dimension to the left of measures on the Y axis.
Use the drop down arrow under Course to specify the department. Your data will change for each department selected
A-G Course Enrollment and Pass Rate
DSS Location: Student Assessment Tab, Secondary Course Enrollment.
Click on the Student Assessment Tab
Click on Secondary Course Enrollment Report
Use the green selector cube to specify your school, under Location.
Use the green selector cube to specify the measures you want to see and the order, under Measure.
Use the green selector cube to specify the grade levels you want in your report.
Pull the grade dimension into the report on the X axis above your measures.
Pull the Ethnicity dimension into the report to replace location to give you the disaggregated data.
Pull the Language Classification dimension into the report to replace Ethnicity to give you the disaggregated data.
SAT and ACT Summary Reports
DataQuest
Directions:
Click on subject High School (SAT/ACT/AP) Scores
Click on level School submit
Advanced Placement Enrollment and Test Scores
1.DSS Location: Graduation & Promotion Tab, Graduation Rates.
Click on the Graduation & Promotion Tab
Click on Graduation Rates
Use the green selector cube to specify your school, under Location.
Use the green selector cube to specify the measures you want to see and the order, under Measure.
Pull the Ethnicity dimension into the report to replace location to give you the disaggregated data.
Pull the Language Classification dimension into the report to replace Ethnicity to give you the disaggregated data.
2. CDE Website
Directions:
Click on the referenced hyperlink.
Select Advanced Placement (AP) Results
Select Statewide, County, District and School Reports (Data Quest)
State approved and District adopted CORE textbooks and Otherwise Authorized Instructional Materials Mathematics and Reading Professional Development Program (AB 466)
1. LAUSD Website/Textbook Services
2. CDE Website
Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials
1.DSS Location: Teacher Information Tab, Teacher Information Report shows teacher status and years of experience in LAUSD.
2. LAUSD Website LAUSD Website
Directions:
Click on School Accountability and Report Cards
Select the school level to be viewed.
Click on the Submit button.
Click on the school’s name to view the school’s report.
Click on Teacher & Staff Information.
Staff Attendance
LAUSD Website LAUSD Website
Click on School Performance Indicators
Select the school level to be viewed
Click on the Submit button
Click on the school’s name to view the school’s report
Web Resources
Single Plan for Student Achievement
Acronyms and Abbreviations
Principal Training Act (AB 75)
Mathematics and Reading Professional
Development Program (AB 466)
Performance Assignments
Comprehensive Assessment System
Rodriguez Consent Decree
Refer to School Management Services (213)241-6414
No Child Left Behind
Quality of Teachers and Paraprofessionals
Sec. 1119 Qualifications for teachers and paraprofessionals
LASUD website/ Least Restrictive Environment Overview Summary
LAUSD Division of Special Education
What to Know about Closing the Achievement Gap
-----------------------
[1]Brookover, Beamer, et al, Module 5: Effective Instruction, pp. 124-128.
[2] Robert Marzano, Debra J. Pickering and Jane E. Pollock, Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. (Alexandria, VA: Association for Supervision and Curriculum Development, 2001), pp. 141-143.
[3] David Perkins and Tina Bllythe, “Putting Understanding Up Front.” in Educational Leadership, vol 51, 1994, pp. 4-6.
[4]Roland S. Barth, Improving Schools from Within (San Francisco, Ca: Jossey-Ball Publishers, 1991), pp 45-49.
[5] California State Department of Education, 2000.
[6] Joyce Epstein, National Network of Partnership Schools, (Baltimore, MD: Johns Hopkins University, 2001), p 1.
[7]Brookover, Beamer, and others, “Module11: Parent Support and Involvement in Creating Effective Schools, p.265
[8]Brookover, Beamer, and others, pp. 264-270.
[9] Glen Thomas. “Beyond the Glitz.” In Thrust for Educational Leadership, vol. 24, 1994, p. 22.
[10] Joyce Epstein, National Network of Partnership Schools, (Baltimore, MD: Johns Hopkins University, 2001), p 1.
[11]Brookover, Beamer, and others, “Module11: Parent Support and Involvement in Creating Effective Schools, p.265
[12]Brookover, Beamer, and others, pp. 264-270.
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