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(Rev 3-07) California Department of Education School and District Accountability Division (CDE use only) Application # No Child Left Behind Act of 2001 SINGLE SCHOOL DISTRICT PLAN

To meet the requirements of the Local Educational Agency Plan and Single Plan for Student Achievement mail original* and two copies to: California Department of Education School and District Accountability Division 1430 N Street, Suite 6208 Sacramento, California 95814-5901

(*subsequent amendments are approved by local board and kept on file; do not submit to CDE)

SSD Plan Information:

Name of Local Educational Agency (LEA): Alliance Judy Ivie Burton Technology Academy High School

County/District Code: 19 64733 0108894

Dates of Plan Duration: 10/1/2016 – 7/1/2021

Date of Local Governing Board Approval: 9/30/2016

District Superintendent (Principal): Rogelio Sanchez Jr.

Address: 10101 S. Broadway Ave

City: Los Angeles Zip code: 90003

Phone: 323-920-6125 Fax: 323-920-6950

Signatures (Signatures must be original. Please use blue ink.)

The superintendent and governing board of the LEA submitting the application sign on behalf of all participants included in the preparation of the plan.

Rogelio Sanchez Jr.

Printed or typed name of Superintendent Date Signature of Superintendent (Principal) (Principal)

Dale Okuno

Printed or typed name of Board President Date Signature of Board President

1 TABLE OF CONTENTS

TOPIC PAGE

Part I – Background and Overview

Planning Checklist for SSD Plan Development……………………………..………... ……..5

Federal and State Programs Checklist………………………………...……..………………6

District Budget for Federal Programs……………..……..……………………...…………....7

District Budget for State Programs………………………………………………..…………..8

Part II – The Plan

Needs Assessments……………………………………………………..…………...……….10 Academic Achievement Professional Development and Hiring School Safety

Descriptions – Program Planning……………………………………….……...……………11

District Profile……………………………..……………………………….…….. …………….12

Local Measures of Student Performance……………….………….…………..…….…..… 13

Performance Goal 1A………………………………………...………….. …………………...15

Performance Goal 1B…………………………………………………………..……………..21

Performance Goal 2……………………………………………..…….…….…….…….……27

Performance Goal 3………………………………………………………….……………….33

Performance Goal 5………………………………………………………….……….………42

Additional Mandatory Title I Descriptions…………………………….………………….....45

2 Part III – Assurances and Attachments

Title I Budget Summary ………………………………………………………………….…51

Assurances………………………………………………………………………………….…56

Signatures………………….………………….………………………………….…………...64

School Site Council Recommendations and Assurances……………..…………………65

3 Part I Overview

Single School District Plan Planning Checklist

Federal and State Programs Checklist

District Budget for Federal and State Programs

4 PLANNING CHECKLIST FOR SSD PLAN DEVELOPMENT (Optional)

 SSD Plan – Comprehensive Planning Process Steps

 1. Measure effectiveness of current improvement strategies X

 2. Seek input from staff, advisory committees, and community X members

 3. Develop or revise performance goals X

 4. Revise improvement strategies and expenditures X

 5. Local governing board approval X

 6. Monitor Implementation X

5 FEDERAL AND STATE PROGRAMS CHECKLIST

Check (√) all applicable programs operated by the LEA. In the “other” category, list any additional programs that are reflected in this Plan.

Federal Programs State Programs Economic Impact Aid (EIA) – State Title I, Part A √ Compensatory Education Title I, Part B, Even Start EIA – Limited English Proficient

Title I, Part C, Migrant Education After-School Education and Safety Programs

Title I, Part D, Neglected/Delinquent School and Library Improvement Block Grant Title II, Part A, Subpart 2, Improving √ Child Development Programs Teacher Quality Title II, Part D, Enhancing Education Educational Equity Through Technology Title III, Limited English Proficient Gifted and Talented Education

Title III, Immigrants High Priority Schools Grant Program Title IV, Part A, Safe and Drug-Free Tobacco Use Prevention Education (Prop 99) Schools and Communities Title V, Part A, Innovative Programs – Immediate Intervention/ Under performing Parental Choice Schools Program School Safety and Violence Prevention Act Adult Education (AB1113, AB 658) Career Technical Education Healthy Start Dropout Prevention and Recovery Act: McKinney-Vento Homeless Education School Based Pupil Motivation and √ Maintenance Program (SB 65) Individuals with Disabilities Education Act English Language Acquisition Program √ (IDEA), Special Education 21st Century Community Learning Centers Community Based English Tutoring

Other (describe): Art/Music Block Grant

Other (describe): School Gardens

Other (describe): Other (describe):

Other (describe): Other (describe):

6 DISTRICT BUDGET FOR FEDERAL PROGRAMS

Please complete the following table with information for your district.

Prior Year Current Year Current Year Current Year Programs District District Direct Services Direct Services Carryovers Entitlements to Students to Students at School at School Sites ($) Sites (%) $240,686 $240,686 100% Title I, Part A

Title I, Part B, Even Start

Title I, Part C, Migrant Education

Title I, Part D, Neglected/Delinquent $3,023 $3,023 N/A Title II Part A, Subpart 2, Improving Teacher Quality

Title II, Part D, Enhancing Education Through Technology

Title III, Limited English Proficient

Title III, Immigrants

Title IV, Part A, Safe and Drug-free Schools and Communities

Title V, Part A, Innovative Programs – Parental Choice

Adult Education

Career Technical Education $2,407 $2,407 100% McKinney-Vento Homeless Education $109,440 $109,440 N/A IDEA, Special Education

21st Century Community Learning Centers Other (describe)

TOTAL $355,556 $355,556 100%

7 DISTRICT BUDGET FOR STATE PROGRAMS

Please complete the following table with information for your district.

Prior Year Current Year Current Year Current Year Categories District District Direct Services Direct Services Carryovers Entitlements to Students to Students at School at School Sites ($) Sites (%)

EIA – State Compensatory Education

EIA – Limited English Proficient

School and Library Improvement Block Grant

After School Education and Safety Program

Child Development Programs

Educational Equity

Gifted and Talented Education

Tobacco Use Prevention Education – (Prop. 99)

High Priority Schools Grant Program (HPSG)

School Safety and Violence Prevention Act (AB 1113)

Healthy Start

Dropout Prevention and Recovery Act: School-based Pupil Motivation and Maintenance Program (SB 65) English Language Acquisition Program Community Based English Tutoring

Other (describe)

TOTAL

N/A

8 Part II The Plan

Needs Assessments Academic Achievement Professional Development and Hiring School Safety

Descriptions – Program Planning

District Profile

Local Measures of Student Performance

Performance Goal 1

Performance Goal 2

Performance Goal 3

Performance Goal 4

Performance Goal 5

Additional Mandatory Title I Descriptions

9 Needs Assessment

Academic Performance The school looked at multiple measures of student performance in order to complete its needs assessment.

CAASPP Scores  Overall scores in both CAASPP Math and ELA have improved. However, in ELA, Reading scores were mixed. Fewer students exceeded the standard (21.5% in 2016 versus 26.1% in 2015). In Math, scores improved across all claims but performance is still lagging behind ELA performance.

Lexile Scores  ELs and SWDs are still not meeting end of year Lexile targets  There is slowed Lexile growth in the 11th grade

ACT Aspire In Need of Support in Overall Reading on ACT Aspire  46% of Freshmen  55% of Sophomores  73% of Juniors This is far higher than the number of students shown as “in need of support” in Overall Writing.

CELDT (2015-16)  Reading is the lowest scoring CELDT domain in the 9th, 10th, and 11th grades. The highest is Speaking in all grade levels.  Most students who fail to reclassify have difficulty meeting our Lexile benchmark not in CELDT performance.

Other data points:  Attendance Rate - 98%  Reclassification Rate - 16%  Graduation rate - 99%  Suspensions/Expulsions -0

Teacher Quality

 Teachers are all highly qualified and teaching in the subject which they are credentialed in.

10 Descriptions – Program Planning

Alliance Judy Ivie Burton Technology Academy High School has engaged in a structured process for developing this plan. The staff conducts an annual self-reflective data Inquiry cycle in which the integration of the WASC Plan, the LCAP and the Single Plan is a high priority. Determining how federal Title 1 funds could better support the student success was a key part of the planning for the SSD.

Included in the planning for the SSD: - Staff - Burton Tech Leadership Team - EL Parent Committee - School Site Council

Participants reviewed both state and local assessment results and determined which actions currently being implemented have had the desired impact.

Various members of the staff, including assistant principals and EL coordinator were involved in writing the SSD. Careful attention was given to ensure the WASC and LCAP were aligned to this plan.

Data needs strongly suggest that the school focus its resources on improving literacy, supporting English Learners more and improving core math skills. The actions presented in the plan work towards these ends.

As a result of our needs assessment, we have hired an English Learner Teacher Specialist who only works with ELs, leads regular staff development on integrated ELD standard implementation and who more precisely manages caseloads of EL students. This position ensures English learners are properly placed in ELD courses, support and intervention classes, assists and monitors students through the reclassification process and ensures students are monitored following reclassification.

Additionally, we have hired an administrative staff member who will manage wrap- around services for struggling learners to ensure that none of Burton Tech’s students fall through the cracks.

We have also identified a need to implement a powerful intervention curriculum for our 9th graders to ensure that their content gaps (in English and Math) are addressed early.

These actions and others detailed in this plan will be regularly monitored to help them succeed and to measure their effectiveness.

11 District Profile

In the space below, please provide a brief narrative description of your district. Include your district’s vision/mission statement and any additional information about the make- up of your district, including grade levels and demographics of students served, in order to provide background and a rationale for the descriptions included in the SSD Plan.

Alliance Judy Ivie Burton Technology Academy High School (Burton Tech) serves the community of South Los Angeles. We offer grades 9-12 and work tirelessly to help ensure that students leave our doors “College-Ready.”

Our students are primarily from Hispanic (97%) and low-income (90% of our students classified as Free and Reduced Lunch) households.

The school is located in a part of South Los Angeles that has high poverty and a high crime rate. According to the US government’s 2014 American Community Survey, families in our area earn 46% less than Los Angeles County at large. Using the LA Times crime mapping, we see that the immediate area around the school averages 9.2 crimes per 10,000 people. This is much higher than the average for LA County (5.8).

Mission The mission of Burton Tech is to operate a small high performance school that prepares all students to graduate and prepares all students to enter and succeed in college. Moreover, we strive to ensure that each Burton Tech student will develop resilient character and strong critical thinking and collaborative skills necessary to become socially responsible, globally minded citizens who are an integral part of their local, national and international communities

Vision The vision of Burton Tech is to provide a highly accountable model of innovation with highly effective teachers guided by core principles that are based on what research has shown to be best educational practices, and to serve as a research and development model for the District and other public schools. Burton Tech will consistently demonstrate student readiness for success in college with: a high success rate in student proficiency on state content/common core standards; 80-100 percent success rate in passing high school exit exams; dramatically reducing the dropout rate to less than 10 percent; and achieving a 80-100 percent success rate of students enrolled for at least four years who will graduate ready to successfully enter college.

12 Local Measures of Student Performance (other than State-level assessments)

Per NCLB Section 1112 regarding Local Educational Agency Plans, each LEA must provide the following descriptions in its Plan:

A description of high-quality student academic assessments, if any, that are in addition to the academic assessments described in the State Plan under section 1111(b) (3), that the local educational agency and schools served under this part will use to:

a) determine the success of students in meeting the State student academic achievement standards and provide information to teachers, parents, and students on the progress being made toward meeting student academic achievement standards;

b) assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving students to meet State student achievement academic standards and do well in the local curriculum;

c) determine what revisions are needed to projects under this part so that such children meet the State student academic achievement standards; and

d) identify effectively students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments.

If the SSD uses such assessments in addition to State Academic assessments, please provide a succinct description below, and indicate grade levels and students served with such assessments.

Also, please describe any other indicators that will be used in addition to the academic indicators described in Section 1111 for the uses described in that Section.

Alliance Judy Ivie Burton Technology Academy High School administers local assessments throughout the year. Assessments are used to plan instruction and to determine the needs for flexible small group instruction. The staff also uses the results from these assessments to identify, which students will receive after school and summer school additional instruction and tutoring. Results are also used to determine if students are academically successful and ready to transition out of intervention programs. End of course assessments are administered which indicate successful completion of courses. Teachers routinely collaborate with each other across department and grade levels by reviewing and analyszing data from local assessments. Although many of these assessments focus on ELA achievement, staff is aware that there is a need for common local assessments in math. The following is the school’s testing calendar.

13 ALLIANCE TESTING CALENDAR, 2016-17

FALL SEMESTER SPRING SEMESTER August January 8/15-8/19 Lexile (Pre Test) 1/17-1/31 CAASPP ICA (10, 11) September February 9/27 ACT (11, 12) 2/1 Physical Fitness Testing Begins (9)

2/13-2/24 Interim 2 (Literacy, Math and Science) October March 10/31 CELDT (end of window) 3/27-3/31 Interim 3 (Literacy, Math)

November April 11/7-11/16 Interim Assessments in 4/18-4/24 ACT Aspire Literacy, Math and Science) 4/19 ACT (11)

4/20-4/28 Tentative CST Science (10) December May & June 12/5-12/16 Finals at school sites 5/1-5/12 AP Exams

12/5-12/16 Lexile (Interim) 5/8-6/2 CAASPP

5/22-6/2 Lexile (Post)

5/31 Physical Fitness Testing Ends

5/30-6/8 Finals at school sites

14 Performance Goal 1A: All students will reach high standards, at a minimum, attaining proficiency or better in reading by 2013-2014. SCHOOL GOAL # 1 (Should be specific, measurable, and based on conclusions from Analysis of Program Components and Student Data pages)

60% of students will meet or exceed the standard on the California Assessment of Student Performance and Progress (CAASPP) in English Language Arts. This goal mirrors one of our LCAP goals (to move proficiency rates toward the top quartile of schools in the state).

Student groups and grade levels to participate in this goal: Anticipated annual performance growth for each group:  All Students  CAASPP ELA: 60% (All), 10% (ELs), 20% (SWD), 60% (FRL)  English Learners  Economically Disadvantaged  Students with Disabilities Means of evaluating progress toward this goal: Data to be collected to measure academic gains:  Teachers and administrators will meet to analyze CAASPP data  CAASPP ELA performance data (and data from other local assessments) to develop instructional  Lexile performance data goals for the year.  ACT-Aspire (ELA portion) performance data

 CAASPP interim assessment performance data  AP Passage Rates  SAT and ACT scores

Planned Improvement in Student Performance in Reading -

Description of specific actions to improve student Persons Involved achievement in Reading and reach the goals stated and Related Expenditures Estimated Cost Funding Source above for the SSD and each applicable student Timeline subgroup: 1. Alignment of instruction with content standards: Administration; Consultant Fees $3,023 Title II  PD to be provided on Reading Strategies Alliance Support; (also in goal 2  Walkthroughs conducted bimonthly to ensure Consultants and other parts implementation of said strategies  Continue to improve implementation of Common Core Timeline: CC of plan) Instruction (located in Goal 2 of our LCAP) implementation to being at start; PD beginning in December 15 2. Use of standards-aligned instructional materials and Administration; Textbooks and Part of $40,000 LCFF strategies: ELA Teachers Materials textbook  Purchase and Implement standards aligned ELA Timeline: from budget curriculum for grades 9-11. Materials to include both Core and support materials to address needs to start of year subgroups.

 Continue to use ERWC and/or AP ELA curriculum for Administration; None all 12th grade students ELA Teachers Timeline: from start of year LCFF  AP study workbooks purchased and distributed to Administration Workbooks Part of $40,000 serve as an additional aid for Advanced Placement students . Timeline: from textbook start of year budget 3. Extended learning time: Administration; Teacher Salaries Part of $89,448 LCFF  Summer School Offerings ELA Teachers summer school Supplemental Timeline: staff budget Summer ‘16

 Online Credit Recovery Administration Service $7,500 LCFF Timeline: from Supplemental start of year

Administration; Teacher Salaries Part of $31,900 LCFF After School Tutoring  ELA Teachers tutoring budget Supplemental Timeline: 5 weeks after start

Administration; Teacher Salaries Part of $9,600 LCFF  AP Preparedness Program (located in Goal 2 of our ELA Teachers for all AP Supplemental LCAP); includes after school tutoring and weekend

16 institutes for ELA AP students Timeline: starting Teachers in Winter

 AP Summer Bridge (located in Goal 2 of our LCAP) Administration; Teacher Salaries Part of $89,448 LCFF ELA Teachers summer school Supplemental Timeline: staff budget Summer ‘16

4. Increased access to technology: Technology Tech Specialist’s $49,172 LCFF  Maintain computing devices (located in Goal 6 of our Specialist Salary and Benefits LCAP) Timeline: from start of year

 Computer Lab maintained afterschool Afterschool Contract with Service Part of Providers Provider $109,000 Timeline: from expense start of year

 If there is a need, computers may be loaned to Technology students who do not have devices at home. Specialist 5. Staff development and professional collaboration aligned Administration; None with standards-based instructional materials: Teachers  Provide staff with opportunities during their common Timeline: from preps or during PD time to collaborate in grade level standards or data. start of year

 Instructional Leadership and Coaching (located in Goal 2 of our LCAP) 6. Involvement of staff, parents, and community (including Administration Parent Liaison Salary $21,806 LCFF notification procedures, parent outreach, and Timeline: from interpretation of student assessment results to parents): start of year  Maintain Parent Liaison (located in Goal 4 of our

17 LCAP) No additional cost Parent Liaison;  Run ELA workshops Teacher Timeline: 5 No additional cost weeks after start

Parent Liaison;  Run student performance workshops (to look at data). Administration Timeline: starting in Winter 7. Auxiliary services for students and parents (including Administration; Salary Part of LCFF transition from preschool, elementary, or middle school): Teachers $89,448 Supplemental  Transitional Summer Bridge Timeline: summer Summer ‘16 school staff budget 8. Monitoring program effectiveness: Administration; No additional cost  Regular Data Inquiry Cycle done as a whole staff Teachers (Alliance fee) Timeline: 5 LCFF weeks after start

 Teacher evaluation and coaching system embedded Administration No additional cost LCFF in our process; include walkthroughs Timeline: 5 (Alliance fee) weeks after start

18 9. Targeting services and programs to lowest-performing Part of student groups: Administration Teacher salaries $89,448 LCFF  Summer School Offerings Timeline: from summer Supplemental Summer ‘16 school staff budget

LCFF Administration Service $7,500  Online Credit Recovery Supplemental Timeline: from start of year

Part of LCFF Administration Teacher salaries $31,900  After School Tutoring Supplemental Timeline: 5 tutoring weeks from the budget start

 Maintaining an administrator who specifically provide Administrator $113,661 LCFF targeted supports for struggling learners within the Administration salaries and benefits Supplemental school day Timeline: from start of year Teacher salaries and $90,046 Title I  Support classes in ELA (teacher) Administration benefits Timeline: from start of year Course Materials $74,595 Other  Support classes in ELA (curriculum) Administration Timeline: from start of year  Support classes in ELA (curriculum) Technical services $4,500 Title I Administration Timeline: from start of year  Special Education students are placed in the least LCFF restrictive environment; however, they receive direct support from Special Education teachers in the Core Administration 19 10. Any additional services tied to student academic needs: Administration Consultant Fees $37,454 LCFF  Partner with vendors to provide students with Timeline: from Supplemental additional SAT and ACT prep (located in Goal 1 of our start of year LCAP Salaries and Benefits $82,054 LCFF  Class Size Reduction in 9th grade ELA (located in Administration Supplemental Goal 1 of our LCAP) Timeline: from start of year

20 Performance Goal 1B: All students will reach high standards, at a minimum, attaining proficiency or better in mathematics by 2013-2014. SCHOOL GOAL # 2

35% of students will meet or exceed the standard on the California Assessment of Student Performance and Progress (CAASPP) in Math. This goal mirrors one of our LCAP goals (to move proficiency rates toward the top quartile of schools in the state).

Student groups and grade levels to participate in this goal: Anticipated annual performance growth for each group:  All Students  CAASPP Math (Meeting or Exceeding the Standard): 35% (ALL),  English Learners 10% (ELs), 35% (FRL), 10% (SWDs)  Economically Disadvantaged (FRL)  Students with Disabilities Means of evaluating progress toward this goal: Data to be collected to measure academic gains:  Teachers and administrators will meet to analyze CAASPP data  CAASPP Math performance data (and data from other local assessments) to develop instructional  ACT-Aspire (Math portion) performance data goals for the year.  CAASPP interim assessment performance data

 AP Passage Rates  SAT and ACT scores

Planned Improvement in Student Performance in Mathematics

Description of specific actions to Improve Student Persons Involved Achievement in Mathematics and reach the goals and Related Expenditures Estimated Cost Funding Source stated above for the SSD and each applicable student Timeline subgroup: 1. Alignment of instruction with content standards: Administration; Consultant Fees $3,023 (listed Title II  PD to be provided on Reading Strategies that are Alliance Support; in previous applicable to all content (including math) External goal; cross  Walkthroughs conducted bimonthly to ensure implementation of said strategies Consultants content  Continue to improve implementation of Common Core Timeline: CC expense) Instruction (located in Goal 2 of our LCAP) implementation to being at start; PD beginning in December;

21 continuing to May

2. Use of standards-aligned instructional materials and Administration; None LCFF strategies: Math Teachers  Place greater effort in ensuring that standards aligned Timeline: from Integrated Math curriculum is implemented with fidelity. start of year

 AP study workbooks purchased and distributed to Administration Workbooks Part of LCFF serve as an additional aid for AP students . Timeline: from $40,000 start of year textbook budget

3. Extended learning time: Administration; Teacher Salaries Part of LCFF  Summer School Offerings Math Teachers $89,448 Supplemental Timeline: from summer Summer ‘16 school staff budget

Administration Service Part of $7,500 LCFF  Online Credit Recovery Timeline: from fee Supplemental start of year Part of  After School Tutoring Administration Teacher salaries $31,900 LCFF Timeline: five tutoring Supplemental weeks after start budget

 AP Preparedness Program (located in Goal 2 of our Administration Teacher salaries Part of $9,600 LCFF LCAP); includes after school tutoring and weekend Timeline: from for all AP institutes for ELA AP students start of year Teachers

 AP Summer Bridge (located in Goal 2 of our LCAP) Administration Teacher salaries Part of LCFF Timeline: from $89,448 Supplemental

22 Summer ‘16 summer school staff budget

4. Increased access to technology: Technology Tech Specialist’s $49,172 LCFF  Maintain computing devices (located in Goal 6 of our Specialist Salary LCAP) Timeline: from start of year Part of  Computer Lab maintained afterschool Afterschool Contract with Service $109,000 Providers Provider expense Timeline: from start of year

 If there is a need, computers may be loaned to Technology students who do not have devices at home. Specialist 5. Staff development and professional collaboration aligned with standards-based instructional materials:  Provide staff with opportunities during their common Administration; None preps or during PD time to collaborate in grade level standards or data. Teachers Timeline: from start of year

6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): Administration Parent Liaison Salary $21,806 LCFF  Maintain Parent Liaison (located in Goal 4 of our LCAP) Timeline: from start of year

 Provide Math workshops Parent Liaison; No additional cost Teacher Timeline: starting in Winter

23  Provide student performance workshops (to look at Parent Liaison; No additional cost data). Administration Timeline: starting in Winter

7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): Administration; Salary Part of LCFF  Transitional Summer Bridge Teachers $89,448 Supplemental Timeline: summer Summer ‘16 school staff budget 8. Monitoring program effectiveness:  Conduct Regular Data Inquiry Cycle as a whole staff Administration; No additional cost Teachers (Alliance fee) Timeline: five LCFF weeks from start

 Teacher evaluation and coaching systems are Administration No additional cost LCFF embedded in our process; including walkthroughs Timeline: five (Alliance fee) weeks from start LCFF  Instructional Leadership and Coaching Administration No additional cost Timeline: from (Alliance fee) start of year

24 9. Targeting services and programs to lowest-performing student groups: Administration Teacher salaries Part of LCFF  Provide Summer School Offerings Timeline: $89,448 Supplemental Summer ‘16 summer school staff budget LCFF Administration Service $7,500  Provide Online Credit Recovery Supplemental Timeline: from start of year Part of  Provide After School Tutoring Administration Teacher salaries $31,900 LCFF Timeline: five tutoring Supplemental weeks from start budget

 Maintain administrator who specifically provides Administration Administrator $113,661 LCFF targeted supports for struggling learners within the school day Timeline: from salaries Supplemental start of year

 Provide Math Support classes (teacher) Administration Teacher salary $90,046 Title I Timeline: from start of year

 Provide Math Support classes (new curriculum) Administration Course Material and $54,544 Title I Timeline: from Technical Services start of year cost

 Special Education students are placed in the least Administration LCFF restrictive environment; however, they receive direct Timeline: from support from Special Education teachers in the Core start of year

25 10. Any additional services tied to student academic needs:  Partner with vendors to provide students with Administration Consultant Fees $37,454 LCFF additional SAT and ACT prep (located in Goal 1 of our Timeline: from Supplemental LCAP start of year

26 Performance Goal 2: 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.

SCHOOL GOAL # 3 English Learners will become proficient in English and meet grade level standards in Math and Language Arts as measured by English language proficiency assessments and academic assessments. Grade levels to participate in this goal: Anticipated annual performance growth: ALL CAASPP ELA (ELs): 10% (previous 0%) Lexile scores ACT Aspire Writing ACT Aspire Language Reclassification Rate: 17% (previous 16%)

Means of evaluating progress toward this goal: Data to be collected to measure academic gains: CAASPP ELA Scores CAASPP ELA Scores Lexile Scores Lexile Scores ACT Aspire Writing and Language Scores ACT Aspire Writing and Language Scores Reclassification Percentage Reclassification Percentage CELDT scores CELDT Grades Curriculum Based Assessments

27 Planned Improvement in Programs for LEP Students

Description of specific actions to improve English Persons Involved Learner achievement and reach the goals stated above and Related Expenditures Estimated Cost Funding Source for the SSD: Timeline 1. School will implement a language appraisal team to monitor EL Coordinator None ELs’ and RFEP students’ progress to determine appropriate Timeline: Starting interventions for long-term English Learners and struggling RFEPs. in October 2. Purchase and implement a research based reading EL Coordinator System 44 $17,086 LCFF intervention program to support English Learners who are not Timeline: from making adequate progress in reading. start of the year

3. Purchase and implement a research based English EL Coordinator English 3D $912.99 LCFF language development program to accelerate English Timeline: from language proficiency and develop academic language skills for LTELs. start of the year 4. Provide staff with professional development regarding the EL Coordinator Registration to PDs $1000 Title I ELD standards, high leverage ELD and SDAIE strategies Timeline: Starting which accelerate English language proficiency and develop academic language skills needed for success in college and in October careers. 5. Utilize support materials for ELs included with recent Administration; None purchase of new ELA curriculum to ensure access for ELs to ELA Teachers; the Core. EL Coordinator Timeline: from start of the year

28 6. Provide staff with professional development on Reading EL Coordinator; None Strategies for English Learners to support students across all Alliance Staff content areas. Timeline: Starting in October

7. Develop and utilize individualized, ELD passports to inform EL Coordinator; None teachers of ELs’ linguistic and academic needs to ensure Administration differentiated instruction across the curriculum. This passport will also be part of a process that measures and records EL Timeline: Starting proficiency across all ELD standards. in October

8. Provide targeted linguistic supports, listening, speaking, EL Coordinator; Teacher Salaries $1000 Title I reading and writing, based on EL needs for five week intervals Counselors Timeline: in October 9. Open dialogue with feeder middle schools to determine Administration; None what they are doing with EL students. Timeline: in October

Plans to Notify and Involve Parents of Limited-English-Proficient Students

Parents of Limited-English-Proficient students must be notified: outreach efforts include holding and sending notice of opportunities for regular meetings for the purpose of formulating Persons Involved and Related Estimated Funding and responding to recommendations from parents. Describe how Timeline Expenditures Cost Source you will meet these requirements

29 Required Activities 1.SSDthe informs parent/s ofstudent anLEP of ofeach the followingthe (per Sec.3302 of NCLB): g. f. e. d. c. b. a. educationprogram ofchild the programmeetsobjectives the ofindividualized the in casethe of a with disability, child howa such secondaryschools fundsif under title this are forused children in graduationsecondaryfrom school such program for proficientchildren,and expectedthe rate of classroomsare that tailored not limited for English expected rate of from transition such program into the exit requirementsspecific such program, for the graduation achievement grade standardsfor promotion and learn English, meetand age appropriateacademic howsuch program specifically will helptheir child needsofchild the participating will meet educationalthe strengths and howprogramthe in their bewhich child will or is, native language instruction in content,goals,instruction useand English aof and programs,including how such programs differ in methodsof instruction other in used available, which will their isor participating,child be,and the the of instructionmethod inused programthe in academic achievement levelassessed,was and statusthe of student’s the the of English level child’s how proficiency, such instruction educational program LEP need in ofand placement in language a the for reasons identificationthe their child of as level of English proficiency, howsuch level of Englishproficiency, child,thechild’s identification oftheir fortheEL includes thereason Theletter school year,orenrollment. beginningofthe within 30days ofthe parentsof ELs letters aremailed toall ParentNotification Initial andAnnual (EL Specialist;ResourceSpecialists) are implemented. thegoals collaboratively toensure Resource Specialistswork ELSpecialistand development. The tolanguage specific IEPgoalsrelated asEL-SPEDhave Students identified Specialist) Engagement (EL Coordinator;Parent standards. English andmeet achievement learn how itwill helptheirchild of theirchild, strengths andneeds program will meet theeducational theirchild’s inform parentsofhow nightto the firstparentconference isheldpriorto An ELparentmeeting (Principal) rate of graduation theexpected program exitcriteriaand includestheEL notification letteralso The other availableprograms. themethodsusedin participating and which theirchlldisorwill be program in instruction usedinthe methodof level was assessed,the 30 None Materials Mailing $250 $100 LCFF LCFF Persons Involved and Related Estimated Funding Timeline Expenditures Cost Source h. information pertaining to parental rights that An EL parent meeting is Make and $100 LCFF s includes written guidance detailing –

e held prior to the first parent Print i t i i. the right that parents have to have their conference night to inform Brochures; v i

t child immediately removed from such

c parents of their right to have program upon their request A their child removed from a Display in

d ii. the options that parents have to decline to e

r enroll their child in such program or to particular EL program and front office i

u choose another program or method of choose another program or q

e instruction, if available method of instruction. Mail it R iii. the SSD assists parents in selecting among (EL Coordinator; Parent various programs and methods of instruction, if more than one program or Engagement Specialist) Share it at EL method is offered by the SSD Parent A brochure is also Meeting disseminated to parents to notify them of their rights. Administration to develop Brochure Note: Notifications must be provided to parents of students enrolled Initial and Annual Parent Notification since the previous school year, not later than 30 days after the beginning letters are mailed to all parents of ELs within 30 days of the beginning of the of the school year. If students enroll after the beginning of the school school year, or enrollment. The letter year, parents must be notified within two weeks of the child being placed includes the reason for the EL in such a program. identification of their child, the child’s level of English proficiency, how such level was assessed , the method of instruction used in the program in which their chlld is or will be participating and the methods used in other available programs. The notification letter also includes the EL program exit criteria and the expected rate of graduation (Principal)

31 SSD Parent Notification Failure to Make Progress N/A If the SSD fails to make progress on the annual measurable achievement objectives, it will inform parents of a child identified for participation in such program, or participating in such program, of such failure not later than 30 days after such failure occurs.

32 Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.

Summary of Needs and Strengths for Professional Development Based on a needs assessment of teacher data for your school/district, include a narrative that describes areas of needed professional development and areas where adequate professional development opportunities exist.

[Description of activities under Title II, Part A, Subpart 1, Grants to SSD]

STRENGTHS NEEDS - Staff has established good rapport with - Data-Driven Instruction students - Use a variety of strategies to engage - Staff have a strong understanding for students strategies to help general education students - Training to develop a deeper understanding of new curriculum - Staff collaborate well - Implementation of new curriculum with - Majority of staff is open to change fidelity

- Staff has high expectations for students - Need PD on ELD standards

- Grade level teams work well together - Differentiation and supports for SPED, EL and other subgroups - Knowledgeable of content standards

33 Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.

SCHOOL GOAL # 4 All teachers employed by the school will be credentialed in the subject they teach and have all requisite authorizations.

Groups to participate in this goal: Anticipated annual performance growth for each group: Teachers Walkthroughs: 80% to be using strategies Teacher Evaluations: Evaluation scores should improve on targeted metrics such as Differentiations, Supports, and other previously noted areas of concern Teacher Attendance at PD: 80%

Means of evaluating progress toward this goal: Data to be collected to measure gains: Walkthrough notes Walkthroughs Teacher Evaluation Results Teacher Evaluations PD Attendance Records Teacher Attendance at PD

Planned Improvements for Professional Development (Title II) The following is Alliance Judy Ivie Burton Technology Academy High School’s plan maintain highly qualified staff

Persons Involved Actions and Related Expenditures Estimated Cost Funding Source Timeline In order to ensure that teachers continue to develop and Administrators; Evaluation and Part of Alliance LCFF improve, we will have a teacher evaluation and coaching Teachers Coaching Software Fee system which is in place. The system is founded on using a rubric not unlike the Charlotte Danielson Framework for Effective Teaching. It is dependent on regular coaching, July 2016 – June observation and feedback. 2017

34 Administrators take part in regular leadership team meetings Administrators; Consulting Part of Alliance LCFF with local Area Superintendents to ensure that they too Alliance Fee improve in their craft. Weekly administrative walkthroughs ensure that all administrators are aligned in how they approached evaluation and coaching. July 2016 – June 2017 Administrators (Principals and Assistant Principals) go to Administrators; Consulting Part of Alliance LCFF ongoing professional development on a monthly basis/ Topics Alliance Fee typically include data inquiry, hiring, culture building and operational concerns. July 2016 – June 2017 Counselors go to periodic professional development on Counselors; Consulting Part of Alliance LCFF supporting students in school and to college. Alliance Fee

July 2016 – June 2017 All new hires go through a week long orientation in Teachers; Consulting Part of Alliance LCFF addition to the week-long professional development Alliance Fee that all staff take part in. August 2016 Alliance wide professional development occurs on a Teachers; Consulting Part of Alliance LCFF quarterly basis. Alliance Fee

July 2016 – June 2017 School wide professional development occurs on a Administrators; Outside consultants $3,023 (also Title II weekly basis. Teachers listed in Goal 1 of Plan) July 2016 – June 2017

35 Alliance Judy Ivie Burton Technology Academy High School Professional Development Calendar August 2016 - June 2017

Date Topics Aug 1, Alliance Wide PD 2016 Aug 2, Review BT PD Meeting Norms 2016 Teacher Attendance Policies Student Attendance in Pinnacle Counseling Office Procedures & Protocols Counselor’s Address Technology Procedures Facilities Expectations & Classroom Appearance Bloodborne pathogens - Video Training & Certification Online Child Abuse Video Training & Certification New & Updated Burton Tech School Policies Aug 3, Review of Handbook & Procedures 2016 Classroom Instruction Whiteboard Configuration Safety & Drills Discipline - including Referral Process Documentation - Parent Phone Calls, Conferences, etc. Additional Responsibilities - Professional Development, Supervision, Chaperoning, Tutoring, Sponsorship, Parent Workshops, and Parent Conferences SST and School Board Elections Announcements, etc. - 4 teachers for the SSC & 2 teachers for the Board Special Education Review & Updates Student Referral Processes Google Classroom Review Review of Alliance Handbook & Sign Acknowledgement Receipt Teacher Planning Time - Unit Plans, Lesson Plans & Digital Agendas

36 Aug 4, BT Teacher Planning Time - Prepare Classrooms and Unit & Lesson Planning 2016 HMH Collections Training (English Teachers) - Alliance Collins High School Aug 5, Burton Tech Web Site Use & Training 2016 BT Teacher Planning Time - Prepare Classrooms and Unit & Lesson Planning Aug 10, Review BT PD Meeting Norms, Announcements, & Reminders 2016 Student Issues & Updates Teacher SMART Goals Review for EdReflect (formerly BloomBoard) SPED/SST Information Braingenie Training for Advisory Department Meetings Aug 17, Review BT PD Meeting Norms, Announcements, & Reminders 2016 Professional Goals in Bloomboard & Goal Setting Advisory Star Reading Information Special Education - Auditory Processing Grade Level Meetings Aug 24, Review Meeting BT PD Norms, Announcements, & Reminders 2016 EdReflect (formerly BloomBoard) Training & Goal Setting Special Education - Visual Impairment Department Meetings Aug 31, Professional Goals in Bloomboard & Goal Setting 2016 Data Inquiry-Review and Discuss Assessment Data from 15-16 school year Special Education - Visual Sep 7, Introduction to Integrated ELD 2016 Safety and Classroom Management Restorative Justice - The Circle Special Education - Other Health Impairments (OHI)

Sep 14, Advisory Planning for month of October 2016 Department Meeting – analyzing Ss’ work and summative assessments for Benchmark 1. Backwards planning continued. SST Review and Updates

37 Restorative Justice - The Circle Sep 21, ELD:Check-In (EL, RFEP, and EO) 2016 Restorative Justice - The Circle Special Education - Differentiation Sep 28, Restorative Justice - The Circle 2016

Oct 5, ELD-Analyze student work, implementation, reflection, clarifications. 2016 Oct 6, Alliance Wide Teacher Planning Time 2016 Oct 7, Alliance Wide Teacher Planning Time 2016

Oct 12, Special Education - Accommodations 2016 Oct 19, Advisory Planning for month of November/Dec & Department Meeting – analyze S work and target intervention for 2016 revised tutoring and re-assessments for Ss. Vertical Planning ELD:Check-In (EL, RFEP, and EO) SST Review and Updates Restorative Justice - The Circle Oct 26, Follow-up on Domain 3 (3.3 c Grouping and 3.3 d Resources) 2016 Restorative Justice - The Circle Nov 2, ELD-Differentiation/Understanding Text Structure and Cohesion 2016 Grade-level meeting - sharing best practices to support student academic achievement & horizontal planning Restorative Justice - The Circle Nov 9, Restorative Justice - The Circle 2016 Special Education - Co-Teaching

38 Nov 16, ELD:Check-In (EL, RFEP, and EO) 2016 Domain 4 (all indicators) & Individual planning for summative assessments and Benchmark 2 Restorative Justice - The Circle Nov 30, Department Meeting – evidence of Reading, Writing, Speaking, and Listening based on observation data 2016 SST Review and Updates Dec 7, ELD-Analysis of student work, reflection, and implementation 2016 Data Inquiry-Review/Analyze Interim 1 Assessments (Literacy, Math, Science) Grade-level Meeting to target intervention/re-assessments to wrap up first semester Special Education: General Follow up Restorative Justice - The Circle

Dec 14, ELD:Check-In (EL, RFEP, and EO) 2016 Department Meeting – review gradebook, BM, Lexile, and other student data to propose next steps for best practices/planning

Professional Development Calendar Spring 2017

Date Topic (s) Jan 9, 2017 Alliance Wide PD

Jan 11, 2017 Preparation for CAASPP ICA Jan 18, 2017 Lexile LevelSet Test 2 preparation. Data review of Lexile levels from Fall ’16. Jan 25, 2017 Advisory Planning for month of Feb Department Meeting-Lesson Planning Restorative Justice - The Circle

Feb 1, 2017 ELD-Differentiation and support around an undetermined ELD standard Data Review (Lexile round 2) Grouping revisited for Domain 3 Restorative Justice - The Circle

39 Feb 8, 2017 Grade-level meeting - sharing best practices to support student academic achievement & horizontal planning Restorative Justice - The Circle

Feb 15, 2017 Home Office Instructional Team (HOIT) targeted PD Restorative Justice - The Circle

Feb 22, 2017 Advisory Planning for March Restorative Justice - The Circle

Mar 1, 2017 ELD:Check-In (EL, RFEP, and EO) Department Meeting – analyze S work in correspondence to rubrics Data Inquiry-Review/Analyze Interim 2 Assessments SST Review and Updates Restorative Justice - The Circle

Mar 8, 2017 Review of Spring Testing schedule (SBACC, AP, CST, Lexile) to inform planning. Benchmark 3 logistics. Restorative Justice - The Circle

Mar 15, Grade-level meeting - sharing best practices to support student academic achievement & horizontal planning 2017 Restorative Justice - The Circle

Mar 22, ELD-Analysis of student work, reflection, and implementation 2017 Lexile Level Set 3 discussed. Data review. Restorative Justice - The Circle

Mar 29, Advisory Planning for month of April 2017 Restorative Justice - The Circle Special Education: General Follow up

40 Apr 5, 2017 Department meeting - Grouping (Domain 3) revisited based on Lexile data. SST Review and Updates Restorative Justice - The Circle

Apr 12, 2017 Spring Break

Apr 19, 2017 Restorative Justice - The Circle Data Inquiry - Review/Analyze Interim 3 Assessments (Literacy, Math) ACT Preparation

Apr 26, 2017 ELD:Check-In (EL, RFEP, and EO) Grade-level meeting - sharing best practices to support student academic achievement & horizontal planning Restorative Justice - The Circle Advisory Planning for month of May May 3, 2017 Advisory Planning through end of year. T share highlights/feedback for next year planning Restorative Justice - The Circle May 10, Department Meeting – analyze S work and update classroom environment 2017 CAASPP-Summative Preparation SST Review and Updates Restorative Justice - The Circle May 17, Instruction: Rigor 2017 Restorative Justice - The Circle May 24, Grade-level Meeting to target intervention/re-assessments to wrap up final semester. Prep for NWEA Map 2017 Testing 2 Special Education: General Follow up Restorative Justice - The Circle May 31, ELD: Year Reflection: challenges and. successes 2017 Grade Level Data Analysis Jun 7, 2017 Final Grade-Level Meeting and School-Wide Data Review.

41 Performance Goal 5: All students will graduate from high school.

Planned Improvements: High School Graduation Rates, Dropouts, and AP

This section of the plan is intended to reflect the SSD’s efforts to reduce the percentage of students dropping out of school, and therefore, increase the percentage of students who graduate from high school. Also include a description below of the SSD’s efforts to ensure that all students have equal access to advanced placement (AP) opportunities. This page does not apply to districts with no secondary students.

Timeline/ Performanc Students Benchmarks/ Funding Activities/Actions Person(s) e Indicator Served Evaluation Source Involved 5.1 - All students are - All - Administration; - All graduates - LCFF (High School provided full access to A- Counseling (unless they have Graduates) G coursework. IEPs and are on the California miniumum) graduate with all A-G requirements met

- Maintain a low student - All - Administration; - Student - LCFF counselor ratio (as well Counseling academic Supplemental as provide counseling performance; with dedicated clerical college support staff) in order to acceptance monitor student academic progress

- Refine current grad - All - Administration; - Graduation rate; - LCFF check system to better Counseling Grades service students who struggle academically.

- Additionally, Ensure - Foster - Administration; - Graduation rate; - LCFF Foster youth have an Youth Counseling Grades Supplemental Individual Culmination Plan, Individual Graduation Plan, Academic Assessments

- Summer school - All - Administration; - Percentage of - LCFF offerings (Depending on Counseling credit deficient Supplemental need) students

- Online credit recovery - All - Administration; - Percentage of - LCFF for A-G courses Counseling credit deficient Supplemental students

42 - Ensure that all students - All - Administration; - Graduation rate; - LCFF are taken on regular Counseling college college trips and fairs enrollment rate

- Purchase software to - All - Administration; - Graduation rate; promote college Counseling college awareness and help enrollment rate students through the College admissions process

- Maintain school social - All - Administration; - Dropout rate; - LCFF worker to provide Social Worker Attendance Rate Supplemental support for students with behavioral issues

- Social worker will also - All - Administration; - Dropout rate; - LCFF lead school wide Social Worker Attendance Rate Supplemental programs to address pressing concerns (such as cyber bullying, etc) to ensure student continue to attend school

- Social worker will also - All - Administration; - Dropout rate; - LCFF reach out to outside Social Worker Attendance Rate Supplemental agencies and secure resources needed for crisis intervention services, threat assessments, suicide 5.2 prevention and the like. (Dropouts) Again, so students can continue to attend school

- We will maintain a full- - All - Administration; - Dropout rate; - LCFF time school Psychologist Attendance Rate Supplemental psychologist in order to aid in assessing students and to provide group and/or individual counseling as needed.

- We will also partner with - All - Administration; - Dropout rate; - LCFF a local mental Psychologist Attendance Rate Supplemental health provider to ensure we are providing for all our students' needs.

- Maintain staff to monitor - All - Administration - Dropout rate; - LCFF student attendance Attendance Rate

43 - Offer a wide range of - All - Administration - AP participation - LCFF AP coursework starting as early as the 10th grade.

- AP readiness classes - All - Administration - AP participation; - LCFF for some AP courses AP passage offered in the 9th grade

- Offer AP summer bridge - All - Administration - AP participation; - LCFF programs to help AP passage students about to enter 5.3 some AP courses (Advanced Placement) - Hold a series of after - All - Administration - AP participation; - LCFF school tutoring AP passage sessions and Saturday institutes for AP students

- Purchase AP - All - Administration - AP participation; - LCFF preparedness books for AP passage AP students

- AP Teachers attend - All - Administration - AP passage - LCFF college board (and other related) AP training

44 Additional Mandatory Title I Descriptions

Please include in the space below the following descriptions mandated by NCLB legislation. If the SSD has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included.

Please provide a general description of the nature of the programs to be conducted by the SSD under Sections 1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” All ten of the required components must be addressed. (For more information on Schoolwide, please go to http://www.cde.ca.gov/sp/sw/rt; for Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp ). Description of how the SSD is meeting or plans to meet this requirement: For schoolwide programs (SWP), describe how the SSD will The school conducts regular data inquiry to identify needs. As bring together all resources to upgrade the entire educational a result of those regular inquiries, we have identified the program at the school and include assistance in activities following needs for this school year: such as: - Reading  A comprehensive needs assessment of the entire - Core Math Skills school in relation to state standards. Schoolwide reform - ELD Support strategies that provide opportunities for all children to meet state standards. We are providing two additional support teachers (in Math and  Effective methods and instructional strategies based on English) to provide Additional instruction to identified students scientifically-based research. with the highest need. Students targeted are primarily in the  Strategies that give primary consideration to extended 9th grade to ensure they are more prepared as they advance learning time, extended school year, before and after to higher grades. In order to ensure content gaps are school and summer programs. addressed, these classes will utilize highly effective and  Proven strategies that address the needs of historically researched-based intervention programs. under served students, low achieving students, and th those at risk of not meeting state standards. Additionally, students in the 10 grade, will also gain some  Instruction by highly qualified teachers and strategies to support from these teachers. We gradually reduce the level of attract and keep such teachers. supports are students become more independent. As such, th  High quality and ongoing professional development for less support classes are offered at this grade than in 9 grade.

45 teachers, principals, paraprofessionals, and if For the 11th grade, learners who continue to struggle in appropriate, pupil services personnel, parents and other English and Math, will be provided with after school through a staff. contracted agency. This tutoring agency will work with these  Strategies to increase parental involvement. learners on a five (students) to one (tutor) ratio.  Assistance to preschool children in transitioning from early childhood programs to elementary school Effective, evidence-based reading strategies will be offered programs. through Professional Development throughout the year.  Timely and effective additional assistance to students who experience difficulty mastering state standards. Also, in order to ensure that teachers continue to develop and improve, we have a teacher evaluation and coaching system which is in place. The system is founded on using a rubric not unlike the Charlotte Danielson Framework for effective teaching. It is dependent on regular coaching observation and feedback.

All teachers are fully credentialed in their content area.

Administrators take part in regular leadership team meetings with local Area Superintendents to ensure that they too improve in their craft. Weekly administrative walkthroughs ensure that all administrators are aligned in how they approached evaluation and coaching.

We employ a parent liaison who helps ensure that our parents are kept abreast of the actions and goals of the school. And who actively solicits their feedback and advice to drive school change and reflection. Parent workshops are provided to ensure that parents are guided in how best to support their children both in high school success and in post-secondary education.

We employ a wrap-around model for providing targeted supports for high needs students who may have both social

46 emotional and academic needs. To that end, we have an administrator who is charged with coordinating services provided by a counseling department, a school psychologist, a social worker and external support providers. For targeted assistance programs (TAS), describe how the N/A SSD will identify participating students most at risk of failing to meet state standards and help those students to meet the State’s challenging academic standards. The description should include activities such as:  Effective methods and instructional strategies based on scientifically-based research.  Strategies that give primary consideration to extended learning time, extended school year, before and after school and summer programs.  Strategies that minimize removing children from the regular classroom during regular school hours for instruction.  Instruction by highly qualified teachers.  Professional development opportunities for teachers, principals, and paraprofessionals, including if appropriate, pupil services personnel, parents, and other staff.  Strategies to increase parental involvement.

47 Additional Mandatory Title I Descriptions (continued)

Please describe how teachers, in consultation with parents, administrators, and pupil services personnel in targeted assistance schools under Section 1115, “Targeted Assistance Schools,” will identify the eligible children most in need of services under this part. Please note that multiple, educationally related criteria must be used to identify students eligible for services. Where applicable, provide a description of appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children in community day school programs, and homeless children. Description of how the SSD is meeting or plans to meet this requirement: Describe who is involved and the criteria used to identify NA which students in a targeted assistance school will receive services. The criteria should:  Identify children who are failing or most at risk of failing to meet the state academic content standards.  Use multiple measures that include objective criteria such as state assessments, and subjective criteria such as teacher judgment, parent interviews and classroom grades. Include solely teacher judgment, parent interviews and developmentally appropriate measures, if the district operates a preschool through grade 2 program with Title I funds.

The description should include services to homeless children, The school maintains an onsite social worker, an onsite such as the appointment of a district liaison, immediate school psychologist and an administrator who is charged with enrollment, transportation, and remaining in school of origin. coordinating wrap-around services. These professionals work in concert to ensure that individual student needs are met. For example, we have, in the past, connected students with local agencies when they have temporarily lost housing or experienced similar issues. The description should include services to children in a local N/A

48 institution for neglected or delinquent children and youth or attending a community day program, if appropriate.

Additional Mandatory Title I Descriptions (continued)

Please describe the actions the SSD will take to obtain assistance if identified under Section 1116, “Academic Assessment and Local Educational Agency and School Improvement,” as in need of improvement. Note that the federal guidance indicates that in the case of direct-funded charter schools, the charter authorizer should play a role in providing this assistance.

Description of how the SSD is meeting or plans to meet this requirement: If the SSD is a PI school(s), describe technical assistance N/A activities the SSD will obtain, such as the following:  Assistance in developing, revising, and implementing the school plan.  Analyzing data to identify and address problems in instruction, parental involvement, professional development and other areas.  Assistance in implementing proven and effective strategies that will address the problems that got the school identified as PI and will get the school out of PI.  Assistance in analyzing and revising the school budget so the school’s resources are used effectively.

49 Additional Mandatory Title I Descriptions (continued)

Please describe the actions the SSD will take to implement public school choice with paid transportation and Supplemental Educational Services, consistent with the requirements of Section 1116, “Academic Assessment and Local Educational Agency and School Improvement.”

Description of how the SSD is meeting or plans to meet this requirement: Describe the process for parent notification of the school’s N/A identification as PI, including notification of the right for students to transfer to another school that is not PI with paid transportation, and the right to receive supplemental services.

Describe how the SSD will provide school choice and N/A supplemental services to eligible children, including the selection of the children to receive services.

50 Additional Mandatory Title I Descriptions (continued)

Please describe the strategy the SSD will use to coordinate programs under Title I with programs under Title II to provide professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.”

Description of how the SSD is meeting or plans to meet this requirement: Describe the SSD’s strategies for coordinating resources and First, we work with the Alliance to create job descriptions which efforts to retain, recruit and increase the number of highly clearly place a high bar for entry. Once these have been qualified teachers, principals, and other staff. approved, they are posted on sites such as Edjoin. The Alliance works with us to help pre-screen applicants and check references.

From there, a rigorous interview process (which for teachers includes sample lessons to be given in front of students) is carried out. Candidates who are promising are then offered positions.

Once hired, all new hires go through a week long orientation in addition to the week-long professional development that all staff take part in. Regular professional development occurs on a weekly basis. Also, organization wide professional development occurs on a quarterly basis.

New hires are regularly observed and coached. Those who, despite this, struggle are placed on improvement plans. If despite continued coaching, those on these plans fail to improve, they are released and a more qualified candidate is sought.

51 Describe the SSD’s strategies for coordinating resources and We employ a parent liaison who helps ensure that our parents efforts to prepare parents to be involved in the school and in are kept abreast of the actions and goals of the school. And their children’s education. who actively solicits their feedback and advice to drive school change and reflection. Parent workshops are provided to ensure that parents are guided in how best to support their children both in high school success and in post-secondary education.

52 Additional Mandatory Title I Descriptions (continued)

Coordination of Educational Services

In the space below, please describe how the LEA will coordinate and integrate educational services to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. Include programs such as: Even Start; Head Start; Reading First; Early Reading First and other preschool programs (including plans for the transition of participants in such programs to local elementary school programs; services for children with limited English proficiency; children with disabilities; migratory children; neglected or delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant children. Description of how the SSD is meeting or plans to meet this requirement: Describe how the SSD will coordinate and integrate The school maintains an onsite social worker, an onsite educational services to increase program effectiveness, school psychologist, an ELD Specialist, two Resource eliminate duplication, and reduce fragmentation of the Specialists and an administrator who is charged with instructional program, including programs such as: coordinating wrap-around services. These professionals a. Even Start work in concert to ensure that individual student needs are met. b. Head Start c. Reading First d. Early Reading First The ELD Specialist, a Resource Specialist and the e. Other preschool programs Administrator in charge of Wrap-Around services form a f. Services for children that are migratory, neglected or Language Appraisal Team to ensure that limited-English delinquent, Native American (Title VII, Part A), proficient students receive the help they need. homeless, immigrant, and limited-English proficient, and children with disabilities. The school is part of LAUSD’s Option 3 SELPA and uses Compare to programs listed on Page 11 of the SSD Plan to this as a resource to provide further supports for Children determine if all active programs have been addressed. with Disabilities.

53 Part III Assurances and Attachments

Budget

Assurances

Signature Page

54 SUMMARY TITLE I BUDGET

Item Description Goal Amount Support Class Salary and Benefits 1A $90,046 ELA Support (Teacher) Support Class Read180 Technical Services 1A $4,500 ELA Support (Curriculum) Support Class Salary and Benefits 1B $90,046 Math (Teacher) Support Class Math180 Course Materials and 1B $54,544 Math Support Technical Services (Curriculum) PD ELD Standards and Academic 2 $1,000 Language Intervention Targeted Supports Based on 2 $1,000 CELDT

55 ASSURANCES

To assure the SSD’s eligibility for funds included in this Plan, the Superintendent must provide an original signature below attesting to compliance with all of the following statements.

GENERAL ASSURANCES

1. Each such program will be administered in accordance with all applicable statutes, regulations, program plans, and applications.

2. The SSD will comply with all applicable supplement not supplant and maintenance of effort requirements.

3. (a) The control of funds provided under each program and title to property acquired with program funds will be in a public agency, a non-profit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; (b) the public agency, non-profit private agency, institution or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing law.

4. The SSD will adopt and use proper methods of administering each such program, including – (a) the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and (b) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

5. The SSD will cooperate in carrying out any evaluation of each such program conducted by, or for, the State educational agency, the Secretary, or other Federal officials.

6. The SSD will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the applicant under each such program.

7. The SSD will – (a) submit such reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may require to enable the State educational agency and Secretary to perform their duties under each such program; and (b) maintain such records, provide such information, and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may reasonably require to carry out the State educational agency’s or the Secretary’s duties.

8. The SSD has consulted with teachers, school administrators, parents, and others in the development of the local consolidated application/SSD Plan to the extent required under Federal law governing each program included in the consolidated application/SSD Plan.

56 9. Before the application was submitted, the SSD afforded a reasonable opportunity for public comment on the application and considered such comment.

9a. The SSD will provide the certification on constitutionally protected prayer that is required by Section 9524.

10. The SSD will comply with the armed forces recruiter access provisions required by Section 9528.

TITLE I, PART A

The SSD, hereby, assures that it will:

11. Participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics carried out under Section 411(b)(2) of the National Education Statistics Act of 1994.

12. If the SSD receives more than $500,000 in Title I funds, it will allow one percent to carry out NCLB Section 1118, Parent Involvement, including promoting family literacy and parenting skills; 95 percent of the allocation will be distributed to schools.

13. Inform the school community and parents of schoolwide program authority and the ability to consolidate funds from Federal, State, and local sources.

14. Provide technical assistance and support to schoolwide programs.

15. Develop the school plan pursuant to California Education Code Section 64001 and Section 1114 and undertake activities pursuant to Section 1115 so adequate yearly progress toward meeting the State student academic achievement standards is made.

16. Fulfill school improvement responsibilities under section 1116, including taking actions under paragraphs (7) and (8) of Section 1116(b).

17. Provide services to eligible children attending private elementary schools and secondary schools in accordance with Section 1120, and timely and meaningful consultation with private school officials regarding such services.

18. Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

19. In the case of an SSD that chooses to use funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under Section 641A(a) of the Head Start Act.

20. Develop and implement plans or activities under sections 1118 and 1119 and California Education Code Section 64001.

57 21. Comply with requirements regarding the qualifications of teachers and paraprofessionals and professional development.

22. Inform the school community of the SSD’s authority to obtain waivers on the school’s behalf under Title IX.

23. Coordinate and collaborate, to the extent feasible and necessary with the State educational agency and other agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring under section 1116 concerning factors that have significantly affected student achievement at the school.

24. Ensure, through the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers.

25. Use the results of the student academic assessments required under section 1111(b) (3), and other measures or indicators available to the agency, to review annually the progress the school to determine whether it is making the progress necessary to ensure that all students will meet the State’s proficient level of achievement on the State academic assessments described in Section 1111(b)(3) within 12 years from the baseline year described in Section 1111(b)(2)(E)(ii).

26. Ensure that the results from the academic assessments required under section 1111(b)(3) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language or other mode of communication that the parents can understand.

27. Develop or identify examples of high-quality, effective curricula consistent with section 1111(b)(8)(D) and California Education Code Section 64001.

28. For schools in school improvement status, ensure that not less than ten percent of their Title I funds are spent to provide professional development (in the area[s] of identification to teachers and principals) for each fiscal year.

29. Prepare and disseminate an annual SSD report card in accordance with Section 1111(h)(2).

TITLE I, PART D – SUBPART 2

30. Where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home school, particularly with respect to a student with an individualized education program under Part B of the Individuals with Disabilities Education Act.

31. Work to ensure that the correctional facility is staffed with teachers and other qualified staffs that are trained to work with children and youth with disabilities taking into consideration the unique needs of such children and youth.

58 32. Ensure that the educational programs in the correctional facility are related to assisting students to meet high academic achievement standards.

TITLE II, PART A

34. The SSD, hereby, assures that:

 The SSD will comply with Section 9501 (regarding participation by private school children and teachers).

 The SSD has performed the required assessment of local needs for professional development and hiring, taking into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and pedagogy skills, and to give principals the instructional leadership skills to help teachers, to provide students with the opportunity to meet California’s academic content standards. This needs assessment was conducted with the involvement of teachers, including teachers participating in programs under Part A of Title I.

 The SSD will assure compliance with the requirements of professional development as defined in Section 9101 (34).

TITLE II, PART D

35. The SSD has an updated, local, long-range, strategic, educational technology plan in place that includes the following:  Strategies for using technology to improve academic achievement and teacher effectiveness.  Goals aligned with challenging state standards for using advanced technology to improve student academic achievement.  Steps the applicant will take to ensure that all students and teachers have increased access to technology and to help ensure that teachers are prepared to integrate technology effectively into curricula and instruction.  Promotion of curricula and teaching strategies that integrate technology, are based on a review of relevant research, and lead to improvements in student academic achievement.  Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center.  A description of the type and costs of technology to be acquired with Ed Tech funds, including provisions for interoperability of components.  A description of how the applicant will coordinate activities funded through the Ed Tech program with technology-related activities supported with funds from other sources.

59  A description of how the applicant will integrate technology into curricula and instruction, and a timeline for this integration.  Innovative delivery strategies – a description of how the applicant will encourage the development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources.  A description of how the applicant will use technology effectively to promote parental involvement and increase communication with parents.  Collaboration with adult literacy service providers.  Accountability measures – a description of the process and accountability measures that the applicant will use to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling student to reach challenging state academic standards.  Supporting resources – a description of the supporting resources, such as services, software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology. 36. The SSD must use a minimum of 25 percent of their funds to provide ongoing, sustained, and intensive high quality professional development in the integration of advanced technology into curricula and instruction and in using those technologies to create new learning environments.

37. Any SSD that does not receive services at discount rates under section 254(h) (5) of the Communications Act of 1934 (47 U.S.C. 254(h)(5) ) hereby assures the SEA that the SSD will not use any Title II, Part D funds to purchase computers used to access the Internet, or to pay for direct costs associated with accessing the Internet, for such school unless the school, school board, local educational agency, or other authority with responsibility for administration of such school:  has in place a policy of Internet safety for minors that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene, child pornography, or harmful to minors; and  is enforcing the operation of such technology protection measure during any use of such computers by minors; and  has in place a policy of Internet safety that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene or child pornography, and is enforcing the operation of such technology protection measure during any use of such computers.  Any SSD that does receive such discount rates hereby assures the SEA that it will have in place a policy of Internet safety for minors required by Federal or State law. TITLE III

60 38. The SSD assures that it consulted with teachers, researchers, school administrators, parents, and, if appropriate, with education-related community groups, nonprofit organizations, and institutions of higher education in developing the SSD Plan.

39. The SSD will be accountable for increasing English language proficiency and for LEP subgroups making adequate yearly progress.

40. The SSD is complying with Section 3302 prior to, and throughout, each school year.

41. The SSD annually will assess the English proficiency of all students with limited English proficiency participating in programs funded under this part.

42. The SSD has based its proposed plan on scientifically based research on teaching limited-English-proficient students.

43. The SSD ensures that the programs will enable English Learners to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards.

44. The SSD is not in violation of any State law, including State constitutional law, regarding the education of limited-English-proficient students, consistent with Sections 3126 and 3127.

TITLE IV, PART A

45. The SSD assures that it has developed its application through timely and meaningful consultation with State and local government representatives, representatives of private schools to be served, teachers and other staff, parents, students, community- based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals).

46. The activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and foster a safe and drug-free learning environment that supports academic achievement.

47. The SSD assures that funds under this subpart will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under this subpart, be made available for programs and activities authorized under this subpart, and in no case supplant such State, local, and other non-Federal funds.

48. Drug and violence prevention programs supported under this subpart convey a clear and consistent message that acts of violence and the illegal use of drugs are wrong and harmful.

49. The SSD has a plan for keeping the school safe and drug-free that includes:

 Appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal possession of weapons, and the illegal use, possession, distribution, and sale of tobacco, alcohol, and other drugs by students.

61  Security procedures at school and while students are on the way to and from school.

 Prevention activities that are designed to create and maintain safe, disciplined, and drug-free environments.

 A crisis management plan for responding to violent or traumatic incidents on school grounds.

 A code of conduct policy for all students that clearly states the responsibilities of students, teachers, and administrators in maintaining a classroom environment that:

o Allows a teacher to communicate effectively with all students in the class. o Allows all students in the class to learn. o Has consequences that are fair, and developmentally appropriate. o Considers the student and the circumstances of the situation. o Is enforced accordingly.

50. The application and any waiver request under Section 4115(a)(3) (to allow innovative activities or programs that demonstrate substantial likelihood of success) will be available for public review after submission of the application.

TITLE IV, PART A, SUBPART 3

51. The SSD assures that it has, in effect, a written policy providing for the suspension from school for a period of not less than one year of any student who is determined to have brought a firearm to school or who possesses a firearm at school and the referral of a student who has brought a weapon or firearm to the criminal or juvenile justice system. Such a policy may allow the Superintendent to modify such suspension requirement for a student on a case-by-case basis.

TITLE V, PART A

52. The SSD has provided, in the allocation of funds for the assistance authorized by this part and in the planning, design, and implementation of such innovative assistance programs, for systematic consultation with parents, teachers and administrative personnel, and with such other groups involved in the implementation of this part (such as librarians, school counselors, and other pupil services personnel) as may be considered appropriate by the SSD.

53. The SSD will comply with this Part, including the provisions of Section 5142 concerning the participation of children enrolled in private nonprofit schools.

54. The SSD will keep such records, and provide such information to the SEA, as may be reasonably required for fiscal audit and program evaluation.

55. The SSD will annually evaluate the programs carried out under this Part, and that evaluation:

62  will be used to make decisions about appropriate changes in programs for the subsequent year;

 will describe how assistance under this part affected student academic achievement and will include, at a minimum, information and data on the use of funds, the types of services furnished, and the students served under this part; and

 will be submitted to the SEA at the time and in the manner requested by the SEA.

New LEAP Assurances

56. Uniform Management Information and Reporting System: the SSD assures that it will provide to the California Department of Education (CDE) information for the uniform management information and reporting system required by No Child Left Behind, Title IV in the format prescribed by CDE. That information will include:

(i) truancy rates;

(ii) the frequency, seriousness, and incidence of violence and drug-related offenses resulting in suspensions and expulsions in elementary schools and secondary schools in the State;

(iii) the types of curricula, programs, and services provided by the chief executive officer, the State educational agency, local educational agencies, and other recipients of funds under this subpart; and

(iv) the incidence and prevalence, age of onset, perception of health risk, and perception of social disapproval of drug use and violence by youth in schools and communities. (Section 4112, General Provisions, Title IV, Part A, PL 107-110)

57. Unsafe School Choice Policy: the SSD assures that it will establish and implement a policy requiring that a student attending a persistently dangerous public elementary school or secondary school, as determined by the State, or who becomes a victim of a violent criminal offense, as determined by State law, while in or on the grounds of a public elementary school or secondary school that the student attends, be allowed to attend a safe public elementary or secondary school within the local educational agency, including a public charter school. The SSD will submit on a format to be designated by CDE the information the state requires to complete annual federal reporting requirements on the number of schools that have been designated “persistently dangerous” in accordance with California State Board of Education policy. (Section 9532, General Provisions, Title IX, PL 107-110.)

Other

63 58. The SSD assures that a minimum of 95 percent of all students and a minimum number of students in each subgroup (at both the school and district levels) will participate in the state’s assessments program.

_Rogelio Sanchez Jr______Print Name of Principal

______Signature of Principal

______Date

64 School Site Council Recommendations and Assurances

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

1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

___ School Advisory Committee for State Compensatory Education Programs

___ English Learner Advisory Committee

___ Community Advisory Committee for Special Education Programs

___ Gifted and Talented Education Program Advisory Committee

X_ Other (English Learner Parent Committee)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council at a public meeting on: __9/14/2016___.

Attested:

___Rogelio Sanchez Jr.______Typed name of school principal Signature of school principal Date

___Claudia Huesca______Typed name of SSC chairperson Signature of SSC chairperson Date

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