Los Angeles Unified School District · 2017-10-30 · ESEA California Office to Reform Education ... engage parents in their children’s education by helping parents develop skills

CARSON HIGH SCHOOL

Los Angeles Unified School District

Single Plan for Student Achievement CORE Waiver Focus and Support Schools

2014-2016 Implementation

Superintendent John Deasy

Board Members Richard Vladovic, Board President

Mónica Garcia Tamar Galatzan Steve Zimmer

Bennett Kayser Mónica Ratliff

CARSON HIGH SCHOOL

Revised: 2/11/14

CARSON HIGH SCHOOL

TABLE OF CONTENTS

DISTRICT AND SCHOOL INFORMATION ............................................................................................................................................... 1

School Program Identification .................................................................................................................................................................................. 1 School Site Council Composition ............................................................................................................................................................................. 2 Committee Recommendations and Assurances ...................................................................................................................................................... 3 Parental Involvement Policy Assurances ................................................................................................................................................................. 4 Los Angeles Unified School District Profile .............................................................................................................................................................. 5 ESEA California Office to Reform Education (CORE) Waiver .................................................................................................................................. 7 Seven Turnaround Principles ................................................................................................................................................................................... 9 Mission Statement and School Profile Description ................................................................................................................................................. 11

COMPREHENSIVE NEEDS ASSESSMENT ........................................................................................................................................... 17

AYP Report............................................................................................................................................................................................................ 17 Data Summary Sheet (subgroup data reflects sample size down to 11 students) .................................................................................................. 17 SPSA Evaluation ................................................................................................................................................................................................... 17

GOAL MATRIX ........................................................................................................................................................................................ 18

Academic Domain—100% Graduation ................................................................................................................................................................... 18 Academic Domain—English Language Arts........................................................................................................................................................... 22 Academic Domain—Mathematics .......................................................................................................................................................................... 25 Academic Domain—English Language Programs.................................................................................................................................................. 28 Culture and Climate Domain—Parent and Community Engagement ..................................................................................................................... 33 Social/Emotional Domain—100% Attendance, Suspension/Expulsion and Non-Cognitive Skills ........................................................................... 36

CORE WAIVER STATUS AND INTERVENTIONS FORM ...................................................................................................................... 38

TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 COMPONENTS FOR IMPLEMENTATION ............................................. 39

Schoolwide Program (SWP) / NCLB 1114 ............................................................................................................................................................. 39

PARENT & COMMUNITY ENGAGEMENT ATTACHMENTS ................................................................................................................. 41

Parental Involvement Policy ................................................................................................................................................................................... 41 School-Parent Compact ......................................................................................................................................................................................... 42

EDUCATIONAL SERVICE CENTER MONITORING .............................................................................................................................. 43

FUNDING (BUDGETS) ............................................................................................................................................................................ 44

ATTACHMENTS ...................................................................................................................................................................................... 45

1

SCHOOL PROGRAM IDENTIFICATION

School Name: CARSON HIGH SCHOOL Educational Service Center: ISIC

CDS Code

County District School

1 9 6 4 7 3 3 1 9 3 1 5 2 6

For additional information on our school programs contact the following:

Principal: WINDY WARREN E-mail address: [email protected]

Contact Person: GEMMA KIYUNA Position: TITLE 1 COORDINATOR E-mail address: [email protected] G

Address: 22328 S. MAIN ST., CARSON, CA. 90745 Telephone Number: 310-847-6000

Indicate which of the following Federal, State and Local Programs are consolidated in this plan: X Title I Schoolwide Program (SWP)

Reward Collaborative Partner Priority Focus X Support

Title I Targeted Assistance School (TAS)

Title III English Language Acquisition, Language Enhancement, and Academic Achievement

Quality Education Investment Act (QEIA)

Other

The District Governing Board approved this revision to update the Single Plan for Student Achievement on:

The Educational Service Center staff has reviewed the school plan with the principal and agreed to support and provide feedback for implementation.

Signature Signature

Educational Service Center Instructional Director Date Educational Service Center Superintendent or Designee

Date

Single Plan for Student Achievement 2

School Site Council Composition (SSC) EC 52852

Part A – School Staff Part B – Parents/Community

Name Principal Classroom

Teacher Other

Personnel Name Parent Community Student

WINDY WARREN X SALLY MOORE X

GLENN ALLEN X PAMELA BAYSA X

ERNIE ENESI X ESSENCE TUPUOLA X

SALHI SEYHUN X KATY HART X

DIANA FAATAI X JENNIFER BAYSA X

MARYANN COYLE X LEIDY FREGOZO X

Total number in each column 1 4 1 Total number in each column 3 3

Total number in Part A 6 Total number in Part B 6

SALLY MOORE PARENT

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

WINDY WARREN

Name of Principal Signature of Principal Date

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

The membership of the council shall be no fewer than 12 members. * * A School Site Council at the middle school may, but is not required to, include student representatives (EC 33133-C).

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COMMITTEE RECOMMENDATIONS AND ASSURANCES

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

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

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

recommendation Print Name Signature Parent/

Community Staff

English Learner Advisory Committee (ELAC) JOSE ARTEAGA X 04/01/2014

UTLA Chapter Chair or Chapter Chair’s Designee MARYANN COYLE X 04/01/2014

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 categorical expenditures of funds allocated to the school through the consolidated

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

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

7. This school plan was adopted by the School Site Council on: 04/01/2014

Date

Attested: SALLY MOORE

Typed name of SSC chairperson Signature of SSC chairperson Date

WINDY WARREN

Typed name of school principal Signature of school principal Date

Directions: Check which groups or committees participated in the plan writing process. If box is checked, indicate date.

Grade Level Teams Date(s): Vertical Teams Date(s):

WASC Focus Groups Date(s): X Departments Date(s):

X Professional Learning Community (PLC) Date(s): Community of Practice Partners Date(s):

Reward/Priority School Partnership Date(s): X Other: PARENT CENTER Date(s):

School Quality Review Team Date(s):

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Parental Involvement Policy Assurances

Each school in LAUSD is required to develop a written parental involvement policy. This policy describes how the school will support and increase parent

involvement. The parental involvement policy must be developed with parents, include participation from the appropriate advisory committee and be

agreed upon by the School Site Council.

The written parental involvement policy at Title I schools must be developed with parent participation and describe how parents will be informed of the

school’s Title I program requirements, including the development of a School-Parent Compact. The policy must be distributed to parents annually.

Schools not receiving categorical funds must develop a written parental involvement policy with parent participation that describes how the school will:

(a) engage parents in their children’s education by helping parents develop skills to use at home to support their children’s academic efforts and their

children’s development as responsible members of society

(b) inform parents that they can directly impact the success of their children’s learning by providing them with strategies to improve academic success and

to assist children in learning at home

(c) build consistent and effective communication between the home and school so parents know when and how to help their children with classroom

learning

(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 Educational Service Center Administrator of Parent and Community Engagement or the

Parent Community Student Services Branch at (213) 481-3350.

Committees Chairperson Check Date of review by

Committee Print Name Signature Parent Staff

English Learner Advisory Committee (ELAC) JOSE ARTEAGA X 04/01/2014

Council Chairperson Check Date of review and

approval by Council Print Name Signature Parent Staff

School Site Council SALLY MOORE X 04/01/2014

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

Signature(s)

GEMMA KIYUNA HAYDEE MALACAS-HART

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Los Angeles Unified School District Profile

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

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

District Description:

Local Educational Agency (LEA) Plan Goals The LEA plan serves as the instructional plan for the District and is measured through the Performance Meter and aligned to the following academic goals: Goal 1: English/Language Arts and Mathematics—Proficiency for All Increasing literacy skills through the transition to the Common Core State Standards in K-12 ELA, K-12 mathematics, and literacy in secondary H/SS, science, and technical

subjects. Increasing the number of students performing at proficient or advanced on the Algebra 1 California Standards Test. Implementing a multi-tiered system of support to provide targeted instruction and intervention to K-12 students based on English/language arts and mathematics data. Goal 2: English Learners—Proficiency for All Providing and administering K-12 Instructional Programs for English Learners (ELs) that include: - Structured English Immersion - Mainstream English Instructional Program - Dual Language two-Way Immersion - Transitional Bilingual Education Program - Maintenance Bilingual Education Program - Accelerated Learning Program for Long Term English Learner Program - Secondary English Learner Newcomer Program

Using Title III funds to help ELs meet the State’s annual measurable achievement objectives and build teacher capacity in meeting the needs of students in the core subject areas including ELD

Meeting the District’s expectation for EL at the elementary level to advance on English Language Development (ELD) and reclassify after five years of instruction Promoting parent and family involvement in EL programs at the central, ESC, and school site level Enhancing the quality of language instruction in the District’s EL programs Planning and developing the tools necessary to implement high-quality comprehensive professional development designed to improve the instruction and assessment of ELs Monitoring the continued academic success of former ELs Goal 5: All Students will Graduate from High School—100% Graduation Providing ongoing professional development, designed specifically towards accurate student placement and construction of the master schedule. Monitoring individual graduation plans to ensure all students have access to a high-quality course of study that builds toward college and career readiness. Offering differentiated, evidence-based instructional support and professional development that address the unique learning needs of the District’s diverse learners, including at-risk

students, and, as appropriate, provide interventions that respond to factors that may negatively impact student learning and achievement and impede their graduating from high school college-prepared and career-ready.

2013-2014 District Professional Development Priorities: 1. Transition to and implementation of the Common Core State Standards (CCSS) in ELA, mathematics, and H/SS, Science, and Technical Subjects 2. Improve instruction and increase reclassification rates for English learners by implementing the English Learner (EL) Master Plan 3. Use of the Teaching and Learning Framework Rubrics to improve teaching and learning across the district 4. Transition to and implementation of the Smarter Balanced Assessment Consortium

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District Core Program for All Students: The District’s core program is built on the Common Core State Standards (CCSS) in ELA and math, and on the California State Content Standards in all other subjects, grounded in evidence-based pedagogy for effective instruction. In the 2013/2014 school year the District will implement a phase-in transition to the CCSS in all grade levels. This phase-in will align with the provision of 1:1 devices for all students and the 3-year strategic plan. The District focus will revolve around the alignment of curriculum, instruction, and assessment ensuring successful outcomes for all students. Curriculum focus-2013/2014 - Implementation of the standards in ELA and math using the District adopted texts, including digital text, effectively. - Anchoring reading and writing instruction in evidence from the text using a variety of increasingly complex texts. - Writing across genres, with a focus on argument. - Providing rigorous mathematics instruction that focuses deeply on the mathematics standards for the grade-level and provides a coherent transition from

one topic to another and one grade to another. Instructional focus-2013/2014 - Use of close reading and quality text dependent questions to support students in reading and writing instruction. - Emphasis on the Standards for Mathematical Practices-particularly Standard 1-Make sense of problems and persevere in solving them, Standard 3-

Construct viable argument and critique the reasoning of others, and Standard 4-Modeling with mathematics. - Stronger emphasis on the use of project-based learning and performance tasks to drive instruction. Assessment focus-2013/2014 - Use of a multi-tiered system of support (RtI

2) based on ongoing data analysis, to inform instruction and intervention.

- Use of MyData, a web-based tool that will increase the availability and usability of student data for LAUSD educators, in order to improve teaching and learning.

- Use of benchmark, progress monitoring, and diagnostic assessments (CoreK-12 Assessment System) to drive instruction and intervention. - Use of School Performance Framework to evaluate school performance in terms of student achievement using a variety of measures, both status and growth related. Schools are expected to frame their banked Tuesday professional development in 2014-2015 around the District priorities using a Plan-Deliver-Reflect-Revise model or Cycle of Inquiry and/or problem-solving process to improve outcomes for all students. The analysis of student data and work samples is used as the anchor for building professional practice. The District will continue to support teachers and staff in the effective use of student achievement data. The District will further integrate the use of Performance Management both at the District and school levels in order to meet Performance Meter targets. The District has adopted six 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 language, use of cooperative communal learning strategies, instructional conversations, contrastive analysis and making cultural connections by creating optimal learning environments. The District will effectively implement the English Learner Master Plan for educating English learners, Standard English Learners, and English Learners with disabilities. This plan focuses on the effective use of standards-based differentiated ELD instruction specifically designed for ELs, and standards-based instruction using SDAIE to ensure full access to the core curriculum, to meet the needs of all students including gifted and talented students, students with disabilities, and English learners (both English Learners and Standard English Learners). Strong classroom management as outlined in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, preparing for transitions, and developing instruction that engages students in learning.

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ESEA CALIFORNIA OFFICE TO REFORM EDUCATION (CORE) WAIVER

Overview of the CORE Waiver

On August 6, 2013, eight California school districts including LAUSD, received a waiver from the Program Improvement mandates of the No Child Left Behind Act from the

U.S. Secretary of Education. The eight school districts are grouped together under a consortium called the California Office to Reform Education (CORE), a non-profit

organization whose charge is to collaborate to improve student achievement for the more than one million students they serve. The CORE waiver is based on three key

principles that will support reform. They key principles are: Principle 1: College- and Career-Ready Expectations for All Students; Principle 2: Differentiated Recognition,

Accountability, and Support; and Principle 3: Supporting Effective Instructional Leadership. Central to the CORE Waiver is a holistic school performance system with

tailored support for schools and Local Educational Agencies (LEAs) called the School Quality Improvement System.

Goals of the CORE School Quality Improvement System seek to:

Establish a holistic school performance system that values multiple measures of student success across academic, social-emotional, and culture-climate domains

Provide schools, teachers, and administrators clear, in-depth feedback on areas of strength and those in need of improvement to improve outcomes for students

Create a collective ownership structure within schools, districts, and the CORE network in which teacher, staff, and administrator collaboration and shared responsibility for student outcomes are primary drivers of accountability

Increase and restore student, parent, and community confidence in all CORE network schools CORE seeks to apply these goals to the differentiated accountability, recognition and support framework required through the ESEA waiver:

A school-level improvement index (School Quality Improvement Index) that clearly evaluates schools on student achievement, subgroup performance and

graduation rates

Annual Measurable Objectives (now referred to as School Quality Improvement Goals) that are used to design targeted interventions and rewards

A school designation system that identifies and outlines rewards for high performing or high progress “reward” schools, and interventions for severely

underperforming Priority schools or Focus schools with persistent achievement gaps

LEAs will use this holistic, detailed information to inform school self-assessments, professional learning community topics, and school partner pairing to drive

tailored interventions and school support

LEA Commitments:

Implement Common Core Standards in the 2013-2014 School Year (SY) and Smarter Balanced Assessment Consortium (SBAC) assessments, starting in 2014-

2015

Participate in the School Quality Improvement System, which includes a CORE-designed holistic accountability model, AMOs, and school designations (e.g.,

Reward, Focus, and Priority schools)

Track, submit, and release school-level academic, social-emotional, and culture and climate information

Develop guidelines for the teacher and principal evaluation system by the start of the 2013-2014 SY

Implement by 2015-2016 (and pilot by 2014-2015) a teacher and principal evaluation system that differentiates performances into four tiers and includes student

growth as a significant factor

Partner with LEA peers to support and monitor waiver activity implementation

Ensure Priority or Focus schools or other schools needing improvement will participate in pairing process with a Reward or exemplar school

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Required program activities for Reward schools and paired Collaboration (Other High Performing/High Progress) Schools:

Reward schools paired with Priority or Focus schools will deliver assistance and hold monthly meetings with their paired schools

Reward schools will establish professional learning communities with other Reward schools, and receive specialized professional development and technical

assistance from CORE

Required program activities for Priority schools:

Priority schools will be paired with Reward schools and meet monthly to support implementation of the “School Quality Review Process” and the “7 Turnaround

Principles”

Complete a School Self-Assessment Reflection, participate in a Peer Review with their partner school and develop a three-year plan.

When completing the SPSA Goal Matrix, Priority schools must remember to describe related professional development activities in the appropriate goal matrix

domain (Academic Domain, Culture and Climate Domain, or Social/Emotional Domain) of the Focus Area entitled “Effective Instructional Program (Professional

Learning and Classroom Instruction)”

School Improvement Grant (SIG) schools are automatically designated Priority schools; they must continue implementation of their SIG plans

Required program activities for Focus and Support schools:

Complete a School Self-Assessment Reflection

Beginning in the 2013-2014 SY, Focus and Support schools will join appropriate “Communities of Practice” which will convene at least quarterly to address specific

needs

In years 1 and 2 of designation, Focus schools will have the option to pair with peer Reward schools that have demonstrated excellence in closing achievement

gaps or in improving results for traditionally underserved subgroups to assist in developing the improvement plan

Focus and Support schools are required to develop a two-year plan

Upon reflecting on shared learning from the Communities of Practice, Focus and Support schools may revise their school improvement plans on a regular basis

When completing the SPSA Goal Matrix, Focus and Support schools must remember to describe professional development activities related to “Communities of

Practice” in the appropriate goal matrix domain (Academic Domain, Culture and Climate Domain, or Social/Emotional Domain) of the Focus Area entitled “Effective

Instructional Program (Professional Learning and Classroom Instruction)”

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Seven Turnaround Principles

The CORE Waiver is predicated on providing meaningful, pragmatic support for school transformation. Interventions are designed to help stakeholders rethink components of the school structure, communications, professional development, instructional practices, and family engagement that are not currently achieving desired outcomes and substitute them with proven strategies that are aligned to best practices – all of which are guided by the seven turnaround principles that are based on Principle 2 of the Core Waiver. For more details regarding the seven turnaround principles, go to http://coredistricts.org/school-quality-improvement-system/ and read “Full approval request for waivers.” [Please note that the Seven Turnaround Principles are applicable to Priority schools only.]

7 Turnaround Principles School Quality Improvement System Proposed Interventions

1. Provide strong leadership LEA responsibility (not under the purview of the School Site Council):

LEA must review school leader effectiveness and replace leader if deemed necessary through review before the start of the 2014-15 school year

LEA must develop criteria to hire an instructional leader and provide evidence the new principal: o Has a track record of increasing student growth on standardized test scores as well as overall student growth, as

well as in subgroups in the school o Exhibits competencies in the areas of driving for results, problem-solving, and showing confidence to lead o Has a minimum of 3 years’ experience as a principal o Has experience supervising implementation of multiple programs at the school level, including but not limited to

special education, Title I, and ELL

LEA must also provide evidence that: o There is a program in place that supports the leadership team in their instructional and management skill

development o The new principal has been granted sufficient operational flexibility (including staffing, calendars/time, and

budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates

o LEA administrator roles have been refined to more directly support and monitor classroom instruction through the development of systems and processes (e.g., observation protocols) for teachers and administrators to analyze and monitor student data and classroom instruction

2. Ensure that teachers are effective and able to improve instruction

LEA responsibility (not under the purview of the School Site Council):

Develop new job descriptions around critical teaching elements, hiring rubrics and interview protocols to recruit critical teacher skills including knowledge-based competencies and general abilities to school improvement that are specific to all learners including additional knowledge and abilities related to subgroups of students (SWD and ELL)

Develop plan to transfer effective teachers to low performing schools; LEA screens teachers before transferring to the priority school

School responsibility:

Analyze data and root causes to identify actions, strategies, and interventions pertaining to teachers within the school improvement plan

Provide teacher and administrators with PD related to low-performing area(s)

Implement walk through protocols including teacher support

Participate in professional learning provided by CORE

http://coredistricts.org/school-quality-improvement-system/

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Hire an instructional coach to engage teachers in school-based, job-embedded professional learning

3. Redesign the school day, week or year to include additional time for student learning and teacher collaboration


Create a plan to maximize instructional time in core subjects including English Language Arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography

Explore and capitalize on opportunities outside of the regular student day to enhance student learning; could include after-school, before-school, lunch time, or extended year opportunities

Ensure that extended learning time is available to all students

Evaluate the effectiveness of the extended learning time

4. Strengthen school’s instructional program


Implement curriculum fully aligned to the Common Core Standards

Schedule continuous, data-based curriculum review

Support instruction with pacing guides, curriculum maps and/or sample instructional strategies

5. Use data to inform instruction and for continuous Improvement


Develop and implement a short-term action plan to achieve the goals in the school improvement plan

Develop a leadership team and meet at least monthly to develop and implement short-term action plans and monitor implementation of the school improvement plan

Design local data system, which includes multiple-levels of assessments and informs programmatic/instructional decisions

Facilitate data-driven conversations in learning communities

Train and support teachers’ data use through formal and informal PD; Differentiate PD for new teachers

6. Establish a school environment that improves school safety and discipline and addressing other nonacademic factors that impact student achievement


Develop a sustained and shared philosophy, mission, and vision

Maintain facilities that support a culturally responsive and safe environment

Analyze teacher attendance and develop a plan for improvement, if needed

Analyze student attendance and develop a plan for improvement, if needed

Identify students who are at-risk of not graduating and develop a plan of action for supporting those students

Analyze student discipline referrals and develop a plan for improvement, if needed

7. Providing ongoing mechanisms for family and community engagement


Develop and implement a plan for student, family and community engagement

Provide evidence of efforts to increase effective parental and community involvement

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MISSION STATEMENT AND SCHOOL PROFILE DESCRIPTION

School Vision and Mission

“Where Excellence is the Expectation”

Carson High School exists to empower all students to become life-long learners who are respectful and ethical global citizens prepared for post-secondary education, careers, and all the challenges that lie beyond graduation.

Mission Statement

The mission of Carson High School is to provide all students with the knowledge to achieve the adopted standards and the tools for life-long learning. To address this mission Carson High School will:

Create high achieving, collaborative, and personalized small learning communities that involve all stakeholders.

Foster a safe learning environment in which home, community, and school come together for the common purpose of fostering student achievement.

Help each student achieve his/her educational and vocational goals.

Encourage all students to complete the A-G California State mandated curriculum.

Set high expectations and offer rigorous instruction in each classroom.

Promote parents and community members as continual learners and facilitators of quality education.

Challenge all faculty members to continue to become better teachers by offering engaging professional development. Vision We believe that students, faculty, administration, and staff all perform best in an environment that emphasizes Autonomy with accountability, opportunities to achieve Mastery, and an individual sense of Purpose. We believe that with personalized instruction every student can and will reach his or her fullest academic and personal potential at our school. The importance of Autonomy, Mastery, and Purpose is highlighted in the AMP it Up! moniker for the new SLC configuration being implemented in 2012-2013. We believe Carson High’s 3 AMP it Up! Academies as listed:

Global Business, Law, and Government

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Environmental Science, Engineering, and Technology

Performance Arts and Media

will provide a positive, balanced, all-inclusive, standards-based learning environment. All Carson High students will have access to a more comprehensive curriculum, becoming self-directed, life-long learners and responsible citizens. Mission Carson High will educate its diverse student population with a rigorous, relevant curriculum, bringing together personalized relationships, meaningful connections to the outside world, and consistent, proactive reflection. The staff is committed to ensuring academic achievement, developing well-rounded individuals, and fostering opportunities in a nurturing environment. As an integrated campus of Small Learning Academies, the school is united in its goal of emphasizing critical thinking skills, social responsibility, and community involvement. Through collaborative partnerships with universities, local businesses, and industry, students will graduate prepared for today's highly competitive collegiate demands and evolving global workforce. Carson High takes pride in being a secure, multi-cultural, multi-generational school with a tradition of excellence in academics, athletics, and community spirit.

School Profile Description Please include:

geographical, social, cultural, educational and economic community base

Carson High School is located in the City of Carson, population 89,319, sixteen miles south of downtown Los Angeles, California. The city population is approximately 35% African-American, 40% Latino, 23% Caucasian, and 2% other. Families are primarily working-class and of low to moderate income levels; Almost 50% have graduated high school; 25% have attended college.

grade levels/school configuration Carson High School is a 4-year comprehensive high school serving grades 9-12, which was reconfigured into three Academies in Fall 2012 through the Public School Choice process. Carson High shares the campus with 2 pilot schools that opened through the same PSC reconfiguration in Fall 2012. Carson High is a Program Improvement Year 5+ school.

description of Reform Process:

Carson High underwent a WASC (Western Association of Schools and Colleges) Review during 2013. The WASC committee recommended that Carson’s school leadership and staff identify key measures around one or more of the AIM statements to determine proficiency and progress of all students, with emphasis given to the measurement of the success of students.

WASC Accreditation Results

2010 WASC Committee recommended the following for follow-up-- 1)Improve communication between and among SLCs and subject departments

2) Increase academic rigor for ALL students.

3) Develop and implement common formative and summative assessments.

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The Small Learning Academies are: Performing Arts and Media Academy (PAMA)

SSP State grant for Performing Arts & Media - Perkins grant for CTE Media Arts - Linked Learning PD for Performing Arts & Media cross curricular projects

Global Business, Law, and Government (GBLG) -CPA state grant for Global Business - CPA state grant for Law and Justice - Perkins grant for Business Entrepreneurship

- Linked Learning grant for Financial Services & Business cross-curricular projects

Environmental Science, Engineering, and Technology (ESET)

- CPA state grant for Environmental Science/Engineering - Perkins grant for Engineering Design (CAD) - Perkins grant for Food Service & Hospitality

- Linked Learning grant for Environmental cross-curricular projects

student enrollment figures/trends

As of March 2014 there are 1474 actively enrolled students. 1% are American Indian, 22% Asian, 16% Black, 53% Hispanic, 3% White, and 5% Pacific Islander.

poverty level (i.e., percentage of low-income students identified on the Title I ranking) The school qualifies for Title I funds with 56% of the students designated as economically disadvantaged and eligible for free and reduced lunch tickets.

feeder program and schools Carson High School’s feeder schools are:

Stephen White Middle School, 22102 South Figueroa St, Carson, CA; grades 6-8.

Andrew Carnegie Middle School, 21820 Bonita Street, Carson, CA; grades 6-8.

Glenn Hammond Curtiss Middle School, 1254 East Helmick Street, Carson, CA; grades 6-8.

Caroldale Learning Community, 22424 Caroldale Avenue, Carson, CA; grades K-8

Catskill Avenue Elementary School, 23536 Catskill Avenue,

4) Continue to examine, analyze, and utilize data to drive instruction and decision-making, all data.

5). Increase the Algebra 1AB pass rate.

6). Effectively utilize instructional minutes to improve student achievement. The 2012 Committee included: School staff continue the focus professional development on implementing full bell to bell instruction

7) School staff to continue focus on professional development on implementing full bell to bell instruction that includes having students actively engaged and offering teachers regular opportunities to check for understanding and reteaching to make the most of the extended periods. The 2012 Committee included: School staff continue to focus professional development on implementing full bell to bell instruction

LAUSD Public School Choice (PSC)

Carson High last underwent a Public School Choice Review back in October 2012. The goals were as follows: Establishing of a culture of PLC’s (Professional Learning Committees) within each department through SLC’s (Small Learning Communities) and the ILT (Instructional Learning Team) , the development of Project Based Learning (PBL) within the SLC’s, implementation of an Advisory component to the school day which is currently in action, and aligning instruction and curriculum towards the Common Core Standards. The findings in general were: the need for smaller class size especially in subjects that are low performing, explanation of how subject matter relates to real life situations, need for training in PBL, and the need for professional development on questioning techniques and discussion facilitation

School Improvement Grant (SIG)

Carson High as of March 2014 has applied for the School Improvement Grant which would supplement the school’s budget by 1.9M. These monies would be used to further enhance instruction and bring about further reform.

other important characteristics of the school (e.g., SLC, PLC) ESBMM Extended School Based Management Model (ESBMM) consists of the principal, UTLA representative, six

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Carson, CA; Grades K-5.

Dolores Street Elementary School, 22526 Dolores Street, Carson, CA; Grades K-5.

Carson Street Elementary School, 161 E. Carson Street, Carson, CA; Grades K-5.

All of the feeder schools are Title I schools.

language, racial and ethnic make-up of the student body

The school population ethnically includes 50% Hispanic, 27% Filipino, 15% African-American, 5% Pacific Islander, 3% non-Hispanic White, 2% Asian, and .6% Native-American and other. 65% of CHS students speak English at home, while 45% speak Spanish, Tagalog, or other languages. Special Education students make up 10% of the students, gifted or high achieving make up 12%, and at the beginning of this school year, English Learners made up 9%.

school facilities, including technology, library and media resources

The campus of Carson High School features 139 classrooms clustered, by Academies, in the C, F, G, J, K, L, and S buildings and grouped bungalow classrooms designated the X buildings. The H and Z buildings are now designated for the 2 pilot schools: Academies of Medical Arts ((AMA) and the Academies of Education and Empowerment (AEE) respectively. The campus also features a multi-purpose room, an oral arts room, a library (with 10 new computers and one printer for student use), a main office building, a cafeteria building, and a basketball gymnasium. The school has a football stadium and baseball field, and both are equipped with professional lighting systems. It also has a newly renovated track field which is part of the football stadium. A main feature of the PE area is the Fitness Center. The outdoor stage provides a superior venue for student speeches and dance performances. The buildings have been repainted and the school’s colors of blue and black highlight the color scheme. Quotes of encouragement and from different persons of importance can be seen adorning the sides of the different buildings with complementary murals painted by students and community members showcase the ethnic diversity of the school. Technology is a major feature of the Carson High School campus. The campus has the capacity to

teachers, one classified staff member, a parent or community member, and a student. This council meets twice a month and addresses operational issues of the school and develops solutions to identified concerns. ESBMM is responsible for staff development, student discipline guidelines and the student code of conduct, the schedule of school activities and events, guidelines for the use of school equipment, and local budgetary matters (Instructional Materials Account, School-Determined Needs, State Textbook and Related Materials Accounts, Student Integration Program Discretionary Funds, and the Instructional Material – Special Education Schools Account). Carson High School has two waivers: to select a new administrators if a position becomes vacant, and to have an alternate bell schedule with a Professional Development every Monday and an additional Advisory period Tuesday – Friday.

Instructional Leadership Team meets twice a month to consider issues relating to the regulation and cooperation of the SLCs, PDs, and other school business. The team membership consists of the lead teachers from each SLC, Coordinators, a member of the administrative staff, community members, department chairs, students, and other interested stakeholders.

School Site Council (SSC) is composed of the principal, four teachers, one other staff member, three parents, and three students. The principal provides leadership in the areas of budgetary expenditures and school direction. SSC oversees the administration of categorical funds and the implementation and evaluation of the Single Plan for Student Achievement. English Language Advisory Council (ELAC) is made up of one administrator, two students, and five parents. This council works each month to discuss the progress of English Learners. This council advises SSC and the school administration on budgetary and curriculum issues for the Master Plan for English Learners.

any approved autonomies under the Local Initiative School

15

be to 100% wireless, but most of the classroom computers are still hardwired to the school network. The school also has a Nova Net lab with 40 new (Fall 2011) computers and two printers available for use by students in classes. Four business classrooms are computerized. 2 sets rolling carts of portable laptop computers are available for use by classroom teachers. Three new Perkins grants are providing 3 additional complete computer labs—one for each academy. The campus is currently undergoing an upgrade to provide enhanced bandwidth for the implementation of the Common Core Technology and possible distribution of IPads for every student.

how the school community will work together to establish and promote the culture of the school

The culture of Carson High School is strong. The identity of being a “Colt” has a proud tradition. This identity is maintained through loyal following of the accomplishments of the school’s sports teams, but it extends far beyond the sports program. The oldest group of school supporters is the Booster Club. They not only work to support the sports program but they make significant contributions to the scholarship program. School support is also generated by an array of clubs and supporting parent groups. Carson High School has an active Parent Center with a Parent Center Director. Many members of the faculty are Colt graduates. The culture of Carson continues to grow with loyal spirit amongst the students, alumni, parents, community, faculty, and staff from year to year.

description of how the school will provide individual student academic assessment results in language the parents understand, including an interpretation of those result On an individual basis, parents are provided with individual student academic assessment results during Open House and Back-to-School night and with individual PLBAO conferences. Progress reports are sent home at the 5th, 10th, and 15th weeks with a final report card going home after the 20th week. Entering 9th grade students and their parents have 9th Grade Orientation meetings. PSAT results are shared with parents on PSAT Give-Back Nights. The school also holds Individual Graduation Plan (IGP) night with parents. Entering 9th grade students and their parents have 9th Grade Orientation meetings. Carson High School holds regular PTSA,

program FOR PRIORITY, FOCUS, and SUPPORT SCHOOLS, identify areas and/or subgroups not meeting School Quality Improvement Index goals Areas and subgroups not meeting School Quality Improvement Index goals are English Learners, SWD, and African American Students. According to Periodic Assessment Data, proficiency amongst African American students and Asian students showing the greatest achievement gap in Algebra.

16

ELAC, and SSC meetings. The EL Coordinator meets with parents to explain the EL program and the A-G requirements. She translates all information into Spanish. Translation is always available for parents who speak Spanish or Tagalog. Other needs can be met easily with prior notice. The school endeavors to meet the translation needs of all parents.

description of how the strategies adopted by the school incorporate a system of early warning to address the needs of underperforming students (e.g., “Early Warning System” and “At-Risk System” on the District’s MyData website)

To address the needs of underperforming students, counselors work cooperatively with students and their parents/guardians, and supporting/guiding students with their social, emotional, behavioral, and/or academic issues. The counselors work cooperatively with the teaching staff and their learning communities in areas of high academic and low achievers, development of the Master Schedule, and daily issues that occur. Intervention assemblies with small group peer coaching for ninth graders with 2 or more fails. Counselors participate in Individual Education Plan meetings with Special Education teachers and the parent/guardians of the child. COST committee meeting are held to target intervention and services for struggling students. The Title 1 Coordinator works with the counselors in helping target students who are not achieving and provides data to help with intervention.

17

COMPREHENSIVE NEEDS ASSESSMENT

A comprehensive needs assessment incorporates several components, including data analysis related to student achievement, professional development, school-family relationships, attendance, and suspensions/expulsions. The COMPREHENSIVE NEEDS ASSESSSMENT, CORE Waiver Status and Intervention Form, and LAUSD School Review Process Recommendations comprise the LAUSD Comprehensive Needs Assessment for the SPSA.

Directions: Insert the following documents which were used to analyze data in order to formulate School Goals and Key Strategies. Based upon the data, determine actions/tasks that will help improve teaching and increase student achievement.

AYP Report

Data Summary Sheet (subgroup data reflects sample size down to 11 students)

SPSA Evaluation

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).

**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix.

***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7.

18

Los Angeles Unified School District Single Plan for Student Achievement Goal Matrix

ACADEMIC DOMAIN 100% GRADUATION

LEA Goal: All students will graduate from high school.

Two-Year School Goal:* Graduation rate will increase by 5% from 57% to 62% by 2014 to 2016 Student on Track Meting A-G requirements will increase by 5% from 67% to 72% in 2014 to 2016.

Identify data used to form this goal:5

x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (A-G Report)

x Data Summary Sheet Student Grades Curriculum-Based Measure: Other:

Using the results of the Comprehensive Needs Assessment and the answers to the questions below, what conclusions can be drawn?

Did the school meet schoolwide graduation rate targets? If not, what strategy(ies) will the school use to increase graduation rates?

Did the school have graduation rates with less than 5% improvement? If so, what strategy(ies) will the school use to increase graduation rates to meet graduation rate targets?

How will the school provide differentiated support to subgroups of 20 or more with the lowest proficiency rate on the CAHSEE?

Schoolwide graduation rate targets were met. (CDE) Schoolwide graduation rate increased from 2012 Cohort to 2013 Cohort according to CDE African American students showed a decrease from 75.2 to 74.1 from Cohort 2012 to 2013. Strategies: More targeted intervention with students by grade level focusing on students who are failing 2 or more classes with the focus on ELA and mathematics. All stakeholders will ensure that year-end data is updated and correct for graduating Seniors. Differentiated Support: English Learner and Students with Disabilities (SWD) will be targeted and data analyzed to determine needs. All 11

th and 12

th graders, including Special Education, who have not yet passed CAHSEE will

be mandated to attend CAHSEE boot camp thru Advisory pull-out program with English and Math teacher.

Key Strategy(ies): Students who do not pass the CAHSEE will be given the opportunity to attend CAHSEE boot camp thru advisory with English and Math teachers

Turnaround Focus

Areas***

Actions/Tasks to accomplish Strategy(ies)** (Actions/Tasks must address subgroup needs.)

Projected Annual Costs,

Expenditures, and Funding Sources

How will the school monitor the

actions/tasks?

Staff Responsible

Start/ Completion

Date

Effective Instructional

Program (Professional Learning and Classroom

Instruction) 2, 4, 5

To be able to catch at risk students from further academic failure, Categorical Program Advisor will work with the 9

th and 10th grade at risk students on

attendance, work habits, and academics. Data on individual students will be taken and coordination of possible services applied.

To reduce student to counselor ratio, to ensure all students have an individual graduation plan (IGP) and to provide support to their parents, a Secondary Counselor will be purchased to implement the following:

Categorical Program Advisor (CPA)

$98,954 Secondary Counselor $59,373

Progress and Report Cards Graduation rate Increased number of

CPA

August 2014 to June 2016




19

Identification of at-risk students

Develop programs in the areas of career planning, education alternatives and college advisement

Conduct meetings to inform parents and students of graduation requirements

Meet with all students and parents to develop and implement an Individual Graduation Plan (IGP)

Identify at-risk students who are short on credits and schedule classes according to individual needs

Identify at-risk students from school data and refer to the appropriate resources (SART, COST) or Alternative Educational Programs

Develop transitional services and programs for students entering Carson, such as the Summer Bridge Program, 9

th grade orientation.

Provide academic support and interventions for 9th grade students in

the SLC such as, subject area tutoring, credit recovery programs, and home visits.

Interventions to include Essential Math and English Language Arts classes.

refer parents to support services on and off campus (parent meetings, individual/group counseling)

Provide opportunities for students to earn additional credits, such as summer school, on-line classes, continuation school and concurrent enrollment in ROP or adult school.

o Monitor and recover students who appear on the potential drop out lists.

o Provide parent education workshops regarding high school requirements for matriculation and graduation.

o Conduct professional development on graduation requirements, A-G requirements, dropout prevention, recovery and recordkeeping.

Continued training in RTI Tier 1- differentiation in the classroom(intervention, acceleration, English Language Learner Special Education)

o Development and implementation of advisory component of Period 7

Professional Development X Time: (PD release time, SLC meetings, after school meetings, and common planning time) in order to:

Provide opportunities for teachers to share Periodic Assessment data analysis

Share best practices for teaching critical skills.

Counselor OT Tutor Teacher X Time $3000 Professional Development Teacher X time

$45,000

students with IGPs Increased graduation rate by subgroups (ELs, African American, And Latino/Hispanic and Pacific Islander) AYP Report MyData Periodic Assessment Data

Principal

Assistant Principals





20

Develop and implement department, standards-based warm-up exercises

Develop differentiated instructional techniques

Develop classroom management skills

Develop and improve instructional techniques

Provide training for teachers on effective intervention strategies through Response to Intervention (RTI)

Develop and implement common final/department exams.

Implementation of Project Based Learning (PBL) strategies that are directed towards at risk students, SWD, and EL students

Training of key faculty members in PBL and visits to PBL schools

Emphasis of curriculum relevant to real life situations

Microcomputer Support Assistant to support the functioning of computers and peripherals that are used in the instruction process. Server to be provided to diagnose and maintain system status throughout the school day Period 0 will be utilized to reinforce ELA and Mathematics skills that will be utilized across curriculum with other problem solving skills embedded within.

Staff Conference Attendance Professional Development Teacher Regular (PD Regular) $2,500 Day to Day Subs $500 Microcomputer Support Assistant $39,0734 Non Capitalized Equipment


Maximizing Instructional

Time 3

Gathering and analyzing data to identify students who are at risk of not meeting graduation requirements. The following opportunities will be provided:

For teachers to share Periodic Assessment data.

Develop share best practices for teaching critical skills.

Develop and implement department, standards-based warm-up exercises

Develop differentiated instructional techniques

Develop time management during the block schedule period

Develop classroom management skills

Develop and improve instructional techniques

Provide training for teachers on effective intervention strategies through

Professional Development Teacher X time

$45,000 Clerical OT

$2000

Professional Development

MyData Periodic Assessments Student Grades




21

Response to Intervention (RTI)

Core teachers will develop and implement common final/department assessments Students will be provided Informational and motivational assemblies College and Career days; guest speakers in classroom in order to enhance the instruction in the class and to provide real life scenarios to students. College curricular trips to create a college going culture and help students become more aware of opportunities available outside of high school. Maintenance of Equipment- supplemental materials will be needed to be duplicated in the core subjects in order to enhance and supplement instruction.

Teacher Regular (PD Regular) $2,500 Other Non Instructional Contracts

$9000 Maintenance of Equipment CBS

$5000

Interventions to Close

Achievement Gaps

2, 3

Counselors will work with all students to create IGP (Individual Graduation Plan) to ensure that all students are given correct classes for graduation. They will take part in COST committee meetings to target intervention and services for struggling students. Intervention Coordinators will provide support to students that include interventions by grade level via pull out through Advisory period. Students who are failing 2 or more classes will be targeted with an emphasis on ELA and Math.

Secondary Counselor $59,373

/tg




22


ACADEMIC DOMAIN ENGLISH LANGUAGE ARTS

LEA Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.

Two Year-School Goal:* Students’ ELA proficiency will increase by 5% from 67% to 72% by June 2016


x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (CST Strand Report)

DIBELS x Student Grades Curriculum-Based Measure: x Data Summary Sheet


Based on the assessments, in what strands of the English Language Arts instructional program were subgroups of 20 or more least proficient?

What factors explain changes in proficiency levels over time?

Were interventions effective in moving students to proficiency? If not, what change in intervention(s) does the school propose?

What intervention(s) will be used to address the lowest-achieving subgroups?

According to Performance Meter Data, EL students and Students with Disabilities were the least proficient in ELA. Based on assessments proficiency in reading was where most students were most successful.

Years 2009-2012 initially showed steady increase but the splitting of the campus into 2 pilot schools in 2012 brought on a drop in scores reflective of a new student population. Intervention with students who were not passing ELA and /or Math courses brought on very little change in proficiency due to inconsistency in implementation.

After -school tutoring, Read 180, grade specific pull-outs and continued professional development will continue to be implemented with focus on EL and SWD students.

Key Strategy(ies): All staff implementing strategies and skill standards that improve writing and higher reasoning skills and to support the rigor in CCSS.

Turnaround Focus

Areas***

Actions/Tasks to accomplish the Strategy(ies)**

(Actions/Tasks must address subgroup needs.)




actions/tasks?

Staff Responsible

Start/ Completion

Date




Professional development at Carson is organized to support teachers in developing curriculum by grade level, SLC, and vertical team. Our instructional staff coordinates

PD with subjects including Project Based Learning, instructional strategies, looking at student work, and strategies for intervention, alignment of curriculum and developing knowledge base that supports the CCSS. CPA to coordinate and work with teachers on the needs of students who are at risk. Reading and writing across the curriculum will be focused on to help students develop their skills. EL and SWD students will continue to be targeted. Categorical Program Advisor to help in the development and implementation of Common Planning Time by department, grade level, and SLCs for

Software License Maintenance

$5,000 Categorical Program Advisor (CPA)

$98,954

IMA

Master Schedule AYP Report

APSCS TSP Advisor CPA





23

teachers to collaborate providing support in instruction, data usage, and communication with parents. To target Students with Disabilities, Read 180 will be strategically implemented in classes to help struggling students develop their reading and writing skills. Teachers will use MyData to identify and target students who are earning a D’s or Fails in their English class. The campus-wide implementation of SSR (Sustained Silent Reading) in English classes and Advisory Periods will continue. Teachers will continue to employ different levels of questioning and Critical Reading Questions as well as differentiate questions based on student ability, engagement and the standards. Library will be allocated funding for books in order to update current inventory. Students will be engaged in reading and will be encouraged to utilize the library as a resource for books that support inquiry and higher level thinking skills. 1. Implementation of Instructional Guides and Concept Lessons in English 9,10,11 and 12. The designed concept lessons include rigorous standards based curriculum and are embedded research-based Culturally Relevant and Responsive Educational Strategies (CRRE strategies include the four Access Strategies):

1. Advanced Graphic Organizers 2. Instructional Conversations 3. Cooperative Learning 4. Academic Vocabulary

In order to engage students, additional lessons specific to each SLC will utilize the same pedagogy and strategies to address the standards. To be in place in order for Implementation: -Professional Development on use of Concept Lessons and Instructional Guides. -Implement use of the Periodic Assessments to monitor instructional progress to allow teachers to make key adjustments to instruction. -Professional Development X-time will be supported to synthesize common Formative and Summative Assessments. Teachers will monitor progress

$10,000 Software Licenses Maintenance Other books Professional Development Teacher X time $45,000 Clerical OT

$2,000

Professional Development Teacher Regular (PD Regular) $2,500

CAHSEE Student grades

Teachers Principal/ Leadership Team




24

between the periodic assessments will adjust instruction based on the data. -Teachers will be trained on the use of MyData. Departments, grade levels, and SLCs will use system to provide multiple data sources to assess student progress and make adjustments to instruction throughout the school year. This information includes language proficiency levels, poverty status, and ethnicity. -9, 10,11 grade students will be identified and enrolled using the previously stated measures

Mydata Periodic Assessmemts


Time 3

Continued Training of staff on use of MyData Information system to analyze their students’ progress. -Departments, grade levels, and SLCs will use system to provide multiple data sources to assess student progress and make adjustments to instruction throughout the school year, including Periodic Assessment Data, Common Core Assessment Data and Student Grades, as well as Demographics [language proficiency, poverty status, ethnicity].

Testing Coordinator will ensure that students are testing at their appropriate grade level and will verify student data is accurate. Use of copier machine to provide handouts to supplement instruction

Maintenance of Equipment $5000 Other Non Instructional Contracts $9000

CAHSEE

CPA Principal Assistant Principal Testing Coordinator


Achievement Gaps

2, 3

After school tutoring will be offered to at risk students. Emphasis will be on 9th

and 10th graders with Fails in 2 or more classes. Math and English tutoring will

be made available. Springboard curricula will be utilized to help struggling students in reading comprehension and writing skills.

Teacher Tutor X Time $3,000 Professional Development Teacher X time $45,000 General Supplies IMA

$10,000

Student grades




25


ACADEMIC DOMAIN MATHEMATICS


Two-Year School Goal:* To decrease the number of students who are receiving a grade of Fail or D in mathematics from 56.4% in 2012-2013 to 50% in June 2016.


x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) x MyData (Secondary Course Marks)

DIBELS x Student Grades Curriculum-Based Measure: Data Summary Sheet


Based on the assessments, in what strands of the mathematics instructional program were subgroups of 20 or more least proficient?

What factors explain changes in proficiency levels over time?

Were interventions effective in moving students to proficiency? If not, what change in intervention(s) does the school propose?

What intervention(s) will be used to address the lowest-achieving subgroups?

Secondary course marks in Math showed an increase in the number of D’s and Fails students earned. In 2012-2013 the number of students earning D’s or F’s was 56% as opposed to the previous year 2011-2012 of 46%.

Math Block for students who are in need of math intervention, specifically in Algebra I. Students, take Algebra class paired with a tutorial class as their next period. After-school math tutoring is also available that not only targets struggling students but also 9th graders who are struggling in Algebra.

Parent Workshops that utilize the electronic references in student textbook have supported and can continue to support student intervention.

Math intervention provided during advisory for students who are struggling with math concepts to give them test taking skills and strategies to increase their achievement in math. Students will be targeted using progress reports and teacher recommendations when necessary.

Key Strategy(ies): Teachers will develop common lesson plans, increase their knowledge of teaching strategies, and utilize data to drive their instruction. Math teachers will also develop Linked Learning lesson plans with at least one other discipline in order to increase student achievement by showing real life application.

Turnaround Focus

Areas***

Actions/Tasks to accomplish the Strategy(ies)** (Actions/Tasks must address subgroup needs.)




actions/tasks?

Staff Responsible

Start/ Completion

Date



Math teachers will work together to develop curriculum by subject matter and to collaborate on common assessments. Professional Development will be provided to teachers either during the regular school day or outside the regular school day in order to facilitate the work necessary to incorporate then new curricula into daily lessons. Teacher will receive training in Springboard for Algebra 1,2, and Geometry in order to be


$45,000

Professional

Student Grades

Principal Assistant Principals





26

Instruction) 2, 4, 5 able to maximize the use of the program in their classes. Teachers will utilize Springboard curriculum in order to supplement their instruction.

Using grades, attendance and other data, identify students at-risk for failure and place in appropriate interventions (e.g. after school tutoring, intervention clases, referral to outside agencies, etc.)

Develop interventions which fit into the regular instructional day

Provide teacher training on effective delivery of intervention in math clases

Engage students in after-school tutoring

Provide interventions within as well as outside the school day.

Develop intervention classes to address the needs of students who receive a fail in Algebra I at the 5-week grading period.

Outreach to parents of struggling learners

Microsystems Support Assistant to provide technical support on computers and to end users throughout the campus to ensure computers and programs are working properly. IMA to fund APEX ,Springboard, and other programs that may be available to help students reach proficiency in Math. Provide collaboration time for Algebra 1 teachers for lesson development and visit schools who have shown an increase in proficiency numbers based on assessments. Schedule outside presenters who have demonstrated success in improving student scores to conduct professional development

Development Teacher Regular (PD Regular) $2,500 Day to Day Subs $500 Teacher Conference Attendance and Conference Fees

Secondary Counselor $59,373 Microcomputer Support Assistant $39,0734 IMA $10,000

Software License Maintenance

$5000

Performance Meter Data Periodic Assessments CAHSEE



Time 3

Math intervention during the day for students who are struggling in math concepts to give them test taking skills and strategies to increase their achievement in math. Students will be targeted using progress reports and teacher recommendations when necessary.

School staff continue to focus professional development on implementing full

Teacher Tutor X Time $3,000

Professional Development

School Leadership team will monitor the effectivene




27

bell to bell instruction. WASC recommendation 6

Teacher X time

$45,000

ss of PD time.


Achievement Gaps

2, 3

Implementation of an Algebra I block class during the school year for students who are at risk of failing algebra. APEX will also be implemented to help struggling students after school for credit recovery After school math tutoring will be available to 9

th graders who are struggling in Algebra

and to all students struggling in math. Parent Workshops will be taught by math teachers explaining how to utilize the electronic references in their child's textbook and guide parents on how to support their child in mathematics class. Workshops that teach parents how to work with their child and give them strategies that will help their child be successful will be presented.

IMA

$10,000 Community Rep

$17,000

Student Grades Parent Survey

Title 1 Coordinator


**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix


28


ACADEMIC DOMAIN ENGLISH LEARNER PROGRAMS

English Language Development (ELD) and Access to Core

LEA Goal: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Two-Year School Goal:* Increase English Learner proficiency on CELDT by 5% and decrease LTEL % by 5% of all English Learners.


x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (CST Strand Report)

x CELDT / AMAOs x Student Grades Curriculum-Based Measure: x Data Summary Sheet


What factors explain the changes in proficiency levels over time?

Why were interventions effective or ineffective in moving students to proficient or advanced on the assessment?

What factors explain the increase or decrease in the number of Long Term English Learners (LTELs)?

OVERALL: The English Learner API at Carson High School increased from 609 in 2012 to 635 in 2013. LAUSD AMAO GOALS AMAO #1: increase one ELD level annually

1. 2011-12: 51.8% 2. 2012-13: 50%

ANALYSIS: There was a Decrease of 1.8% in the percentage of ELs who improved one overall CELDT

level. The majority of ELs are already at CELDT levels 3 and 4. Many students increased in a sub area but did not increase overall. There remains a need for all English Learners, particularly English Learners at CELDT levels 2 and 3 to improve one CELDT level annually. _______________________________________________________ AMAO #2: Non-LTELS: Attain CELDT proficiency level of 4 or 5 Subgroup Results: Students who are ELs less than 5 yrs

1. 2011-2012: 32.9% 2. 2012-2013: 34.7%

ANALYSIS

Many newcomers’ initial CELDT scores are 2 or 3 overall. In addition, students are programmed appropriately in ESL levels and receive required curriculum instruction at their language level. They are also grouped for Sheltered instruction. AMAO #2: LTELS Attain CELDT proficiency level of 4 or 5 Subgroup Results: Students who are ELs 5 years + (LTELS)

1. 2011-2012: 31.6% 2. 2012-2013: 37.5%




29

ANALYSIS

Overall LTEL growth on CELDT was 5.9%. This was a result of intensive preparation in the key domains where we lacked growth overall. These were listening and writing. There is still a need to improve in CELDT, with a specific focus on LTELs in the area of reading.

_______________________________________________________ AMAO#3: ACCESS TO CORE EL proficiency in content Overall change in ELA from 2010-2013 in proficiency on graduation exam for English Learners was an increase of 17%

ENGLISH Grad Exam Proficiency 2010: 19.1% ENGLISH Grad Exam Proficiency 2013: 37.1% Overall change in MATH from 2010-2013 in proficiency on graduation exam for English Learners was an increase of 6.8%

MATH Grad Exam Proficiency 2010: 35.9% MATH Grad Exam Proficiency 2013: 42.1% ANALYSIS:

English Learner students engaged in targeted intervention during the day and after-school. Carson HS implemented a school-wide awareness and intervention campaign and set goals for HS graduation improvement. These strategies will continue over the next two years. However, the 10

th grade only (on MyData)

CAHSEE EL pass rate shows a decline from 2011-2013 in both English and Math, so intervention strategies can target 10

th grade specifically.

LTEL DATA

2011 LTELs: 163/227 71.8% 2012 LTELs: 53/80 66.3% 2013 LTELs: 59/96 61.5% ANALYSIS: There was an overall decrease of almost 10% LTELs. Carson HS

restructured into 3 smaller schools after 2011, which may have contributed to the decrease in LTELs as some LTELS went to the other smaller pilot schools. Also, there has been significant focus from Carson leadership on the academic progress of LTELS over the past two years. Carson HS will continue to target struggling LTELs over the next two years.




30

Key Strategy(ies): Targeted support for all English Learner stakeholders through professional development, consultation and intervention.

Turnaround Focus

Areas***

Actions/Tasks to accomplish the Strategy(ies)** (Actions/Tasks must address English learner needs.)




actions/tasks?

Staff Responsible

Start/ Completion

Date




School will use professional development time, Teacher PD X time, Teacher PD-regular and conference fees, to improve staff effectiveness in:

-Long Term English Learners profile of needs, including social-emotional component

-Research-based strategies for working with LTELS

-Differentiated assignments for students in CELDT levels 1-2-3 who have not met AMAO #1

-student-led conferences

-organization strategies for newcomers and LTELs

-student portfolios

-reclassification criteria and tracking

-proficiency exam preparation

-using language objectives in content lessons

-peer observations using an ELD-focused observation tool

-attend conferences that focus on EL needs, including LACOE EL conferences, CABE, CMAA and Common Core for ELS.

EL Coordinator will collaborate with teachers of English Learners and counselors outside of the regular instructional day to determine:

additional supplemental supplies and instructional materials needed, including LTEL novels and student supplies for students

supplemental materials

support needed for students who are missing 1-2 criteria to reclassify

students for Language Appraisal Team reviews

determine appropriate placement of English Learners in ELD and A-G requirements


(Title 1) $45,000 (Title III) PD Teacher Regular

(Title III) Staff Training Rate

(Title III) Targeted Student Support coordinator

(10183 TSP funds) TSP/CPA X time

(10183 TSP funds) TSP/CPA X-time Tutoring

(Title III) CPA X time Staff Conference Attendance

(Title III)

School Leadership team will monitor the effectiveness of PD time AYP Report AMAOs Reclassification Rates Student course marks CELDT scores

Principal/ Leadership Team





31

Counselor X time

(10183 TSP funds) IMA (Title 1)

$10,000 General supplies (10183

TSP funds) Teacher Tutor X Time $3,000

Maximizing Instructional IMA Time

3

The EL Coordinator will work with all English Learner stakeholders to improve instructional practice in:

developing appropriate ELD goals for EL SWD who have not met AMAO #1 or #2

ensure appropriate programming for all English Learners by semester to ensure they are on track for graduation (AMAO 3 and Access to Core)

conduct CELDT awareness lessons and professional development to support classroom instruction (AMAO 1 and ELD)

analyze EL data, including CELDT, student grades, interim student grades to target LTELs during the instructional day and after-school

support ELs in regular English classes (Access to Core) and ELD through frequent teacher observations and debriefs

Meet with EL teachers during the Language Appraisal Team Meetings to identify specific learning needs of ELs


$45,000 (Title I, Title III, 10183 TSP funds) PD Teacher Regular

(Title III) Day-to-Day Subs

(Title III) Custodial OT

$186 (10183 TSP funds, Title I, general funds)

. AMAOs Reclassification Rates Student course marks CELDT scores




Achievement Gaps

2, 3

Use Teacher Tutor X time, CPA X time and Teacher PD X time to conduct:

targeted student tutoring to prepare for graduation (AMAO 3 and Access to Core), including EL SWD

targeted student tutoring of ELD1-4 and LTEL students who aren’t making progress in course marks (Access to Core), including EL SWD

targeted student tutoring for LTELs to prepare them for reclassification (ELD), including EL SWD

(10183 TSP funds) General supplies (10183

TSP funds)

School Leadership team will monitor the effectiveness of PD time. AMAOs Reclassification Rates Student course






32

Use Teacher Tutor X time, CPA X time and Teacher PD X time to:

to provide training for families, students and counselors on EL mandates, EL instructional program and EL reclassification, including EL SWD

provide 1:1 consultation, training and planning for families of EL students to ensure they are on track for graduation (e.g. LTEL parent-student conference), including EL SWD

Teacher Tutor X Time $3,000

(Title I, 10183 TSP funds) $1374 (Title III)

marks CELDT scores




33


CULTURE and CLIMATE DOMAIN PARENT AND COMMUNITY ENGAGEMENT


Two-Year School Goal:* Increase the number of parents who responded to Parent/School Experience Survey from 23% in 2013 to 30% in 2016.


AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (CST Strand Report)

Student Grades X School Experience Survey X Data Summary Sheet Other:


What factors explain changes in parents feeling welcomed at school over the last two years?

What factors explain changes in parents having opportunities for involvement at school over the last two years?

What factors explain the changes in parents talking with their child’s teacher about schoolwork over the last two years?

DATA SUMMARY from 2011-2013:

2.6% decrease from 2012 in parents who responded from (23.4% in 2013) .7% increase from 2012 in parents who feel welcome at Carson HS (80.4% in 2013) 46.7% increase from 2012 in parents who feel the teacher informs them about their child’s progress (64.5% in 2013)

Key Strategy(ies): Continue to develop ongoing communication between the school and all families that supports academic achievement.

Turnaround Focus Areas***





actions/tasks?

Staff Responsible

Start/ Completion

Date

Parent Engagement

7

Carson HS seeks to engage parents at all engagement levels to participate in their child’s success. Examples of parent engagement include: -an active Parent Center with a full-time Parent Representative -parent workshops on content areas offered by Carson staff -workshops for parents on relevant topics sponsored by partnerships with UCLA/EAOP, LAUSD Adult School, COBA, and community organizations. -LTEL Family Conferences: These conferences are held 2-3 times throughout the year and allow the family to understand their child’s academic progress and set goals for the upcoming semester or year. Stakeholders include parents, guardians, coordinators, counselors, Boys and Girls Club director PHBAO Conferences-these are held twice per year and are student-led parent conferences in classrooms that feature student portfolios and are part of the course

Community Rep (full-time)

$17,000 IMA

$10,000 Parent Conference Attendance

$2,000

Reviewing SARC School Report Card School Experience Survey Performance Meter Report

CPA Parent Center Representative Principal Principal





34

assignments for Advisory Reclassification Celebrations: Families, students, staff and Carson leadership engage in reclassification celebrations for English Learners. PLBAO-All teachers participate with students and their families in student-led conferences after-school twice yearly. ELAC-Carson ELAC hosts 6 ELAC meetings, including LTEL conferences and committee meetings throughout the year. SSC-Carson has an active SSC that is comprised of parents, community members, staff and school leadership that makes major decisions regarding budget and action items to improve student achievement. This council meets monthly for two hours.

Maintenance of Equipment

$5,000 Other Non-Instructional Contracts

$9,000

CPA

Assistant Principals


Parent Communication

7

Carson HS communicates regularly to all parents and targeted groups regarding workshops, meetings, conferences, and other parent involvement opportunities at Carson HS. Communication strategies include: -ConnectEd calls -individual calls from staff and volunteers to families -mail communication and reminder flyers with students -banners, signs and marquis -Carson HS employs an online system, Schoolloop that connects all Carson staff with students and parents. The system is called Schoolloop, and includes an online gradebook and directories for teachers and parents to email. Carson HS uses this system to notify parents of upcoming events online.

Other Non-Instructional Contracts

$9,000 Clerical OT

$2,000 Categorical Program Advisor (CPA)

$98,954 Custodial OT

$186

Microcomputer Support Assistant $39,0734

School Experience Survey

Parent Community Representative Title 1 Coordinator

Parent Training 7 Parents are invited to ongoing professional development. Professional development for

parents includes on-campus workshops hosted by our Parent Center, and local and district trainings. These include: -10 session Road to College Seminar -Math Workshops -Parent Finance Workshop -ELAC Officer Training, both on-site and at the district level -SSC Officer Training

Parent Conferences /Training

$2,000 Mileage

$230




35

-opportunities to attend other relevant conferences on Common Core and English Learners (CMAA and CABE) Reach One, Teach One intervention offers a parent outreach component with Family Day. Family Day includes parent workshops, student work celebrations and student presentations.

IMA

$10,000 Community Rep (full-time)

$17,000




36


SOCIAL/EMOTIONAL DOMAIN 100% ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS

Two-Year School Goal:* To increase the 96% student attendance rate by 5% from 63% to 68% by 2015-2016


x AYP Report/CAHSEE x MyData (Early Warning/At-Risk Report) Student Grades

x Data Summary Sheet School Experience Survey Curriculum-Based Measure: Other:


Did the school meet its 2013-2014 attendance targets?

What factors explain changes in student attendance rates over the last two years?

How many instructional days were lost to suspension over the last two years?

What factors explain the changes that occurred in the suspension rates over the last two years?

What factors explain the changes that occurred in instructional days lost to suspension over the last two years?

What factors explain the changes that occurred in student responses to school safety?

Carson High Schools target rate for 2013 was 65%. The change in attendance from 2011-2012 to 2012-2013 showed an increase of 1% from 62% to 63%.

Increase was partly due to continued tracking of students attendance rate data and counselors monitoring student attendance

Days lost to suspension in 2012-2013 was 25 versus 128 in 2011-2012

Factors that explain changes over the last 2 years are a shift in student consequences of behavior. Students are now given on campus suspension as an alternative way of dealing with negative student behavior..

Key Strategy(ies): School will implement a schoolwide program that targets students who have attendance issues and rewards and recognizes students with excellent attendance.

Turnaround Focus

Areas***





actions/tasks?

Staff Responsible

Start/ Completion

Date

Social / Emotional

Interventions 6

In order to implement a schoolwide program that targets at-risk students with attendance, all stakeholders need to be informed of protocol and students and parents made aware of the steps that the school will take when attendance rate drops. Strategies:

Provide additional assistance to at-risk students with high absenteeism and their parents.

Counselors, PSA Counselor, EL Coordinator and Title 1 Coordinator, will work afterschool to support students and their parents through home visits and coordinated student team meetings.

PSA Counselor will conduct home visits and meet with parents regarding at-risk student behavior.

PSA Counselor

$104,401 PSA Counselor X time TSP Coordinator Categorical Program Advisor (CPA)

$98,954

MyData AYP Report

Principal Assistant Principal





37

PSA Counselor will develop and monitor student attendance plans and provide individual and group counseling.

Additional support will be given through parent education groups and workshops. Tasks:

Enhanced communication via School Loop with parents

Communication of student attendance to parents via Connect Ed

Student incentive program linked to individual attendance

Schoolwide Attendance Program focusing on early intervention with the 9th

grade inactive students and other at-risk students.

Conduct professional development on comprehensive attendance improvement

School Nurse will provide follow up with students who have returned from lengthy absence to ensure that student is in good standing.

School Nurse will provide additional support will be given in the form of referral and counseling.

Provide staff attendance incentives and recognition given to teachers who have excellent rates of attendance.

Provide administrative feedback to teachers with poor attendance

Informing staff of new policies/discipline procedures regarding non-essential absences.

Secondary Counselor $59,373 Community Rep (full-time)

$17,000 PSA Counselor

$104,401 Nurse

$42,223

Principal Assistant Principal

*Availability to be determined at a later date

38

CORE Waiver Status and Interventions Form Title I schools that fail to meet their California Annual Measurable Objectives (CA AMO) and/or their School Quality Improvement System growth goal* will be required to help inform appropriate interventions and shall indicate so in the annual Single Plan for Student Achievement (SPSA) by adding the Status and Interventions form and answering template questions provided by CORE staff to the participating LEA. A template to indicate AMO achievement and questions for 2014-15 are as follows

LEA: Los Angeles Unified School District Year: 2014-2015

2013-2014 AMOs (based on 2012-2013 data) Yes No Prior Year AMOs (based on 2011-2012 data) Yes No

Did the school meet this year’s API growth target? Did the school meet the prior year’s API growth target? Did the school meet this year’s achievement target? (California Annual Measurable Objectives)

Did the school meet the prior year’s achievement target? (California Annual Measurable Objectives)

Did the school meet the graduation rate target? (if applicable)

Did the school meet the prior graduation rate target? (if applicable) Did the school meet this year’s School Quality Improvement Goal? N/A N/A Did the school meet this year’s School Quality Improvement Goal? N/A N/A

Please list the targeted subgroups and content areas:

1. Based on analysis of the CA AMOs, graduation rates and School Quality Improvement System, which subgroups and content areas will the school target for improved achievement in the 2014-15 school year?

Mark boxes where existing goals within the SPSA are found:

2. Are there existing goals within the SPSA addressing the target areas for improved academic achievement identified in the Status and Intervention form?

100% Graduation

English Language Arts

Mathematics

English Language Development -Title III

Parent & Community Engagement

100% Attendance, Suspension/Expulsion & Non-Cognitive Skills

Mark boxes where existing interventions within the SPSA are found:

3. Are there existing interventions planned to address the target areas for improved academic achievement linked to the goals related to the Status and Intervention form?

100% Graduation

English Language Arts

Mathematics

English Language Development -Title III

Parent & Community Engagement

100% Attendance, Suspension/Expulsion & Non-Cognitive Skills

Mark boxes to be used as indicators to measure success:

4. What indicators will be used to measure success of the applied interventions?

Student Grades

Curriculum Based Measures

DIBELS

MyData At-Risk Alerts

AYP Report/CAHSEE

Other:

39

TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 COMPONENTS FOR IMPLEMENTATION

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

The school has an Algebra 1 math block where students who are not achieving in Algebra are double blocked in the same day with a math tutorial class following the main class. The school will implement tutoring after the school day to help students who are not achieving in Math and English . The school will offer parent workshops to students with their parents on study skills and strategies to help them achieve in math.

2. Describe the strategies to be utilized to meet the educational needs of historically underserved population (migrant students, homeless students and American Indian students).

The following strategies will be utilized to meet the educational needs of Migrant Students:

Address the needs of migrant students in the Single Plan for Student Achievement.

Ensure that the Migrant Education Program (MEP) Family Work Questionnaire is part of the enrollment packet.

The Principal will designate a certificated staff member to be the MEP school contact person. The certificated contact person will be the Target Student Population Advisor(position/title).

Complete the Intervention Services Survey.

Conduct the initial assessment of the migrant student using the MEP Individual Learning Plan (MEP ILP).

Arrange a Parent/Teacher conference to discuss the student’s MEP ILP.

Record the MEP ILP in the student’s cumulative record.

Implement the Migrant Education Purple Folder.

Monitor documentation requirements for migrant students.

Address the individual student’s needs through the recommended services noted on the MEP ILP.

Provide an in-service on the Migrant Education Program. (Please contact the MEP Office for assistance with in-service). The following strategies will be utilized to meet the educational needs of Homeless Students:

Ensure that the Student Residency Questionnaire is included in every school enrollment packet.

Make sure that The Student Residency Questionnaire is also disseminated annually to account for students who become homeless after initial enrollment.

Assure that any Student Residency Questionnaires identifying homeless students are faxed to the Homeless Education Program for services immediately upon receipt.

Each principal shall designate an administrator to serve and be responsible as the School Site Homeless Liaison or oversee a designee to ensure that procedures related to homeless students are implemented appropriately. The designated person will ensure adherence to current District policy regarding the enrollment of homeless children and youth in schools and ensure that these students receive services at the school site and from The Homeless Education Program. The school designee will be Target Student Population Advisor (certificated position/title).

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

The Title VII Student Eligibility certification form will be included in the school’s enrollment packet and the contact person to assure that American Indian students receive services is the Target Student Population Advisor ( certificated position/title).

3. Description of strategies used by the District to attract high-quality, highly qualified teachers to high-need schools includes recruitment efforts to ensure that core academic subject areas are staffed with high-caliber teachers.

LAUSD maintains an aggressive and far reaching recruitment plan. On June 30, 2010, all non-compliant elementary teachers were subject to Reduction in Force. Current hiring practices limit hiring to credentialed and intern candidates only. Principals are increasingly selective in their hiring practices, seeking only to interview and select those candidates who are in compliance with NCLB. The District is continuing to offer a Verification Process for Special Settings (VPSS) program to assist secondary special education teachers and alternative school teachers to become NCLB compliant in all subjects taught.

40

TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 COMPONENTS FOR IMPLEMENTATION

(continued)

4. Describe how the school will coordinate and integrate federal, state, and local services and programs. The school site council, in collaboration with the school’s stakeholders, will coordinate federal, state, and local services and programs to ensure resources are allocated based on student needs. Low-achieving, at-risk students not meeting grade-level standards will receive the appropriate supplemental support based upon a rigorous analysis of all pertinent subgroup and individual student data. These include students in target populations of all programs in the SWP plan. Supplemental academic support will include, without exception, student interventions.

5. Describe how the school will evaluate the effectiveness of the program in meeting the goals and make necessary modifications. To determine whether or not district, state, and federal goals were met, a report will be compiled [i.e., AYP (AMOs), AMAOs, and MCDs]. Strategies to achieve the goals will be measured for effectiveness through data and the completion of the Annual Evaluation of Single Plan for Student Achievement. The evaluation will serve as the indicator to make any significant changes to the instructional program. Modifications will be made if the strategies identified in the Goal Matrix pages have not provided results or sustained improvement. In addition, parents are provided opportunities (i.e., participation in SSC, various public meetings, and/or advisory committees) to renew the report and provide feedback on the programs that have been implemented.

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

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

Training on the use of MyData to determine the progress of their students on periodic assessments and annual assessment scores

The development of assessments based on their lessons

Collaboration among grade levels and departments on the assessment results and developing lessons

Providing intervention for students not meeting grade level standards on the assessments

41

PARENTAL INVOLVEMENT POLICY

Insert

Parental Involvement Policy

Each school in LAUSD is required to develop a written parental involvement policy. This policy describes how the school will support and

increase parent involvement. The parental involvement policy must be developed with parents and include participation from all appropriate

advisory committees and be agreed upon by the School Site Council. The written parental involvement policy at Title I schools must include

how parents will be informed of the school’s Title I program requirements.

The sample in the Resource Guide will assist schools in customizing their own Parental Involvement Policy based on identified data-driven

needs. Beginning May 2010, schools are required to annually submit evidence that the Parental Involvement Policy was reviewed and/or

revised by the SSC with input from the appropriate advisory committees. Schools are required to submit copies of the Parental Involvement

Policy to the Educational Service Center Parent and Community Engagement Unit.

** When submitting final school plan, place Parental Involvement Policy behind this placeholder page. **

42

SCHOOL-PARENT COMPACT

Insert

School-Parent Compact

Section 1118 of NCLB advocates shared responsibilities for high student academic achievement. The school-parent compact is a component of the

Parental Involvement Policy. Each Title I school shall jointly develop with parents a school-parent compact that outlines how parents, the entire

school staff, and students will share the responsibility for improved student achievement.

The sample in the Resource Guide will assist schools in customizing their own Parental Involvement Policy based on identified data-driven needs.

Beginning in May of 2010, schools are required to submit evidence annually that the Parental Involvement Policy was reviewed and/or revised by

the SSC with input from the appropriate advisory committees. Schools are required to submit copies of the Parental Involvement Policy to the

Educational Service Center Parent and Community Engagement Unit.

** When submitting final school plan, place School-Parent Compact behind this placeholder page. **

43

Educational Service Center MONITORING

A comprehensive and multi-level monitoring process assists the Educational Service Center (ESC) in evaluating the implementation of the Goal Matrix and helps to inform future practice. Schools are monitored by the Educational Service Center through the use of the School Support Visit Report completed by ESC Instructional Directors following multiple site-based visits. Instructional Directors conduct performance dialogues with their network principals to review the academic progress of all students and the School Support Visit Reports are a mechanism for memorializing the support Instructional Directors offer to the schools and for giving feedback to principals. The School Support Visit Report provides a consistent manner of summarizing an Instructional Director’s visit to the campus. The focus of the School Support Visit Report is to monitor implementation of the Single Plan for Student Achievement, key strategies, and analysis of student data as evidence of school progress. School Support Visit Reports help ensure that the director and the principal are maintaining a focus on the instructional priorities of the school. These reports allow staff to determine instructional strengths and weaknesses on a school- and district-wide basis. The Deputy Superintendent of Instruction, Instructional Superintendents, and Instructional Directors have access to the School Support Visit Reports and the information is used to guide the professional development and differentiated support provided by instructional support staff. Instructional Directors review and recommend for approval the Single Plan for Student Achievement (SPSA) and school site budgets throughout the school year. Instructional Directors supporting schools identified as Rewards, Collaborative Partner, Priority, Focus, or Support schools monitor school growth and the implementation of CORE Waiver mandates. All school site budgets are reviewed and approved by the ESC Superintendent. Instructional Directors must describe the additional service and support provided to the school’s instructional program below. In addition to the above, Instructional Directors of schools identified as Rewards, Collaborative Partner, Priority, Focus, or Support must describe monitoring of the school’s implementation of the CORE Waiver mandates, and additional service and support provided to the instructional program:

44

BUDGET

Insert

Budget Pages found at:

fsep.lausd.net

Budget Funding

2014-2015 Assurances & Justifications Budget Pages

http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/FLDR_SPEC_FUNDED_PARENT_SVCS/FEDERAL_STATE_EDUCATIONAL_PROGRAM/SPSA/Local%20Settings/Temporary%20Internet%20Files/Content.Outlook/Local%20Settings/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/Local%20Settings/Users/hxa7130/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/Local%20Settings/SPSA%202010-2011/2010-11a%20LAUSD/SPSA%202010-11/SPSA%20Documents/SPSA%20Template/SPSA%20Template/fsep.lausd.net

45

ATTACHMENTS Directions: Attach materials which include the following:

Submit with Plan:

SSC Approval of SPSA Include copies of agenda, minutes, and sign-ins verifying approval of the SPSA. Include any written parent comments of dissatisfaction with the SPSA (SWP). Documentation (i.e., agendas, sign-ins, and minutes) must remain at the school site for five years.

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

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.

CD containing an electronic copy of the 2014-2015 SPSA in Word format

Retain at the School: Small Learning Community Plan

GATE Plan

Grants Include plans for any grants received by the school.

Safe School Plan

LAUSD Public School Choice Proposal