Proposed Title I Reports

TABLE OF CONTENTS

Letter from the Superintendent...... i Introduction...... ii Acknowledgements...... iii SECTION I: School Information...... 1 School Program Identification...... 1 School Site Council Composition...... 2 Committee Recommendations and Assurances...... 3 Mission Statements and School Descriptions...... 4 SECTION II: School Data...... 5 Adequate Yearly Progress (AYP) Data Sets...... 5 Participation Rate and Annual Measurable Objectives (AMO) Data Sets...... 6 Academic Performance Index (API) Data Sets...... 7 California English Language Development Test (CELDT) Data Sets...... 8 Reclassified English Learners Data Sets...... 9 Conclusions from School Data Analysis...... 10 Student Data...... 11 Staff Data...... 12 Conclusions from Student and Staff Data Analysis...... 13 SECTION III: Governance, Leadership and School Organization...... 14 Governance, Leadership and School Organization...... 14 Restructuring Plan (Program Improvement Year 4 and 5 Schools Only)...... 15 SECTION IV: School, Family and Community Partnerships...... 16 School, Family and Community Partnerships Feedback Summary...... 16 School, Family and Community Partnerships Analysis...... 17 Parent Involvement Policy...... 18 School-Parent Compact...... 19 SECTION V: Action Plans...... 20 Mathematics...... 20 English/Language Arts...... 22 English Language Development...... 24 Least Restrictive Environment...... 26 Partnerships, Support Services and Organization...... 28 SECTION VI: Compliance Items...... 30 Compliance Items for Gifted and Talented Education (GATE)...... 30 Compliance Items for Economic Impact Aid – Limited English Proficient (EIA-LEP)...... 31 Compliance Items for Least Restrictive Environment (LRE)...... 33 Compliance Items for Title I (TAS)...... 34 Compliance Items for Title I (SWP)...... 36 Compliance Items for Compliance Items for School and Library Improvement (SLI)...... 38 Compliance Items for Title IV...... 39 SECTION VII: Monitoring...... 40 SECTION VIII: Budget...... 41 Categorical Funding Allocated to School...... 41 Budget Justifications...... 41 SECTION IX: Attachments...... 42

Roy Romer Los Angeles Unified School District Superintendent of Schools ADMINISTRATIVE OFFICES: 333 SOUTH BEAUDRY AVENUE, LOS ANGELES, CALIFORNIA MAILING ADDRESS: BOX 3307, LOS ANGELES, CA 90051 Rowena Lagrosa Deputy Superintendent Educational Services

Ronni Ephraim Chief Instructional Officer, Elementary Instructional Services

Robert Collins Chief Instructional Officer, Secondary Instructional Services August 2005

Dear School Learning Community Members:

This document was developed to provide schools with a systematic and consistent districtwide process for improving learning as mandated by state and federal legislation. In accordance with Education Code 64001, each school is required to describe: (1) the educational services provided to improve student performance, (2) the aligned fiscal and human resources, and (3) the measurable objectives for attaining “Adequate Yearly Progress” (AYP) through a Consolidated Application into a Single Plan for Student Achievement (SPSA). In order to guide the decisions that address these requirements of the SPSA, the federal No Child Left Behind Act (PL 107-110) requires schools to implement the following guidelines:

 collaboratively develop, approve, and review annually the SPSA with the School Site Council based on the advice from applicable school advisory committees as specified on the “School Program Identification” form in this document;

 meet the reporting requirements of each program funded and operated at the school to improve student achievement; and

 use the SPSA as a three-year systematic guide for School Site Councils, students, staff, parents and community to improve learning of all students including identified under-performing subgroups using scientifically-based research proven practices.

Through collaborative efforts, the consistent agenda topic at school meetings and professional development sessions should be to assess “Plan Progress”; results should be analyzed and fiscal and human resources allocated based upon evidence of continuous improvement of student learning. With a shared commitment to this common focus, we will have a systematic districtwide process for increasing gains in student learning.

Roy Romer, Superintendent of Schools

Rowena Lagrosa, Deputy Superintendent, Educational Services

Ronni M. Ephraim, Chief Instructional Officer, Elementary, Instructional Services

Robert Collins, Chief Instructional Officer, Secondary, Instructional Services

- i - Sample Middle School

INTRODUCTION

This Single Plan for Student Achievement (SPSA) is based on school data and feedback from school sites and parents. The goal is to provide a concise, usable plan that will help inform and drive the educational program at your school site. The SPSA is organized in the following manner:

RESOURCE GUIDE A Resource Guide has been included to provide the process and materials necessary to support the development of each school site’s SPSA. Included are:

 Procedural Guidelines  Content Area Toolkits, which include content-specific data, were developed to assist in completing the four Action Plans of the SPSA: o Mathematics o English/Language Arts o English Language Development o Least Restrictive Environment o Science (optional)  Model Action Plan and Compliance pages  Links to important documents, bulletins and selected printed copies

SECTION ONE: School Information This section provides overall school and district information, including the federal, state, and local programs that are consolidated in this plan. It additionally identifies the school leadership, including the School Site Council.

SECTION TWO: School Data School-wide data tables are included in this section of the SPSA. The specific school-site data can be found on the SPSA compact disc (cd). The sources of data and the time period covered by the data are included in the Resource Guide.

SECTION THREE: Governance, Leadership, and School Organization This section asks guiding questions about the school’s governance, leadership and school organization.

SECTION FOUR: Family, School and Community Partnerships This section provides the necessary documentation and guidelines for meaningful involvement of parents and community in the school’s educational program.

SECTION FIVE: Action Plans In order to complete the SPSA, the entire staff and community is expected to develop the four Content Area Action Plans. The Resource Guide provides Content Area Toolkits to assist in the development of powerful Action Plans to guide the school’s educational program.

SECTION SIX: Compliance Items, SECTION SEVEN: Monitoring, and SECTION EIGHT: Budget These sections address legislative components required by all schools to be included in the SPSA.

SECTION NINE: Attachments This section provides a space for schools to attach any additional documents such as plans, waivers, and grants.

- ii - Sample Middle School ACKNOWLEDGEMENTS

The Los Angeles Unified School District is fortunate to be able to build upon the professional development practices that have resulted in schools increasing student achievement. Effective practices within the District and those identified elsewhere by research served as the shared frame of reference for the following individuals who contributed to this document entitled Single Plan for Student Achievement:

Hattie Antoine-Smith Miriam Escobar Charlotte Lerchenmuller Rene Rodríguez Sal Donnalyn Anton Myrna Estrada Cynthia Lim Rodriguez Maria Avila Virma Florento Jesus Limon Sandra Ruiz Modesta Bassity Carmen Flores Marcos Lopez Sylvia Ruiz Elizabeth Belton Laura Flores Marla Mondheim Ambition Sandamela Roberta Benjamin Ignacio Garcia Inez Morris Ruth Sarnoff Christine Benitez Betty Glenn Maria Navas Carmen Schroeder Scott Braxton Linda Guthrie Tam Nguyen Steve Siry Charleen Brown Jeannette Hopp Deanna Nielson Judith Skinder Jean Brown Nelle Ivory Mike O’Sullivan Ramona Smith Michael Caldwell Santiago Jackson Maya Osborne Sidonie Smith Elizabeth Cervantes Barbara Johnson John Pirone Marie Stevens Jolene Shiffman Chavira Patricia Jones Aba Ramirez Rita Suarez Bill Clay Juana Juarez Luis Ramirez Francisco Torrero DeWayne Davis Don Kawano Kathy Rattay Irma Trujillo Ludo Deschuytter Annette Kessler Rasiklal Rawal Alice Turner Gary Domnitz Ron Klemp Alta Ray Todd Ullah Maria Dortha Zella Knight Cheryl Razor Carla Vega Amy Dresser-Held Steve Lawler Maria Reza Victoria Verches Mike Dreebin John Leichty Lola Rhone Douglas Waybright Brian Dunbar Paul Lemcke Lynda Richard Linda Williams Ken Easum Noma LeMoine Nancy Ritter Carolyn Williams-Marshall Joyce Edelson Mark Leos Teresa Robles Esther Wong

Appreciation is extended to the following primary developers of the revised document under the leadership provided by Alma Peña-Sanchez for the elementary school edition and Liza Scruggs for the secondary school editions.

Norma Baker William Fukuhara Lucy Levine Sheila Smith Rita Caldera Arzie Galvez Patti Magruder Ramona Stokes Rona Cole Harry Gerst Beth Ojena Susan Tandberg Janice Collins Victor Gonzalez Patricia Pepe Carmen Tavitian Chris Downing Cheri Guenther Michael Romero Amanda Timberg Debbie Ernst Bud Jacobs Marcie Sanders Carol Truscott Joan Evans Jeanie Leighton Dina Sim Lori Vallandt

- iii - Sample Middle School

Particular acknowledgement is also extended to the Local District Superintendents, the Administrators of Instructional Services and the Categorical Coordinators who provided an essential analysis of the revised use of the Single Plan as a systemic resource for coordinating the work of school improvement efforts:

Local Administrators of District Superintendents Instructional Services Categorical Coordinators 1 Jean Brown Kathy Rattay Gloria Mercado-Fortine 2 Sue Shannon Maynae Lew Santa Calderon 3 Sharon Curry Marlene Felix 4 Richard Alonzo Mary Kurzeka Lupe Inabu 5 Carmen Schroeder Isa Martinez 6 Merle Price Sharon Sweet Reyna Corral 7 Sylvia Rousseau Irene Herrera-Stewart Myra Dickerson 8 Myrna Rivera Dona Stevens Wade Hayashida

Sincere gratitude is extended to our schools involved in the piloting of this Plan: Elementary: Weemes Principal - Annette Kessler, staff and parents/community, Local District Director Verteane Bereal Secondary: Lincoln Principal – James Molina, staff and parents/community, Local District Director Myra Fullerton

Finally, special recognition is merited for the guidance and direction provided by the: Specially Funded Programs Compliance and Technical Support Branch Deborah Ernst, Director

SB IX Public Schools Accountability Act Unit Harry Gerst, Director

Educational Services Joan Evans, Director Amanda Timberg, Principal Administrative Analyst

APPROVED:

ROWENA LAGROSA, Deputy Superintendent Educational Services

RONNI EPHRAIM, Chief Instructional Officer, Elementary Instructional Services

ROBERT COLLINS, Chief Instructional Officer, Secondary Instructional Services

- iv - Sample Middle School

Los Angeles Unified School District Middle School Edition Single Plan for Student Achievement

2006 – 2007 Implementation

Roy Romer, Superintendent

Board Members Marlene Canter, President José Huizar Julie Korenstein Marguerite Poindexter LaMotte Mike Lansing Jon Lauritzen David Tokofsky Sample Middle School

SECTION I: SCHOOL INFORMATION SCHOOL PROGRAM IDENTIFICATION

School Name: Local District: District CDS Code: 1964733 School CDS Code: Initial Year: 2006-2007 Date Revised:

For additional information on our school programs contact the following:

Principal: Telephone Number: Address: E-mail address: Contact Person: Position:

Indicate which of the following Federal, State and Local Programs are consolidated in this plan: Comprehensive School Reform (CSR) English Learners Programs (EIA-LEP) Gifted and Talented Education (GATE) High Priority Schools Grant (HPSG) Los Angeles Educational Alliance for Restructuring Now (LEARN) Program Improvement (PI) School Based Coordinated Programs (SBCP) School Based Management (SBM) School and Library Improvement (SLI) Special Education/Least Restrictive Environment (LRE) Title I Schoolwide Program (SWP) Title I Targeted Assistance School (TAS) Title III English Language Acquisition, Language Enhancement, and Academic Achievement Title IV Safe and Drug-Free Schools and Communities (SDFSC) Tobacco Use Prevention Education (TUPE) Other:

The District Governing Board approved this Single Plan for Student Achievement on: Date

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

Local District Director of School Services Date Local District Superintendent Date

1 Sample Middle School

School Site Council Composition EC 52012, 52852 School Location Code Principal Telephone

Schools are not limited to 12 total members but must adhere to the indicated composition percentages.

Part A – School Staff Part B – Parents/Community/Students Classroom Other Name Principal Name Parents Community Students Teacher Personnel

Total number in each column Total number in each column Total number in Part A Total number in Part B

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

Name of Principal Signature of Principal Date

2 Sample Middle School COMMITTEE RECOMMENDATIONS AND ASSURANCES

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

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

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

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

Check Date of review of Committees Chairperson Signature Parent Staff recommendation

Compensatory Education Advisory

English Learner Advisory

Gifted & Talented Education Program Advisory

UTLA Chapter Chair or Chapter Chair’s Designee

Other (list)

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

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

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

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

7. This school plan was adopted by the school site council on: Date

Attested:

Typed name of SSC chairperson Signature of SSC chairperson Date

Typed name of school principal Signature of school principal Date

Documentation (i.e., agendas) must remain on file at the school site.

MISSION STATEMENTS AND SCHOOL DESCRIPTIONS

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.

School Vision and Mission Please include:  what all students should know, understand, and be able to do  expectations of positive character traits  current research and practice  collaboration among all segments of the school community  other elements present at the school

School Profile Description Please include:  geographical, social, cultural, educational and economic community base  relevant information about the school district  pre-kindergarten, Head Start and other feeder programs and schools  language, racial and ethnic make-up of the student body  special categories of students or school staffing  school facilities, including technology, library and media resources  the number of instructional minutes provided  the number of minimum days scheduled  other important characteristics of this school  FOR SCHOOLS IN PROGRAM IMPROVEMENT: Profiles must include required elements of NCLB, including why school is in Program Improvement status.

School Accountability Report Card (data provided after January 2006)  The SARC is a valuable source of information on student performance and conditions affecting the learning environment. Attach the most recent version of your School Accountability Report Card (SARC) in Section Nine.

SECTION II: SCHOOL DATA 2005 ADEQUATE YEARLY PROGRESS (AYP) DATA SETS

English-Language Arts Mathematics Participation Proficient or Above Participation Proficient or Above (95%) (24.4%) (95%) (26.5%) Number Met Met Number Met Met of 2005 Valid 2005 of 2005 Valid 2005 Enrollment Rate Number Percent Enrollment Rate Number Percent Students AYP Scores AYP Students AYP Scores AYP Tested Criteria Criteria Tested Criteria Criteria Schoolwide African American American Indian or Alaska Native Asian Filipino Hispanic Pacific Islander White Socio- economically Disadvantaged English Learner Students with Disabilities

5 Sample Middle School PARTICIPATION RATE AND ANNUAL MEASURABLE OBJECTIVES (AMO) DATA SETS English/Language Arts-Participation Rate

Part. Rate= 120 95.0% 99.3% 99.4% 100.0% 100.0% 99.3% 100.0% 99.3% 99.2% 94.7% 100 80 60 40 20 N/A N/A 0 r r e e o c d n e t n i e h e e t y v e n t i a l i a n s a n i i d l d n r i t i n g h c r a p a e a i n i R o s i w a a a l - w r t p a c i t l c i a . i W c A i l l n N o t e i s i e r s o i n F

i t r f r s a b m L I c o i a m a n

A H a o h d o v k e h A c P s m i n c n d i s S d f s I i i o A a l a A S u D l c t c g s L i A a e S n E D P E

Mathematics-Participation Rate Part. Rate= 120 95.0% 99.0% 99.0% 100.0% 100.0% 99.0% 100.0% 99.0% 99.0% 97.0% 100 80 60 40 20 N/A N/A 0 e r r o e c d t e n n i h e e e t y v n i e t a a l s i a i n i n l d r d n i i n t h g c r e p a a R a i o i s i n w a a

l a t w r - a i p c i . l c t a W i l c A i t l n s i i N e o e r s o F i n r t i f r s a b L m o i I a c a n m a

A H a o d h o v k e P h A c s i m n c n d i d s S s f I i i h o l A a S a u t D l c t c g s a i a A e S n D M P E

English/Language Arts-Annual Measurable Objectives (AMO)

28.2% 25.7% 30 AMO= 25.6% 25.0% 25 19.9% 24.4% 20 15

10 6.0%h t i y ) l w c - e l

5 N/A N/A N/A i N/A N/A s o d O n d a s n i e i t i e c a o n r c t a r i n e

0 M n i

n w c g t l l n a e o e r p i o i a i i c e A a i

m r a h i c v o s d e ( h S t b i i f p i c d s

n s o i e i i t r o n i n l n a f r l u i c r a H n A A a W t h a i s m a l e g i A a F a o L c d N S v s A n c

e P I D m E n S d I e a E L A a k s s i a D l A

Mathematics-Annual Measurable Objectives (AMO)

42.2% 45 36.5% 36.5% 38.5% 40 AMO= 35 30 26.5% 24.1% 25 20 15 h

t 3.6% 10 i n N/A N/A N/A N/A N/A e w y

- d e l c i c i r t r s r s o d i n o e

a t n i r h n n e w o e e n e v a ) c c h l i i n i c s a e i i a a d t i n i g t c f i o l p e n i o r i c O l i p n s h a W a i i r m l m o g a d t c t a f i r S s i a A b M i o l N h n A u a a n e e F A

d t a s n c A H a E L P I a n M ( s m S o I i v S k c A d s D e a a l s i A D

A subgroup is considered ‘numerically significant’ if there are at least 100 students enrolled on the first day of testing and/or at least 100 valid test scores. Students with Disabilities subgroup data is shown to inform instructional practices. For schools with fewer than 100 enrolled students on the first day of testing, these counts will vary (see http://www.cde.ca.gov/ta/ac/ay/documents/aypcriteria05.pdf). 6 Sample Middle School

2005 ACADEMIC PERFORMANCE INDEX (API) DATA SETS

Met 2005 AYP 2005 Growth 2004 Base Change Criteria

Minimum 590 Minimum +1

ACADEMIC PERFORMANCE INDEX (API) GROWTH SCORES FOR NUMERICALLY SIGNIFICANT SUBGROUPS (2003-2005) Subgroup 2003 2004 2005 Schoolwide African American American Indian/ Alaska Native Asian Filipino Hispanic Pacific Islander White Socioeconomically Disadvantaged

7 Sample Middle School CALIFORNIA ENLGISH LANGUAGE DEVELOPMENT TEST (CELDT) DATA SETS

OVERALL PROFICIENCY LEVEL 2004-2005 Annual Assessment – All Students Grades 6 7 8 Total Tested Overall Proficiency Number and Percent of students at Each Overall Proficiency Level % Advanced % Early Advanced % Intermediate % Early Intermediate % Beginning Number Tested Skill Area Mean Scale Scores Listening/Speaking Reading Writing

2005 CELDT Overall Proficiency Level

50 45 40

e 35 Grade 6 g

a 30 t Grade 7 n 25 e

c 20 Grade 8 r

e 15 P 10 5 0 Beginning Early Intermediate Early Advanced Advanced Intermediate Level of Proficiency

RECLASSIFIED ENGLISH LEARNERS DATA SETS

Number of Reclassified English Learners 2003 2004 2005 Local Local Local School District School District School District District District District Total EL Eligible Number Reclassified Percent Reclassified

Percentage of Reclassified English Learners (2003-2005)

d 12% e i f i 10% s

s School a l 8% c

e Local District

t District n

e 4% c r

e 2% P 0% 2002-2003 2003-2004 2004-2005 School Year

CONCLUSIONS FROM SCHOOL DATA ANALYSIS

Sources of Describe Key Findings Data

Adequate Yearly Progress (AYP)

Annual Measurable Objectives (AMO)

Academic Performance Index (API) California English Language Development Test (CELDT)

Reclassified English Learners

10 Sample Middle School STUDENT DATA

Student Attendance 2002-2003 2003-2004 2004-2005 Percent of Student In-seat Attendance

Suspension and Expulsion Data School District 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05 Suspensions (number) Suspensions (rate) Expulsions (number) Expulsions (rate)

STAFF DATA

Staff Attendance The number of absences for certificated includes days for illness or unpaid leave. It does not include Average Number of Days Absent per School Year days out of classroom for training purposes. The 2002-03 2003-04 2004-05 days preceding a long term leave (19 or 20 days Local Local Local before long term leave) are also excluded. School District School District School District District District District Average Days Absent-Certificated Average Days Absent-Classified

Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials 2002-03 2003-04 2004-05 Total Number of Teachers Full Credential Emergency Credential (includes District Internship, University Internship, Pre-interns and Emergency Permits Teachers with waivers (does not have credential and does not qualify for an Emergency Permit) Bilingual certification District A-level fluency English Language Development

Highly Qualified Paraprofessionals Total Number hired to work with BA Degree AA 60 Semester LAUSD HS Diploma Working towards certification students (or higher) Degree Units Para Exam

12 Sample Middle School CONCLUSIONS FROM STUDENT AND STAFF DATA ANALYSIS Describe areas for improvement and what resources the school will need to address these areas Sources of Data (i.e. paraprofessional, psychologist, counselor, nurse, PSA counselor, psychiatric social worker, etc.) a t Student a D

Attendance t n e

d Suspension and u t Expulsion S

Staff Attendance

Quality of Staff, Status of a t

a Credentials and D

f Recruiting Strategy f a

t Status of Teaching S Credentials Highly Qualified Paraprofessionals

13 Sample Middle School SECTION III: GOVERNANCE, LEADERSHIP AND SCHOOL ORGANIZATION

Directions: Use analysis of school, student and staff data to answer the Guiding Questions below.

Guiding Questions Response  In addition to the Councils and Committees mandated by the California Department of Education (SSC, CEAC, ELAC) as appropriate, describe how other governance structures support student achievement: o SBM o LEARN o SBCP*  Describe how the school’s leadership (consisting of administrators, faculty, students, staff, and community members) work together to shape and promote the culture of the school; celebrate excellence, improvement and learning; and make sound decisions and resource allocations to ensure that the state content standards are achieved.  In order to implement SLCs, describe findings and possible actions to improve the organization, management structure and master schedule (programming of students) in order to meet the needs of all students. (Include differentiation of instruction, improved student achievement, closing the achievement gap, and optimization of time). Include these actions, if needed, in the “Partnerships, Support Services, and Organization Action Plan.”

*If additional information is needed, refer to SBM, LEARN and/ or SBCP documents on http://www.lausd.k12.ca.us/lausd/offices/singleplan/

14 Sample Middle School RESTRUCTURING PLAN

Insert

Approved Restructuring Plan

Section 1116 of NCLB requires the LEA to develop a Restructuring Plan for schools identified as Program Improvement Year 4 and 5. Restructuring is defined as a major reorganization of the school’s governance that:

a) makes “fundamental reforms” such as significant changes in the school’s staffing and governance to improve student achievement, b) has substantial promise of enabling the school to make AYP, c) is consistent with State Law.

**This placeholder page should be removed or deleted from the school’s final plan.**

15 Sample Middle School SECTION IV: SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS FEEDBACK SUMMARY Directions: This Summary is provided for schools to measure their existing level of parent involvement. Below are the Six Types of Parent Involvement as identified in research by Joyce Epstein. Schools will be able to complete this Summary page by accessing the tools in the Resource Guide. The tools provide detail on the Parent Involvement “Types” and a means to measure the school’s efforts to effectively engage parents in their child’s education including action steps from Culturally Relevant and Responsive Education (CRRE). A sample “Feedback Tool” is also located in the Resource Guide.

TYPES OF PARENT SCHOOLWIDE RATING EVIDENCE INVOLVEMENT Never Barely Sometimes Often Frequently Parenting 1 2 3 4 5

Communicating 1 2 3 4 5

Volunteering 1 2 3 4 5

Learning At Home 1 2 3 4 5

Decision Making 1 2 3 4 5

Collaborating with 1 2 3 4 5 the Community

16 Sample Middle School SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS ANALYSIS

Directions: Use this analysis tool to identify areas of success, areas for improvement, and areas of priority in your School, Family and Community Partnerships. Then select a Goal(s) for improving these Partnerships at the school site, and include this Goal in the “Partnerships, Support Services, and Organization Action Plan”.

Guiding Questions Response What major factors contributed to the success of your school’s family and community involvement this year?

What major factors limited the success of your school’s family and community involvement this year?

What is one of your school’s major goals for improving its program of school, family, and community partnerships? Include this goal in the “Partnerships, Support Services, and Organization Action Plan”.

Include additional goals, if desired, based on Analysis.

PARENT INVOLVEMENT POLICY

Insert

Parent Involvement Policy

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

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

(a) engage parents in their children’s education (b) inform parents that they can directly effect the success of their children’s learning (c) build consistent and effective communication between the home and school (d) train teachers and administrators to communicate effectively with parents (e) integrate parent involvement programs with the Single Plan for Student Achievement (EC 11504)

Questions regarding this requirement should be addressed to the Local District Parent Ombudsperson or Parent Community Services Branch at (213) 217-5272.

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 Parent 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.

19 Sample Middle School SECTION V: ACTION PLANS ACTION PLAN Mathematics—Middle School

Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines. Review the LEA and AYP goals below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually. FOR SCHOOLS IN PROGRAM IMPROVEMENT: Objectives must address the specific academic needs of the subgroup that failed to meet the AYP Goals.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting LEA and AYP Goals.

LEA Goal: AYP Goal:  All students will reach high standards, at a minimum attaining  For 2005-06 through 2006-07 the percentage of students scoring proficiency or better in mathematics by 2013-14. proficient or above on the California Standards Tests and the  All students will graduate from high school. California Alternate Performance Assessment in Mathematics Modified Consent Decree Goal: will equal or exceed 26.5%.  The percentage of students with disabilities in grades 2 – 11  The school will achieve a 95% participation rate for all state participating in the CST whose scores place them in the combined assessments. rankings of Basic, Proficient, and Advanced will increase to at AMAO Goal: least 24%.  70%+ of English learners will score in the appropriate performance range on the CST for Math according to the District Progress Benchmarks for English Learners.

Analysis of Educational Practice Key Findings: Objectives: Identify two or three Key Findings in priority order to achieve identified Goals. Develop two to three Objectives that address the Key Findings and will be the focus for instructional improvement. Number the Objectives for alignment with column one on the following page.

20 Sample Middle School ACTION PLAN Mathematics—Middle School

Strategies/Activities to achieve Objectives: Curriculum, Instruction and Assessment Practices that Support Rigorous Teaching and Learning Targeted Students Person(s) e l b

i Responsible for Resources . Objective Strategy/Activity g Start End Estimated i l

Outcomes/Evidence D Reporting for Sources of L E

Number (include Professional Development) E Date Date Cost(s) L

. Monitoring Funding – E

S Implementation e l t i T

21 Sample Middle School ACTION PLAN English/Language Arts—Middle School

Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines. Review the LEA and AYP goals below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually. FOR SCHOOLS IN PROGRAM IMPROVEMENT: Objectives must address the specific academic needs of the subgroup that failed to meet the AYP Goals.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting LEA and AYP Goals.

LEA Goal: AYP Goal:  All students will reach high standards, at a minimum attaining  For 2005-06 through 2006-07 the percentage of students scoring proficiency or better in reading by 2013-14. proficient or above on the California Standards Tests and the  All students will graduate from high school. California Alternate Performance Assessment in English/Language Modified Consent Decree Goal: Arts will equal or exceed 24.4%.  The percentage of students with disabilities in grades 2 – 11  The school will achieve a 95% participation rate for all state participating in the CST whose scores place them in the assessments. combined rankings of Basic, Proficient, and Advanced will AMAO Goal: increase to at least 27%.  70%+ of English learners will score in the appropriate performance range on the CST for English/Language Arts according to the District Progress Benchmarks for English Learners.

Analysis of Educational Practice Key Findings: Objectives: Identify two or three Key Findings in priority order to achieve identified Develop two to three Objectives that address the Key Findings and will be the Goals. focus for instructional improvement. Number the Objectives for alignment with column one on the following page.

ACTION PLAN English/Language Arts—Middle School

i Responsible for Resources . Objective Strategy/Activity g Start End Estimated i l

Outcomes/Evidence D Reporting for Sources of L E

. Monitoring Funding – E

23 Sample Middle School ACTION PLAN English Language Development—Middle School

Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AMAO (Annual Measurable Achievement Objectives) guidelines. Review the LEA and AMAO goals below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting LEA and AMAO Goals.

LEA Goal: AMAO Goal:  All English learners will become proficient in English within 5-6  70%+ of English learners will progress one ELD level per year. years of instruction.  70%+ of English learners will score an overall ELD level of 4 or 5 on the CELDT after 4-5 years of ELD instruction.

Analysis of Educational Practice Key Findings: Objectives: Identify two or three Key Findings in priority order to achieve identified Goals. Develop two to three Objectives that address the Key Findings and will be the focus for instructional improvement. Number the Objectives for alignment with column one on the following page.

ACTION PLAN English Language Development—Middle School

Strategies/Activities to achieve Objectives: Curriculum, Instruction and Assessment Practices that Support Rigorous Teaching and Learning

Person(s) Strategy/Activity Objective Responsible for Start End Estimated Resources (include Professional Outcomes/Evidence Reporting for Number Date Date Cost(s) Sources of Funding Development) Monitoring Implementation

25 Sample Middle School ACTION PLAN Least Restrictive Environment (LRE)—Middle School

The Modified Consent Decree (MCD) requires MCD/LRE goals from every K – 12 comprehensive school. The MCD Goal has been provided as a targets for guiding the actions and resources to improve student achievement in accordance with the MCD. Review the MCD/LRE goal below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually.

Schools are to use the District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting the MCD/LRE Goal.

District’s Overall MCD/LRE Goal to exit MCD:  73% of students with SLD or SLI and 52% of students with all other disabilities will participate in general education classrooms for 40% or more of their day by June 2006.

Analysis of Educational Practice Key Findings: Objectives: Identify two or three Key Findings in priority order to achieve identified Goal. Develop two to three Objectives that address the Key Findings and will be the focus for instructional improvement. Number the Objectives for alignment with column one on the following page.

ACTION PLAN Least Restrictive Environment (LRE)—Middle School

Strategies/Activities to achieve Objectives: Curriculum, Instruction and Assessment Practices that Support Rigorous Teaching and Learning Person(s) Responsible for Objective Strategy/Activity Start End Estimated Resources Outcomes/Evidence Reporting for Number (include Professional Development) Date Date Cost(s) Sources of Funding Monitoring Implementation

27 Sample Middle School ACTION PLAN Partnerships, Support Services and Organization—Middle School

Having identified your schools’ major Goal(s) for improving School, Family and Community Partnerships on the Analysis page, prioritize Objective(s) below. Additionally review “Conclusions from Student and Staff Data Analysis” and “Governance, Leadership, and School Organization” pages and, if necessary, develop Objective(s). These are actions that will be the focus for instructional improvement and should be reviewed annually.

School, Family and Community Partnerships Goal: Student and Staff Data Goals: School Organization Goal:  All schools will have effective school, family  All students will receive instruction  All schools will be organized to support the community partnerships. from staff who is NCLB compliant. academic needs of students.  All schools will have effective support structures to address student needs that impact learning.

Objectives: Develop two to three Objectives that address the Goals and will be the focus for instructional improvement. Number the Objectives for alignment with column one on the following page.

ACTION PLAN Partnerships, Support Services and Organization—Middle School

i Responsible Resources . Objective Strategy/Activity g Start End Estimated i l

Outcomes/Evidence D for Reporting Sources of L E

. for Monitoring Funding – E

29 Sample Middle School SECTION VI: COMPLIANCE ITEMS COMPLIANCE ITEMS FOR GIFTED AND TALENTED EDUCATION

Directions: Schools are to check if they are “compliant” for the following items. For those items in progress or not “compliant”, schools must determine “Actions to Achieve Compliance.”

GATE Compliant Actions to Achieve Compliance Evidence that the school GATE plan is articulated with the general education program, includes an intellectual component with objectives that meet or exceed state academic content standards and aligns with the available resources of the school, staff, parents and community. Evidence that the school GATE plan insures all children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background, and/or disabilities and the diversity of the district’s student population is increasingly reflected in the district GATE population. Evidence that the school GATE plan for differentiated instruction addresses the needs of gifted students to meet and exceed state core curriculum and standards. Evidence exists that teachers, parents, administrators and counselors are provided with information and training regarding the characteristics of gifted learners and their related social and emotional development. Documentation exists that professional development opportunities related to gifted learners are provided on a regular basis. Documentation exists that parents are informed of the District’s criteria and procedures for identifying gifted and talented students as well as the program options and learning opportunities. Evidence exists that parents are involved in planning and evaluation of the program. Evidence exists that all components of the program are periodically reviewed by individuals knowledgeable about gifted learners and the results are used for continuing program development. Evidence exists that the school GATE budget is directly related to the GATE program objectives with appropriate allocations.

COMPLIANCE ITEMS FOR ECONOMIC IMPACT AID - STATE ENGLISH LEARNER PROGRAMS (EIA-LEP) K-12 ENGLISH LANGUAGE DEVELOPMENT

ENGLISH LANGUAGE DEVELOPMENT Compliant Actions to Achieve Compliance All students with HLS indicating a language other than English are tested with the initial CELDT within 30 school days. All ELs are tested annually using the CELDT. Classrooms are organized to assure that English Learners are grouped together by 1 or 2 consecutive ESL level(s) to facilitate differentiated ELD instruction. All teachers with ELs provide rigorous standards-based ELD instruction differentiated by proficiency level on a daily basis (2 periods). ELD standards/COM (Communication Observation Matrix) goals are listed on IEPs of ELs receiving Special Education services. All teachers of ELs have appropriate state-approved texts/materials for ELD instruction. Secondary: High Point Supplemental ELD materials are standards-based to support core ELD instruction. Each teacher uses appropriate grade span and ELD level ELD Portfolios to collect assessment data and determine progress report marks for each grading period. Professional development is provided during in-service/grade level/department/faculty meetings and/or professional development days to teachers & paraprofessionals based on the ELD standards, curriculum, assessment, and identified student and staff needs. Teachers of ELs are appropriately authorized to teach ELD and teachers-in-training on interim assignment are enrolled in course work leading to an appropriate authorization. Time is scheduled for staff to analyze CELDT progress data, ELD portfolio contents and ELD instructional materials to inform ELD program improvement plans, identify staff training needs, and align student needs to appropriate intervention services.

31 Sample Middle School COMPLIANCE ITEMS FOR ECONOMIC IMPACT AID - STATE ENGLISH LEARNER PROGRAMS (EIA-LEP) K-12 ACCESS TO GRADE LEVEL CONTENT

ACCESS TO GRADE LEVEL SUBJECT AREAS (e.g., ELA AND MATH) Compliant Actions to Achieve Compliance All ELs are tested with the CST ELA and CST Math to determine progress toward mastery of grade level content standards in English. ELs in bilingual alternate programs are tested in the language of primary language (L1) grade level instruction (e.g., Spanish, Korean) Classrooms are organized to assure that English Learners are grouped together by 1 or 2 consecutive ELD level(s) to facilitate differentiated ELA and Math instruction. All SEI teachers with ELs provide rigorous standards-based grade level instruction differentiated by ELD level using Content-Based-ELD, SDAIE, and/or L1 Support Methodologies. All Basic Bilingual/Dual Language (DL) teachers provide rigorous standards-based grade level instruction using appropriate L1 Instruction and SDAIE methodologies. Grade level content standards and appropriate CB-ELD, SDAIE, or L1 Instruction/Support Methodologies are listed on IEPs of ELs receiving Special Education services. All teachers of ELs have appropriate state-approved, standards-based grade level textbooks and materials. Supplemental materials support academic needs of ELs differentiated by ELD level. Basic Bilingual/DL teachers use state-approved primary language textbooks and materials. All teachers of ELs assess mastery of grade level content standards using appropriate district approved assessments incorporating appropriate SDAIE & L1 accommodations to ensure students communicate what they have learned with minimal linguistic interference. Professional development opportunities to support grade level curriculum, instruction and assessment integrate CB-ELD, SDAIE, and L1 Instruction/Support methodologies for ELs All teachers of ELs are appropriately authorized to use CB-ELD, SDAIE, and L1 Instruction/Support methodologies. Teachers-in-training are enrolled in B/CLAD courses. Time is scheduled for staff to analyze CST progress data, evaluate grade level assessment data, modify grade level lesson using CB-ELD, SDAIE, and/or L1 methods, identify staff training needs, and align student needs to appropriate intervention services. SEI students failing to meet district’s reasonable grade level benchmarks for ELA and/or Math receive additional ELD intervention services. ELs enrolled in bilingual alternative programs failing to meet grade level ELA and/or Math standards in their primary language (L1) receive additional L1 grade level intervention services.

32 Sample Middle School COMPLIANCE ITEMS FOR LEAST RESTRICTIVE ENVIRONMENT (LRE)

LEAST RESTRICTIVE ENVIRONMENT Compliant Actions to Achieve Compliance Evidence exists of a collaborative team to create opportunities for students with disabilities to be educated in the least restrictive environments. A plan is available for educating students with disabilities in the least restrictive environment. A systematic set of school procedures to ensure student access to extra curricular activities is evident. Documentation exists verifying procedures for involving parents of students with disabilities in the education decision-making of their child. A system is in place for reviewing and monitoring IEP progress to support the movement of students with disabilities into less restrictive environments and increase their interactions with nondisabled peers. Evidence is available of an inventory of supplementary aids and supports. The school should consider the need for the following: (a) physical and environmental supports in the classroom; (b) materials needed for instructional support; (c) multi-media materials; (d) social supports; and (e) related services. Documentation exists of an intervention process being in place for students demonstrating early signs of academic, social or behavioral difficulty that may lead to referral and placement in a special education program. A description is available about how the Student Success Team is used to support students at risk of being considered for more restrictive environment. The prior year’s site plan has been reviewed to identify success in implementing the least restrictive environment plan.

33 Sample Middle School COMPLIANCE ITEMS FOR TITLE I, ECONOMIC IMPACT AID-STATE COMPENSATORY EDUCATION (EIA-SCE) Directions: Schools are to check if they are “compliant” for the following items. For those items in progress or not “compliant”, schools must determine “Actions to Achieve Compliance.” Schools are to check compliance for items 2-7. CATEGORICAL (TARGETED ASSISTANCE SCHOOLS) 1. Based on the analysis of student achievement data, conclusions from student and staff data, and responses from the parent and community involvement section, describe how Title I and EIA-SCE categorical funds will be used to provide additional support services to help identified at risk students meet the state content standards.

Compliant Actions to Achieve Compliance 2. Documentation exists verifying that parents have been informed about the school’s Title I program at an annual meeting. 3. Documentation exists verifying the broad involvement of staff and parents in the development of program improvements. 4. Proposed expenditures are clearly related to the purposes of their funding source and are necessary for the implementation of planned activities. 5. Minutes of School Site Council (SSC) meetings are on file to verify that the SSC updates the school plan annually with proposed related expenditures. 6. Evidence exists that advisory committees provided suggestions and modifications in the development of the school site plan. 7. Based on parent input, training is provided so parents can effectively participate in planned improvements to the instructional program.

34 Sample Middle School TITLE I TARGETED ASSISTANCE SCHOOLS COMPONENTS FOR IMPLEMENTATION

1. Describe how the school ensures that plans for services provided to identified Title I students are incorporated into existing school planning and programs.

2. Describe how the school provides increased learning time to identified at risk students outside the school day.

3. Describe how the school coordinates with and supports the regular education program. (Include Title I personnel and supplemental resources.)

4. Explain how the school coordinates and integrates its Title I resources with other federal, state and local services and programs.

COMPLIANCE ITEMS FOR TITLE I, ECONOMIC IMPACT AID-STATE COMPENSATORY EDUCATION (EIA-SCE)

Directions: Schools are to check if they are “compliant” for the following items. For those items in progress or not “compliant”, schools must determine “Actions to Achieve Compliance.” Schools are to check for compliance for items 2-7.

CATEGORICAL (SCHOOLWIDE PROGRAM SCHOOLS) 1. Based on the analysis of student achievement data, conclusions from student and staff data, and responses from the parent and community involvement section, describe how categorical funds will be used to provide services and support to help underperforming students meet the state content standards.

Compliant Actions to Achieve Compliance 2. Documentation exists verifying that parents have been informed about the school’s Title I Schoolwide Program at an annual meeting. 3. Proposed expenditures are clearly related to the purposes of their funding source and are necessary for the implementation of planned activities. 4. Documentation exists verifying the broad involvement of staff and parents in the development of program improvements. 5. Minutes of School Site Council (SSC) meetings are on file to verify that the SSC updates the school plan annually with proposed related expenditures. 6. Evidence exists that advisory committees provided suggestions and modifications in the development of the school site plan. 7. Based on parent input, training is provided so parents can effectively participate in planned improvements to the instructional program.

36 Sample Middle School COMPLIANCE ITEMS FOR 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.

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

3. Description of strategies used by the District to attract high-quality, highly qualified teachers to high need schools includes recruitment locally, nationally, and internationally to ensure that core academic subject areas are staffed with high caliber teachers. To assist in this effort, LAUSD employs a marketing firm to develop advertising and outreach to targeted audiences. The district offers over 1,000 early entry contracts to outstanding credentialed teachers to secure them for employment. The district also utilizes UCLA’s Center X Program and Teach For America students, all of who are credentialed or interns and committed to inner city schools. LAUSD also provides a rigorous test preparation program for the limited number of provisional teachers (1.9% of the total teaching force) to assist them in meeting the subject matter requirement for highly qualified teachers. Finally, LAUSD is the only school district in the nation to use the Virtual Resume System, a web based software program that enables Program Improvement Year 4 and Year 5 schools and schools in deciles 1 – 3 first priority to fully credentialed teachers.

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

37 Sample Middle School COMPLIANCE ITEMS FOR SCHOOL AND LIBRARY IMPROVEMENT (SLI)

Directions: Schools are to check if they are “compliant” for the following items. For those items in progress or not “compliant”, schools must determine “Actions to Achieve Compliance.” Schools are to check for compliance for items 2-6.

CATEGORICAL (SCHOOL AND LIBRARY IMPROVEMENT SCHOOLS) 1. Based on the analysis of student achievement data, conclusions from student and staff data, and responses from the parent and community involvement section, describe how School and Library Improvement (SLI) categorical funds will be used to provide services and support to help underperforming students meet the state content standards.

Compliant Actions to Achieve Compliance 2. Documentation exists verifying the broad involvement of staff and parents in the development of program improvements. 3. Proposed expenditures are clearly related to the purposes of their funding source and are necessary for the implementation of planned activities. 4. Minutes of School Site Council (SSC) meetings are on file to verify that the SSC updates the school plan annually included proposed related expenditures. 5. Evidence exists that advisory committees provided suggestions and modifications in the development of the school site plan. 6. Based on parent input, training is provided so parents can effectively participate in planned improvements to the instructional program.

COMPLIANCE ITEMS FOR TITLE IV, SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE) Directions: Schools are to check if they are “compliant” for the following items. For those items in progress or not “compliant”, schools must determine “Actions to Achieve Compliance.”

SDFSC & TUPE Compliant Actions to Achieve Compliance Evidence exists that scientific, research-based, State approved programs are implemented with fidelity in the classroom and school site to reduce violence, illegal drug use, and tobacco use. Documentation exists verifying that staff development opportunities are offered to individuals who implement the scientific research-based, State approved programs addressing alcohol, drug, and tobacco use and violence prevention and intervention. Evidence exists that intervention strategies are used after a student is identified as “at risk” because of his/her use or possession of alcohol, drugs, or tobacco or because of violent behavior. Documentation exists verifying parental notification of prevention, intervention, and cessation services for their students. Evidence exists that services are available to pregnant minors and minor parents about tobacco- use prevention and cessation. Evidence exists that intentional positive youth development and asset building strategies and activities have been implemented at the school site. Signs prohibiting tobacco use are posted. Documentation exists verifying that staff received Bulletin No. Z-73 (Preventive Measures and Mandatory Procedures for Students Who Violate Laws Regarding Drugs, Alcohol, and Tobacco) and Bulletin No. Z-66 (Compliance on Services for Pregnant Minors and Parenting Minors). Proposed TUPE expenditures are clearly related to the four TUPE Essential Topics and necessary to meet compliance of the TUPE grant.

SECTION VII: MONITORING

A comprehensive and multi-level monitoring process will assist the school and the Local District in evaluating the implementation of “Action Plans” and inform future practice. Required monitoring includes the following: 1. The School Site Council (SSC) has the responsibility to monitor the overall progress of the Single Plan for Student Achievement. 2. The school and the Local District will participate collaboratively in monitoring, evaluating and reporting results. 3. Information about and access to the Single Plan for Student Achievement will be provided to school staff, councils and committees to ensure successful implementation and to assist in the ongoing monitoring and, when necessary, modification process.

Directions: Provide a succinct description of how the school will monitor the “Action Plans” and include members of the monitoring committee, frequency of the meetings and the process for reporting the committee’s findings with stakeholder groups.

Description of School Monitoring Process Members of (Include monitoring of “Action Plan” activities by assessing “Evidence of Process for Timeline Monitoring Team Progress”. Additionally, include a schedule of sessions for: (a) analyzing data Reporting Results (Frequency) from the District’s “Diagnostic Periodic Assessments” and (b) examining Reporting to SSC student work samples in order to inform future instruction/learning.)

Description of Local District Monitoring Process (An attachment may be provided by the Local District which includes analysis of “Evidence of Progress”, alignment of appropriate textbooks/supplementary Members of Process for Timeline materials, and use of diagnostic periodic assessments to inform instruction and improve academic achievement. The Superintendent has delegated Monitoring Team Reporting Results (Frequency) authority to the Local Districts to closely monitor the academic program and related expenditures in all Program Improvement schools.)

SECTION VIII: BUDGET

Insert

Budget Pages found at:

www.lausd.k12.ca.us/lausd/office/instruct/sfp

Categorical Funding Allocated to School

Budget Justifications

SECTION IX: ATTACHMENTS Directions: As appropriate, schools are to attach materials which could include the following:

 School Accountability Report Card (SARC) Section 1111 of NCLB requires that parents receive district and school-level report cards that include information regarding school identified for program improvement and a comparison of the achievement of district students on statewide assessments with other students in the state. This document can be downloaded from the LAUSD or California Department of Education websites. Please refer to http://www.lausd.net. This will not be a current year document.

 Small School Learning Community Plan As secondary schools complete the small learning community plan process, please attach a copy of your plan in the SPSA.

 Parents Right to Know Letter Section 1111 of NCLB requires that parents of students attending Title 1 schools be notified of their right to request and receive timely information on the professional qualifications of their children’s classroom teachers. Please refer to Reference Guide 1408 dated February 14, 2005 for detailed information and sample response letters. The LAUSD Parent/Student Handbook also contains information on parental rights.

 GATE Plan Attach your school’s “Gifted and Talented Education Plan”.

 SBM/LEARN Governance Plan and/or Waivers Schools not in the plan writing cycle must write a “Governance Plan” to be attached to the SPSA and submit for approval by May 15th. Waiver requests will be reviewed and approved by the Local District.

 Grants Attach plans for any grants received by the school.

 Academic Performance Survey (APS) If your school had a School Assessment and Intervention Team (SAIT) audit, attach the APS, including corrective actions.