Proposed Title I Reports



Los Angeles Unified School District

Single Plan for Student Achievement

2011 – 2012

Implementation

| Fairfax High School |

[pic]

Superintendent

John Deasy

Board Members

Mónica Garcia, Board President

Marguerite Poindexter LaMotte

Tamar Galatzan

Steve Zimmer

Bennett Kayser

Nury Martinez

Richard Vladovic

TABLE OF CONTENTS

District and School Information 1

School Program Identification 1

School Program Improvement Status 2

School Site Council Composition 3

Committee Recommendations and Assurances 4

Parent Involvement Committee Recommendations 4

District Description and Core Program for All Students 6

Mission Statements and School Profile Descriptions 7

Comprehensive Needs Assessment 9

School Performance Meter 9

School Data Summary Sheet 10

SPSA Evaluation 13

Comprehensive Needs Assessment to Determine Key Findings 15

PI Year 3, 4 & 5+ Schools: Accountability Matrix—100% Graduation (Other Schools Delete this Section) 17

PI Year 3, 4 & 5+ Schools: Accountability Matrix—Proficiency for All (Other Schools Delete this Section) 21

PI Year 3, 4 & 5+ Schools: Accountability Matrix—100% Attendance (Other Schools Delete this Section) 31

PI Year 3, 4 & 5+ Schools: Accountability Matrix—Parent and Community Engagement (Other Schools Delete this Section) 32

PI Year 3, 4, & 5+ Schools: Accountability Matrix—School Safety / Organization / Support Structures (Other Schools Delete this Section) 33

Parent & Community Engagement Attachments 34

Parent Involvement Policy 34

School-Parent Compact 36

Local District Monitoring 39

Funding (Budgets) 40

Attachments 83

SCHOOL PROGRAM IDENTIFICATION

|School Name: |Fairfax High School |Local District: |4 |

|District CDS Code: 1964733 |School CDS Code: |1932920 |

|Initial Year: 2011-2012 | | |

For additional information on our school programs contact the following:

|Principal: |Edward M. Zubiate |E-mail address: |ezubiate@ |

|Contact Person: |Brian W. Dunbar |Position: |Title One Coordinator |E-mail address: |bwd7123@ |

|Address: |7850 Melrose Avenue, Los Angeles, CA 90046 |Telephone Number: |323-370-1200 |

Indicate which of the following Federal, State and Local Programs are consolidated in this plan:

|x |Economic Impact Aid (EIA) | |School Improvement Grant (SIG) Cohort 1 |

| | |x |EIA-LEP (Limited English Proficiency) |x |Title I Schoolwide Program (SWP) |

| | |x |EIA-SCE (State Compensatory Education) | |Title I Targeted Assistance School (TAS) |

| | | |EIA-EDY (Educationally Disadvantaged Youth) |x |Title II Professional Development |

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

| |Quality Education Investment Act (QEIA) | |and Academic Achievement |

|x |Program Improvement (PI) | |LAUSD Public School Choice |

| | | |Year 1 | |

| | | | | |

|The District Governing Board approved this Revision to Update the | | |

|Single Plan for Student Achievement on: | | |

| | | |

| |Date | |

|The Local District staff has reviewed the School Plan with the principal and agreed to support and provide feedback for implementation. |

|Signatu| |

|re | |

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

| |Select one of the other major restructuring options below: (Select at least one of the options below and describe the process to implement in the “School Safety/Organization/Support Structures” section of the|

| |Accountability Matrix) |

| | |Participate in Public School Choice process. (Include a description of specific | |Operate APPROVED Small Learning Communities |

| | |actions/strategies to address student needs of this LAUSD Board reform in the appropriate | |(SLCs) (per guidelines of LAUSD BUL-1600) |

| | |section of the SPSA) | | |

| | |CDE School Improvement Grant (SIG) recipient and will implement the following model: | |Operate Small Schools - ( ) number of schools with separate CDS codes |

| | |Transformation Model | | |

| | |Turnaround Model | | |

| | |Restart Model | | |

| | | | |Implement Professional Learning Communities (PLCs) |

|Local District Superintendent: |Dr. Dale Vigil | | | | |

| |Print Name | |Signature | |Date |

| |

|Local District Principal |Dr. Annik Draghi | | | | |

|Leader |Print Name | |Signature | |Date |

| |

|Principal: |Edward M. Zubiate | |signature on file | |February 13, 2012 |

| |Print Name | |Signature | |Date |

| |

|School Site Council Chair: |Brian W. Dunbar | |signature on file | |February 21, 2012 |

| |Print Name | |Signature | |Date |

|School Site Council Composition (SSC) |

|EC 52012, 52852 |

| | |

| | |

|[pic] |[pic] |

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

|Part A – School Staff |Part B – Parents/Community |

|Name |Principal |Classroom Teacher |Other Personnel|Name |Parent |Community |Student |

|Edward M. Zubiate |x | | |Alexa Goss | | |x |

|Ruzanna Danielyan | |x | |Kimberly Johnson | | |x |

|Brian Dunbar | | |x |David Kim | | |x |

|Sean Gosselin | |x | |Gwendolyn Landry |x | | |

|Randy Grant | | |x |Susan Lee |x | | |

|Kathy Haggerman | |x | |John Reboja | | |x |

|Alex Netes | |x | |Jacquie Watkins |x | | |

|Amity Sasser | |x | |Tammy Yoon |x | | |

| |

|Total number in each column |

| |

| |Edward M. Zubiate | | | | | |

| |Name of Principal | |Signature of Principal | |Date | |

COMMITTEE RECOMMENDATIONS AND ASSURANCES

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

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

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

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

|Committees |Chairperson |Check |Date of review of |

| | | |recommendation |

| |Print Name |Signature |Parent/ Community |Staff | |

|English Learner Advisory |Sun Wha Park |signature on file |x | | |

|Gifted & Talented Education Program Advisory | | | | | |

|UTLA Chapter Chair or Chapter Chair’s Designee |Aris Biegler |signature on file | |x | |

|Other (list) | | | | | |

| | | | | | |

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

4. The plan must be reviewed annually and updated, including proposed expenditures of funds allocated to the school through the consolidated application, by the school site council.

5. Plans must be reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic programs for students covered by programs” funded through the consolidated application.

6. The school minimizes the removal of identified children during the regular school hours for supplemental Title I instruction. (Targeted Assistance Schools only)

|This school plan was adopted by the school site council on: |February 6, 2012 | |

| |Date | |

Attested:

|Brian W. Dunbar | |signature on file | | |

|Typed name of SSC chairperson | |Signature of SSC chairperson | |Date |

|Edward M. Zubiate | |signature on file | | |

|Typed name of school principal | |Signature of school principal | |Date |

Parent Involvement Policy

Each school in LAUSD is required to develop a written parent involvement policy. This policy describes how the school will support and increase parent involvement. The parent involvement policy must be developed with parents/community and include participation from all appropriate advisory committees and be agreed upon by the School Site Council. The written parent involvement policy at Title I schools must include how parents will be informed of the school’s Title I program requirements.

Schools not receiving categorical funds must develop a written parent involvement policy with the participation of parents and community members that describes how the school will:

a) engage parents in their children’s education

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

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

d) train teachers and administrators to communicate effectively with parents

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

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

|Committees |Chairperson |Check |Date of review by |

| | | |Committee |

| |Print Name |Signature |Parent/ Community |Staff | |

|English Learner Advisory |Sun Wha Park |signature on file |x | |Jan 23, 2012 |

|Council |Chairperson |Check |Date of review and approval|

| | | |by Council |

| |Print Name |Signature |Parent/ Community |Staff | |

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

|Print Name (s) | |

| | |

| | |

|Joyce Kleifield |signature on file |

| | |

|Tita Torres |signature on file |

| | |

|Sarah Lee |signature on file |

Los Angeles Unified School District Profile

District Mission Statement

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

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

District Description:

| |

|PI Corrective Action: |

| |

|The school institutes and fully implements the core curriculum that is built on State academic content standards, including providing appropriate professional development grounded in scientifically-based research for |

|all relevant staff, that offers substantial promise of improving educational achievement for high priority pupils. |

| |

|District Priorities: |

| |

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

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

|Implement curriculum-based measures (i.e., Progress Monitoring) to inform instruction and maximize student exposure to that instruction. |

|District Core Program for All Students: |

| |

|The core program of the District is built on the California State Content Standards and grounded in evidence-based pedagogy for effective delivery of those standards. Embedded throughout is the use of a comprehensive |

|assessment program that guides instruction and immediate intervention. The District has adopted four culturally responsive and linguistically appropriate instructional strategies that are threaded throughout all |

|PreK-12 content instruction. Instructional strategies include the use of advanced graphic organizers, explicit instruction in academic vocabulary, use of communal learning strategies such as Think/Pair/Share, |

|cooperative learning, project-based learning, and the use of instructional conversations to actively engage students in learning. Differentiation, SDAIE strategies, and scaffolding are used to ensure instruction |

|meets the needs of all students including gifted and talented students, students with disabilities, and English learners (both English Learners and Standard English Learners). Strong classroom management as outlined |

|in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, preparing for transitions, and |

|developing instruction that engages students in learning. |

MISSION STATEMENTS AND SCHOOL DESCRIPTIONS

School Vision and Mission

VISION STATEMENT

Fairfax High School: Valuing diversity, igniting potential.

MISSION STATEMENT:

Fairfax 2012: We will be one of the top five LA schools in:

• graduation rate

• career preparedness

• college acceptance

• respectful environment

School Profile Description

Fairfax High School, a 24.2-acre campus, is located at the intersection of Melrose and Fairfax Avenues in Los Angeles. Although the Fairfax area was once a traditionally Jewish neighborhood, it is now an area rich in diversity. The school is located in a very active section of the city and is the neighborhood school for students in the Hollywood, West Hollywood, East Hollywood, Hancock Park and Korea Town areas. Schoolwide enrollment has dropped over the last three years from nearly 3,400 students to approximately 2,474 today, including nearly 395 students in the Visual Arts Magnet. Currently, our student population reflects the diversity of Los Angeles; 53% of Fairfax students are Hispanic, 18% are African-American, 22% are Asian and 7% are Caucasian. Over 30 languages are spoken at Fairfax and students hail from all corners of the globe; Fairfax is home to significant numbers of students from Mexico, Central America, Korea and the Philippines, as well as immigrants from India, Mongolia, Ethiopia and the states of the former Soviet Union. Students with Limited English Proficiency comprise approximately 12% of the school’s population while reclassified English Learners make up yet another 44% of the Fairfax student body. Most Fairfax students fall in the middle-to-low socioeconomic status, with 76% of students this year qualifying for the Federal Lunch Program. Fairfax is in its eighth year of schoolwide Title One status, bringing key funding for its educational program. Fairfax students report that they like their school; they feel challenged by their classes and safe on our campus. 84% of Fairfax students say they are proud to be students here.

With the opening of the 2009 School Year, Fairfax began functioning in Small Learning Communities, with a reconfiguration of classrooms and offices, and redesign of the Master Schedule. Enrollment decreases and budget cuts have resulted in the merging of two SLCs, leaving our school with four in addition to our Visual Arts Magnet: Academy of Media and Performing Arts; Health Sciences Academy; International Business

Communications; and the School of Math, Science and Technology. Fairfax school governing bodies include students, parents, community members, teachers, administrators and teachers. The Leadership Council (TLC) decides school policy, while the School Site Council allocates expenditures based on the recommendations of the (Title One) Compensatory Education, Advisory Council and the English Learner Advisory Council.

Fairfax entered PI status in the 2003-04 school year. While all groups met participation targets, the following student groups did not meet proficiency targets in English (66.7%) and math (66.1%) based on the 2011 test results:

African American

Hispanic or Latino

Socioeconomically Disadvantaged

English Learners

| | |

COMPREHENSIVE NEEDS ASSESSMENT

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

Fairfax High School Performance Meter

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

| |2007-08 |2008-09 |2009-10 |

| |2007-08 |2008-09 |2009-10 |

| |2007-08 |2008-09 |2009-10 |

| |2007-08 |2008-09 |2009-10 |

| |

|1a. Examine the data that has been downloaded. |

|• What is the overall rate of growth over the last 5 years for the proficient or advanced proficient group in English/Language Arts? |

|The overall rate of growth over the last 5 years for proficient or advanced proficient group in English/Language Arts was 12.4%, with impressive gains of |

|18.5% for African American students, 10.4% gain for Latino students, and 11.6% gain for students with disabilities. |

|(If the overall rate has grown by at least 10%, answer question 1b. If the overall rate has not increased by 10%, answer question 1c) |

|• What is the overall rate of growth over the last 5 years for the proficient or advanced proficient group in mathematics? |

|The overall rate of growth over the last 5 years for the proficient or advanced proficient group in mathematics was 6.2%, with the largest gains of 8.6% for|

|Asian students, 13.1% for white students, and 6.0% gain for students with disabilities. |

|(If the overall rate has grown by at least 10%, answer question 1b. If the overall rate has not increased by 10%, answer question 1c) |

|1b. Which of the expenditures increased growth in the proficient or the |1c. Which of the expenditures did not increase growth in the proficient or the|

|advanced proficient group? What data supports this finding? |advanced proficient group and therefore will no longer be funded. |

|Class-size reduction teachers are the greatest expenditure as well as the |All expenditures contributed—both directly and indirectly-- to improving |

|greatest contribution towards the increase in the proficient and advanced |student learning at Fairfax. |

|groups in English and math. | |

| |

|2a. As measured by CELDT, what percentage of ELs is making progress in ELD (AMAO 1)? What percentage of ELs demonstrates English proficiency (AMAO 2)? If |

|AMAO 1 was met, and if AMAO 2 was met for all ELs, answer question 2b. If AMAO 1 was not met, and/or AMAO 2 was not met for all ELs, answer question 2c. |

|38% of English Learners made annual progress in ELD. 19% of students here fewer than 5 years attained English language proficiency, while 27% of students |

|here more than 5 years attained proficiency. |

|2b. Which of the expenditures increased progress in ELD? What data support |2c. Which of the expenditures did not result in increased achievement in ELD |

|this finding? |and therefore will no longer be funded? |

|n/a |All expenditures contributed—both directly and indirectly-- to improving |

| |student learning at Fairfax. |

|3. How did research-based professional development [70A56 and 70V94 (if applicable)] lead to academic growth? (For PI Schools only) |

|Fairfax used Professional Development funds to hire two half time academic coaches in English and math. Both coaches work closely with their respective |

|departments, create standards-based lessons for use in classrooms, assist in the scoring and interpretation of periodic and quarterly assessment data, and |

|serve as a resource for teachers to improve their teaching skills. Professional development activities have led to a greater understanding of student needs|

|and use of instructional strategies to foster their academic growth. |

|4. What other evidence (i.e. other performance data) exists that shows an increase in student learning? |

|According to the LAUSD Performance Meter, the 4-year cohort graduation rate has gone up 22% since2007-08, from 49% to 71% for school year 2010-2011. There |

|have also been improvements in Language Arts of 9% over the same period and an increase of 5% in mathematics in the same period. Additionally, both student|

|and staff attendance has improved. |

|5. Using local data (school experience survey, parent trainings, parent volunteers, parent centers, etc.), describe the expenditures from 7E046 and 709V4 |

|that resulted in increased parental involvement. |

|Parent Representatives are the link between the school and the parents: helping the school to communicate with the parents, and a way for parents to |

|provide their input to the school. The assist in communication with CEAC, ELAC and SSC members, provide translation for Korean and Spanish speaking |

|parents, and provide monthly meetings addressing parents’ concerns. |

|6. Based on the responses to questions 1-6, are the 2011-2012 budgets aligned to maximize program effectiveness? If not, what changes in |

|strategies/activities need to occur? |

|Yes. |

COMPREHENSIVE NEEDS ASSESSMENT TO DETERMINE KEY FINDINGS

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

|Check which groups or committees participated in this |Data |Analysis of Data |School’s Key Findings |

|Needs Assessment. If box is checked, indicate date. |Summary Sheet |Problem Identification * |Problem Analysis * |

| | | | |

| | |Was the Graduation Rate met? |Over the past several years, Fairfax has increased its graduation rate about |

| | |What significant changes occurred in Grad Rate from |7% per year. Also, our dropout rate has decreased about 2.5% from last year. |

| | |one year to the next? |The CAHSEE results seem to have plateaued, with 92.8% of seniors having passed|

| |100% |What changes occurred in the 4-year dropout rate? |the CAHSEE (down 0.6% from the previous year). |

| |Graduation |What changes occurred with CAHSEE results? |Students appear to have difficulty passing all A-G classes as they move |

| | |What changes occurred between grade levels in |through high school: 87% of 9th graders take A-G requirements, while only 47%|

| | |meeting A-G Requirements? |of 12th graders do. |

| | |What conclusions may be written based on the | |

| | |graduation rate? | |

| | | | |

| |x |CEAC |Date: |

| |x |ELAC |Date: |

| |x |SSC |Date: |

| | |Grade-level Teams |Date: |

| | |Vertical Teams |Date: |

| | |Departments |Date: |

| |x |Other: |Instruct’l Cabinet |

| | | | |

| | |Did the school meet all AYP requirements? If not, |Fairfax did not meet all AYP requirements: all participation requirements |

| | |which areas were met? |were met, but not all percent proficient requirements were satisfied. In both|

| | |Was API met? |ELA and math only Asian subgroup attained proficiency target. |

| | |What significant changes occurred in AYP ELA CST |Fairfax did meet API with a score of 730. |

| | |scores? |ELA CST scores show evidence of plateauing after 4 years of impressive growth |

| | |What changes occurred in AYP Math CST scores? |(from 35% to 49%). |

| | |What changes occurred in Algebra? |ELA math scores have also plateaued after several years’ growth, and had a |

| |Proficiency |What changes occurred in reclassification rates from|small decline of 0.5% last year. |

| |for All |one year to the next? |The percentage of students ranked proficient or above in Algebra decreased by |

| | |Did the school meet the AMAOs? |2% to 13.5%. |

| | |What factors explain the changes in proficiency |Though reclassification rates went down last year, students showed an increase|

| | |levels over time? |in ELA proficiency (from 28% to 31.5%). There was a decrease in math |

| | | |proficiency from 37% to 29%. |

| | | |Fairfax did not meet the AMAOs in 2011. |

| | | |While over the past several years Fairfax has seen an increase in our |

| | | |reclassification rates, 2011 saw a decrease. This was due to a school |

| | | |boundary change, bringing in students from a lower performing school. |

| | | |Additionally, district-wide budget cuts led to an increase in class sizes. |

| | | | |

| | | | |

| | | | |

| |x |CEAC |Date: |

| |x |ELAC |Date: |

| |x |SSC |Date: |

| | |Grade-level Teams |Date: |

| | |Vertical Teams |Date: |

| | |Departments |Date: |

| |x |Other: |Instruct’l Cabinet |

| | | | |

| | | | |

| | | |Fairfax continues to have one of the highest attendance rates in LD4. Student|

| | |How do attendance rates for students differ from one|attendance continues at over 96%, staff attendance rates had a slight decrease|

| |100% Attendance |year to the next? |last year from 95% to 93.7%. |

| | |How do attendance rates for staff differ from one | |

| | |year to the next? | |

| | |What factors explain these differences? | |

| | | | |

| |x |CEAC |Date: |

| |x |ELAC |Date: |

| |x |SSC |Date: |

| | |Grade-level Teams |Date: |

| | |Vertical Teams |Date: |

| | |Departments |Date: | |

| | |WASC Focus Group |Date: |

| | |Other: |Instruct’l Cabinet |

| |

| | | | |

| | |What change occurred in parents talking to their |There was no change in the numbers of parents that talk with teachers about |

| | |child’s teacher about their child’s schoolwork? |schoolwork. There were fewer parents that filled out the District’s School |

| |Parent and Community |What changes occurred in parent participation and |Experience Survey last year, and a decrease in the percentage of parents who |

| |Engagement |ratings on the School Experience Surveys? |feel welcome at the school (from 83% to 75%). Surveys are mailed directly to |

| | |What factors explain these changes? |homes from the District, the school should improve its outreach to parents to |

| | | |encourage participation in filling out the survey. |

| | |What conclusions may be drawn from conducting the | |

| | |School Experience Survey? | |

| | | | |

| |x |CEAC |Date: |

| |x |ELAC |Date: |

| |x |SSC |Date: |

| | |Grade-level Teams |Date: |

| | |Vertical Teams |Date: |

| | |Departments |Date: |

| | |WASC Focus Group |Date: |

| |x |Other: |Instruct’l Cabinet |

| | | | |

| | |What changes occurred to the suspension rates from |Fewer students were suspended last year, resulting in 90 fewer days lost to |

| | |one year to another? |suspensions. 85% of students respond feeling safe or very safe on campus, |

| |School Safety/ |What changes occurred in instructional days lost to |though this is a slight decrease from last year’s score of 90%. |

| |Organization/ |suspension? | |

| |Support Structure |What changes occurred in student responses to school| |

| | |safety? | |

| | |What factors explain these differences? | |

| | | | |

| |x |CEAC |Date: |

| |x |ELAC |Date: |

| |x |SSC |Date: |

| | |Grade-level Teams |Date: |

| | |Vertical Teams |Date: |

| | |Departments |Date: |

| | |WASC Focus Group |Date: |

| |x |Other: |Instruct’l Cabinet |

| | | | |

100% GRADUATION (High School Only)

Directions for PI Year 3 and 4 Schools: After completing the Comprehensive Needs Assessment review Box 1 to determine if the schools met the 2010-11 LAUSD Target. Respond in Box 2 by indicating “YES” or “NO”. Complete the remainder of the accountability matrix.

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

|(1) |(2) |(3) |

|SPSA 2010-2011 |Did the school meet the 2010-11 LAUSD |SPSA 2011-2012 |

| |Target? | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

BUDGET

2011-2012 Assurances & Justifications Budget Pages

| |

|School |Fairfax High School |Local District |4 |Principal |Edward M. Zubiate |

|School Address |7850 Melrose Avenue |City |Telephone |Area Code |

| | |Los Angeles, CA 90046 | |

|The budgets, justifications, and the school’s Single Plan for Student Achievement (SPSA) update have been reviewed by the Local District and recommended for approval to Federal and State Education Programs. |

|Typed Name of Local District Superintendent |Dale Vigil |

|Signature of Local District Superintendent | |Date | |

|Date approved by District Board of Education | | |

| | | | | |

| | | |

|Check each applicable box |

|Programs |

| |The Board of Education has granted to the Chief Academic Office|

| |(CAO) delegated authority to approve each school’s Single Plan |

| |for Student Achievement (SPSA) required under Education Code |

| |64001 et seq. after review and recommendation for approval by |

| |the Local District Superintendent, Language Acquisition Branch,|

| |and other categorical program staff. |

| |x |Title I | |

| | |

| |x |Schoolwide Program (SWP) | |

| | |

| | |Targeted Assistance School (TAS) | |

| | |

| |x |2010 – 2011 Program Improvement | |

| | |

| | |

| |x |Title II | |

| | |

| |x |Title III | |

| | |

| | |

| |x |Economic Impact Aid (EIA) | |

| | |

| |x |State Compensatory Education | |

| | |

| |x |Limited English Proficient | |

| | |

| | |Educationally Disadvantaged Youth | |

| | |

| | |Quality Education Investment Act (QEIA) | |

| | |

| | |

| |x |School-Based Coordinated Program (SBCP) | |

| | |

|Los Angeles Unified School District |

|Single Plan for Student Achievement |

| |

|School Name: |Fairfax High School | |2011-2012 | |Local District: |4 |

|ASSURANCES |

| |

|The signatures below verify that the school site council: |

|Sought and considered all recommendations from the following groups or committees before adopting this plan and budget. (Check those that apply.) |

| |x |Compensatory Education Advisory Committee | |x |Chapter Chair/Designee |

| | | | | | |

| |x |English Learners Advisory Committee | | |Other (list) |

| | | | | | |

|Reviewed annually and updated the Single Plan for Student Achievement including centralized services and proposed expenditures of funds allocated to the school through the consolidated application. |

|School Site Council |Typed name of chairperson |Signature |Date |

| |Brian W. Dunbar | | |

|Principal |Typed name of principal |Signature |Date |

| |Edward M. Zubiate | | |

| | | | |Check box if SSC is an umbrella group for the CEAC. The minutes for this vote are on file at the school site. |

| | | | | |

| | | | | |

|The signatures below verify that stakeholders have had the opportunity to provide recommendations during the budget-planning process. The signatures do not necessarily indicate approval of the spending |

|plan. |

| | | | |

|Compensatory Education |Typed name of chairperson |Signature |Date |

|Advisory Committee (CEAC) | | | |

| |Dooha Lee | | |

|English Learners |Typed name of chairperson |Signature |Date |

|Advisory Committee (ELAC) | | | |

| |Ana Cruz | | |

|Chapter Chair or |Typed name of teacher |Signature |Date |

|Chapter Chair’s Designee | | | |

| |Jhamed Babatunde-Bey | | |

|Other (list) |Typed name |Signature |Date |

| | | | |

|Other (list) |Typed name |Signature |Date |

| | | | |

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.

|Federal Programs |

|Elementary and Secondary Education Act: |

|Title I: Schoolwide Program (7S046) |Amount: |$ 1,045,545 |

|Purpose: |To upgrade the entire educational program of the school. |

| |

|Title I Parent Involvement Allocation (7E046) |Amount: |$ 33,820 |

|Purpose: |To promote family literacy, parenting skills, and parent involvement activities. |

| |

|Title I Program Improvement 10% set aside (70A56) |Amount: |$ 116,172 |

|Purpose: |To provide high-quality professional development to address the data that caused the school to be identified for program improvement. (PI Years 1 and 2 only) |

| |

|Title II Grades 9—12 (71N78) |Amount: |$ 68,130 |

|Purpose: |To increase student academic achievement through strategies such as improving teacher and principal quality and increase the number of highly qualified teachers in the classroom. |

| |

|Title III: English Language Development (7S176) |Amount: |$ 12,495 |

|Purpose: |To provide professional development to teachers, administrators, and other school support staff to improve ELD instruction and assessment of English Learners. |

| |

|State Programs |

|Economic Impact Aid/Limited English Proficient (7S536) |Amount: |$ |177,317 |

|Economic Impact Aid/Limited English Proficient-Supplemental (7N536) |Amount: |$ | 24,577 |

| |Subtotal: |$ |201,894 |

|Purpose: |To develop fluency in English and academic proficiency of English Learners. The supplemental funds are intended only for direct services including class-size reduction. |

| |

|Economic Impact Aid/State Compensatory Education (7S539) |Amount: |$ 18,601 |

|Economic Impact Aid/State Compensatory Education-Supplemental (7N539) |Amount: |$ 50,730 |

| |Subtotal: |$ 69,331 |

|Purpose: |To help educationally disadvantaged students succeed in the regular program. The supplemental funds are intended only for direct services including class-size reduction. |

| |

|Total amount of state and federal categorical funds allocated to this school: |$ |1,547,387 |

| | |

|After funding has been established, determine what funds can be used to fund the school’s priorities. |

Categorical Program Budgets

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |1,045,545 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Brian W. Dunbar | |Fax: |323-651-5803 |

|Email Address: |bwd7123@ | | | |

Using the Program and Budget Handbook as a guide, describe the duties and purposes of personnel funded from Title I which address the needs identified in the Single Plan for Student Achievement (SPSA).

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

2011-12 Title I Program Justification Page

Directions: Items funded from the list below must be charged to indirect services and should not exceed 10% of the school’s allocation.

Any item that has not been checked must be deleted from the identified items listed below.

|The items identified below are being purchased to facilitate the compliant implementation |

|of the Title I Program. |

|Funding |Description of Indirect Goods/Services |

|Source | |

|7S046 | |

|( |Categorical Program Adviser Differential |

| |Performs program-related activities outside the regular six-hour work day. |

|( |Office Technician * |

| |Performs a variety of clerical services in connection with the Title I program. Duties include maintenance of records and preparation of various documents for parental |

| |involvement and intervention activities as related to the Title I program. |

* A school may purchase a total of two (2) positions from the combination of office technician/senior office technician positions. If more than two (2) are purchased, a Single Plan for Student Achievement Update page must be completed to address the office in need of additional support.

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |33,820 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Brian W. Dunbar | |Fax: |323-651-5803 |

|Email Address: |bwd7123@ | | | |

These resources must be used to support the implementation of activities described in the Parent Involvement Policy and the Parent-School Compact.

|Major Object |Commitment Item |Budget Item |Description of |Budgeted Amount |

| | | |Goods/Services | |

|Title I Parent Involvement |

|Title I schools must implement activities for parents that support the instructional program. Using the Title I parent involvement budget worksheet (7E046), schools will develop a budget justification for the allocation. |

|Questions should be directed to the Parent Community Services Branch (PCSB) or the local district. |

2011-12 Title I Parental Involvement Program Justification Page

Directions: Any item that has not been checked must be deleted from the identified items listed below.

|The items identified below are being purchased to facilitate the compliant implementation |

|of the Title I Program. |

|Funding Source |Description of Goods/Services to Support |

| |the School, Family and Community Partnerships |

|7E046 | |

|( |Parent Training Allowance |

| |Reimbursements for meals, child care, and mileage to parents attending training sessions related to the parental involvement activities supporting student achievement. |

|( |Compensatory Education Advisory Committee (CEAC) Expenses |

| |Funds for local school advisory committee operating expenses. Expenses may include refreshments but not meals. Expenses may be funded with Title I or EIA-SCE for the CEAC. |

|Parent Involvement Program Budget Planning Sheet for 2011 - 2012 |

| |

|ITEM |RESOURCES |TITLE I - (7E046) |EIA/SCE - (7S539) |LEP - (7S536) |

|NO. | |$ 33,820 |$ 18,601 |$ 177,317 |

| | |QTY |Amount |QTY |Amount |QTY |Amount |

|21532 |Custodial Overtime | | | | | | |

|50073 |Parent Conference Attendance | |$ 1,000 | | | | |

| |(Limited to a maximum of $1,500.00 per funding source) | | | | | | |

|11275 |Professional Expert (Certificated) | | | | | | |

|21720 |Community Representative Pay Rate of $16 / hour |2000 hr |$ 32,000 | | | |$ 1,776 |

| |( 4 hr/day = $11,520 for the year ) | | | | | | |

|22555 |Parent Resource Liaison | | | | | | |

| |(This position must be multi-funded with other categorical program funds or | | | | | | |

| |grants) | | | | | | |

|40267 |Instructional Material (Support parent activities only) | | | | | | |

|40169 |School Advisory Committee or School Site Council Expenses | |$ 320 | | | | |

| |(Operating expenses and refreshments) | | | | | | |

|40110 |Audio Visual Equipment including | | | | | | |

| |Translation Equipment | | | | | | |

|50002 |Contracted Instructional Services: Company | | | | | | |

| |Outside companies that are LAUSD approved to train parents in the curricular | | | | | | |

| |areas. | | | | | | |

|50035 |Independent Contract (Professional Services) | | | | | | |

| |A contracted individual that trains parents in their roles and | | | | | | |

| |responsibilities regarding councils and committees. | | | | | | |

|50163 |Parent Training Allowance | |$ 500 | | | | |

| |(Reimbursement for child care, mileage, meals) | | | | | | |

|TOTAL BUDGET |$ |33,820 |$ |0 |$ |1,776 |

| This is not a budget. However, this planning sheet allows for parent-involvement budgeting at a glance. School site council expenses should be multi-funded with EIA-SCE (Basic) and EIA-LEP (Basic). Schools |

|receiving EIA-LEP funds must allocate a minimum of 1% of the funds to implement training for parents. |

| |

|Please present this page for programmatic and fiscal review. |

| |

|These funds are not intended for facility rentals. They are meant to be used for supplemental services for parents. |

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |116,172 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Brian W. Dunbar | |Fax: |323-651-5803 |

|Email Address: |bwd7123@ | | | |

|Program Improvement Schools |

|Identified Program Improvement (PI) Schools in Years 1 and 2 status must annually set aside 10% of the current year’s Title I allocation to support professional development in English/Language Arts and/or |

|Mathematics. The professional development must directly address the academic achievement problem that caused the school to be identified for program improvement. |

|PI schools need to identify, based on disaggregated data from state assessments, the area(s) the school failed to meet AYP targets. |

| |

|Check appropriate area(s) |

|Using the Program and Budget Handbook as a guide, describe the duties and purposes of personnel and/or goods funded from Title I which address the Program Improvement strategies identified in the school plan. Do not |

|add any items to the list below. |

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |68,130 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Brian W. Dunbar | |Fax: |323-651-5803 |

|Email Address: |bwd7123@ | | | |

| |

|Using the Program and Budget Handbook as a guide, describe the duties and purposes of personnel and/or goods funded from Title I which address the Program Improvement strategies identified in the school plan. Do not |

|add any items to the list below. |

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |12,495 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Randy Grant | |Fax: |323-651-5803 |

|Email Address: |rgrant@ | | | |

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

2011-12 Title III Program Justification Page

Directions: Any item that has not been checked must be deleted from the identified items listed below.

|The items identified below are being purchased to facilitate the compliant implementation |

|of the Title III Program. |

|Funding Source |Description of Goods/Services to Implement the EL Program |

|7S176 | |

|( |Parent Training Allowance |

| |Reimbursements for meals, child care, and mileage to parents attending training sessions related to Master Plan parental involvement activities supporting the linguistic and academic |

| |achievement of ELs. |

|( |English Learner Advisory Committee (ELAC) Expenses |

| |Funds must be used to support operating expenses including refreshments (not meals) and supplies. |

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |177,317 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Randy Grant | |Fax: |323-651-5803 |

|Email Address: |rgrant@ | | | |

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

2011-12 Economic Impact Aid-Limited English Proficient (EIA-LEP)

Program Justification Page

Directions: Any item that has not been checked must be deleted from the identified items listed below.

|The items identified below are being purchased to facilitate the compliant implementation |

|of the EIA-LEP Program. |

|Funding Source |Description of Goods/Services to Implement the EL Program |

|7S536 | |

|( |Categorical Program Adviser Differential |

| |Performs program-related activities outside the regular six-hour work day. |

|( |English Learner Advisory Committee (ELAC) Expenses |

| |Funds must be used to support operating expenses including refreshments (not meals) and supplies. |

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |24,577 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Randy Grant | |Fax: |323-651-5803 |

|Email Address: |rgrant@ | | | |

These supplemental funds are intended for direct services only including class-size reduction.

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |18,601 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Brian W. Dunbar | |Fax: |323-651-5803 |

|Email Address: |bwd7123@ | | | |

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

2011-12 Economic Impact Aid – State Compensatory Education (EIA-SCE)

Program Justification Page

Directions: Items funded from the list below must be charged to indirect services and should not exceed 5% of the school’s allocation.

Any item that has not been checked must be deleted from the identified items listed below.

|The items identified below are being purchased to facilitate the compliant implementation |

|of the Title I/EIA-SCE Program. |

|Funding Source |Description of Indirect Goods/Services |

|7S539 | |

|( |Microcomputer Support Assistant |

| |Installs personal computer systems for student use and selected Title I/EIA-SCE support staff and troubleshoots hardware and software malfunctions. |

|Name of District: |Los Angeles Unified School District | |Date: |May 2, 2011 |

|CDS Code: |1964733 - 1932920 | |2011-12 Allocation: $ |50,730 |

|Name of School: |Fairfax High School | |Local District: |4 |

|School CDS Code: |1932920 | |Phone: |323-370-1200 |

|School Contact Person: |Brian W. Dunbar | |Fax: |323-651-5803 |

|Email Address: |bwd7123@ | | | |

These supplemental funds are intended for direct services only including class-size reduction.

|Major Object |Commitment Item |Budget Item |Description |Budgeted Amount |

| | | |of | |

| | | |Goods/Service| |

| | | |s | |

Single Plan for Student Achievement

2011-2012 Updates

Purpose: The following page(s) should be used to describe the need for each new purchase of goods/services or personnel that does not appear in the current school plan but will be funded in 2011-2012.

Directions:

A separate page must be used for each new Key Finding. Page 49 can be used as a continuation of page 48, or it can be used to report a new Key Finding. Please remember to place an X on page 49 to indicate whether you are continuing the completion of your first Key Finding or beginning a new Key Finding. Only one set of signatures is needed.

If purchasing Other Books (4210), attach the list of proposed supplementary books. Forward the documents to the appropriate local district categorical programs designee who will obtain approval from D. Ernst or M. Campbell.

Box 1

Analyze and identify the data (i.e. CST scores, Periodic Assessments, AYP Reports, DSS data, needs assessment/survey, etc.) that will support the school's need (Key Finding).

Box 2

Based upon the analyzed data, indicate the subgroup(s) that will benefit from the Proposed Expenditures.

Box 3

Check the appropriate action plan that is being updated.

Box 4

Determine the Key Finding(s) (based on identified data) and write a short description of the finding.

Box 5

Consider what Strategies/Activities and Proposed Expenditures are needed to support the Key Finding(s). List these Strategies/Activities and Proposed Expenditures.

Box 6

Indicate the Funding Source(s) and Cost(s) for each of the Proposed Expenditures.

Box 7

Write the Means for Evaluating Progress towards Proficiency that will be used to evaluate the effectiveness of the Proposed Expenditures.

Box 8

Indicate the position of the person(s) responsible for monitoring the specific Strategies/Activities and Proposed Expenditures and providing progress updates to the School Site Council.

Obtain the appropriate signatures on the Assurances Page (Budget Development Only) and attach the action plan page(s).

Insert a copy of the following page(s) into the front of the Single Plan for Student Achievement.

Submit the update page(s) with the Assurances and Justifications during the budget development process. Submit the page(s) with the School Signature Form during the regular school year.

Submit original update page(s) to the local district for review and approval. The local district will submit the pages to Federal and State Education Programs Branch.

|Check all that apply: |Single Plan for Student Achievement Update |

| | | | | | |

| |x |Budget Development |x |Title I, SWP | |

| | | | | | |

| | |Budget Maintenance | |Title I, TAS | |

| | | | | | |

| |

| | | | | | |State Code 19-64733 |

|School |Fairfax High School |Local District |

|1. Specific data used for Key Finding(s): |2. Targeted Subgroup(s): |3. Action Plan(s) |

| | |(Check appropriate action plan(s) as needed.) |

| | |CST Scores | | |

|4. |5. |6. | |7. |8. |

|Key Finding(s) |Strategies/Activities |Funding Source(s)|Cost(s) |Means of evaluating progress |Monitoring |

| |(include Proposed Expenditures) | | |toward proficiency | |

| | | | | | |

|Indicate if this page is a: |Single Plan for Student Achievement Update |

| | |Continuation | | |

| | |or a | | |

| | |New Key Finding(s) | | |

| | | | | |

| |

| | | | | | |State Code 19-64733 |

|School |Fairfax High School |Local District |

|1. Specific data used for Key Finding(s): |2. Targeted Subgroup(s): |3. Action Plan(s) |

| | |(Check appropriate action plan(s) as needed.) |

| | |CST Scores |

|4. |5. |6. | |7. |8. |

|Key Finding(s) |Strategies/Activities |Funding Source(s)|Cost(s) |Means of evaluating progress |Monitoring |

| |(include Proposed Expenditures) | | |toward proficiency | |

| | | | | | |

|The Fairfax High School Parent Center would gain |The Fairfax High School Parent Center would gain an improved |E046 |$ 84 |Parent Survey |Principal |

|an improved professional image and facilitate |professional image and facilitate communication with parents by | | | |Administrative Team |

|communication with parents by having business |having business cards listing our three Community | | | |Title One coordinator |

|cards listing our three Community Representative’s|Representative’s names, the Parent Center telephone number, and | | | | |

|names, the Parent Center telephone number, and |each Representative’s e-mail address. | | | | |

|each Representative’s e-mail address. | | | | | |

|Check all that apply: |Single Plan for Student Achievement Update |

| |Class-Size Reduction (CSR) Teacher |

| | | | | | |

| |x |Budget Development |x |Title I, SWP | |

| | | | | | |

| | |Budget Maintenance | |Title I, TAS | |

| | | | | | |

| |

| | | | | | |State Code 19-64733 |

|School |Fairfax High School |Local District |

|1. Specific data used for Key Finding(s) which indicate |2. Targeted Subgroup(s): |3. Action Plan(s) |

|the need to allocate resources to fund a teacher to | |(Check appropriate action plan(s) as needed.) |

|reduce class size: | | |

| |( |CST Scores | |( |

|4. |5. |6. | |7. |8. |

|Key Finding(s) |Strategies/Activities |Funding Source(s)|Cost(s) |Means of evaluating progress |Monitoring |

| |(include Proposed Expenditures) | | |toward proficiency | |

|Socio-economically disadvantaged students’ test |Allocate resources to fund 8 teacher positions to reduce class |S046 |$ 544,146 |Student achievement data will |Principal |

|scores are lower than schoolwide averages. |size in 9th and 10th grade English, Algebra I, Science and | | |indicate an increase in the | |

|Intervention is needed in order to close the |ESL/ELL classes. |S536 |$ 90,691 |percent of students scoring |EL Coordinator |

|achievement gap for these students. | | | |proficient or above on state | |

| | |N536 |$ 22,675 |assessments. |Assistant Principal |

| | | | | | |

| | |1N78 |$ 68,019 | | |

|# Funding sources include Title I, EIA-SCE, EIA-LEP, SLI or SB-1133. Schools must indicate the funding source for each CSR teacher position. Title I Targeted Assistance Schools (TAS) must coordinate all services of the|

|programs under School-Based Coordinated Program (SBCP) to purchase this position. |

|Check all that apply: |Single Plan for Student Achievement Update/Justification |

| |for |

| |Contracted Instructional Services |

| | | | | | |

| |x |Budget Development |x |Title I, SWP | |

| | | | | | |

| | |Budget Maintenance | |Title I, TAS | |

| | | | | | |

| |

| | | |

|Directions: Complete this page when funds have been budgeted for each individual contracted service. List the need of the contract based on data and describe how the services provided by the contractor will |

|supplement the instructional program to improve academic achievement and to close the achievement gap for the identified subgroup(s). Identify the funding source(s) as Title I, EIA-SCE, or EIA-LEP. Please be |

|specific to ensure the SPSA aligns with information that will be required by the Procurement Branch for the contract to be processed. |

| |

|1. Specific data used for Key Finding(s): |2. Targeted Subgroup(s): |3. Action Plan(s) |

| | |(Check appropriate action plan(s) as needed.) |

| | |CST Scores | | |

| | | | | |

|4. |5. |

| | | | | | |

| | |Budget Development |x |Title I, SWP | |

| | | | | | |

| |x |Budget Maintenance | |Title I, TAS | |

| | | | | | |

| |

| | | |

|Directions: Complete this page when funds have been budgeted for equipment which is $500 or more per item. List the need of the equipment based on data and describe how the equipment will be utilized to close the |

|achievement gap for the identified subgroup(s). Identify the funding source(s) as Title I, EIA-SCE, EIA-EDY. Except for leased equipment, all items on this page must be added to the school’s Inventory for Equipment |

|Purchased though Categorical Programs. Refer to Bulletin BUL-3508.2 dated February 16, 2010, for further information. This page must be attached when submitting a Budget Adjustment Request form or with the Assurances|

|and Justifications. |

|Specific data used for Key Finding(s): |Targeted Subgroup(s): |Action Plan(s) |

| | |(Check appropriate action plan(s) as needed.) |

| |( |CST Scores | |( |

|Key Finding(s) |Describe how the use of the equipment will close the achievement gap for the identified subgroup(s) |

| | | | | | |

| |x |Budget Development |x |Title I, SWP | |

| | | | | | |

| | |Budget Maintenance | |Title I, TAS | |

| | | | | | |

| |

| | | | | | |State Code 19-64733 |

|School |Fairfax High School |Local District |

|Directions: Complete this page for all IMA expenditures. Provide key findings based on student data that establish student need. Indicate specific supplemental materials to be purchased that will support Tier II |

|intervention. |

| |

|1. Specific data used for Key Finding(s): |2. Targeted Subgroup(s): |3. Action Plan(s) (Check appropriate action plan(s) as needed.) |

| | | |

| |( |CST Scores | |( |

|4. |5. |6. | |7. |8. |

|Key Finding(s) |Strategies/Activities |Funding Source(s)|Cost(s) |Means of Evaluating Progress |Monitoring |

| |(include Proposed Expenditures) | | |towards Proficiency | |

| | | | | | |

|Socio-economically disadvantaged students’ test | |S046 |$ 29,283 |Student achievement data will |Principal |

|scores are lower than schoolwide averages. | |S536 |$ 8,860 |indicate an increase in the | |

|Intervention is needed in order to close the | |N536 |$ 206 |percent of students scoring |EL Coordinator |

|achievement gap for these students. | |S539 |$ 930 |proficient or above on state | |

| | |N539 |$ 211 |assessments. |Assistant Principal |

| | | | | | |

| | | | | | |

| | | | | | |

ATTACHMENTS

Directions: Attach materials which include the following:

Submit with Plan:

• SSC Approval of SPSA

← Include copies of agenda and minutes verifying approval of the SPSA.

← Include any written parent comments of dissatisfaction with the SPSA (SWP).

← Documentation (i.e., agendas, sign-ins, minutes) must remain at school site for five years.

• SPSA Evaluation

• Annual Title I Meeting

Evidence of yearly Title I parent meeting. (Agenda and flier)

• Parents-Right-to-Know Letter (If applicable)

Section 1111 of NCLB requires that parents of students attending Title I schools be notified of their right to request and receive timely information on the professional qualifications of their children’s classroom teachers. The LAUSD Parent/Student Handbook also contains information on parental rights.

• School Report Card (School Experience Survey for Parents) New Schools—insert the Analysis of School Experience Survey for Parents located in the Resource Guide for Completing the SPSA.

Retain at the School:

• Small Learning Community Plan

• GATE Plan

• Grants

Include plans for any grants received by the school.

• Safe School Plan

• Public School Choice Proposal

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

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

-----------------------

For PI Years 3—5+

For PI Years 3—5+

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