Los Angeles Unified School District! s1

LE CONTE MIDDLE SCHOOL Los Angeles Unified School District!

Single Plan for Student Achievement

2016-2017 Implementation LE CONTE MIDDLE SCHOOL

Superintendent Michelle King

Board Members Steven Zimmer, Board President Dr. George McKenna III Monica Garcia Scott M. Schmerelson LE CONTE MIDDLE SCHOOL Dr. Ref Rodriguez Mónica Ratliff Dr. Richard A. Vladovic

2 LE CONTE MIDDLE SCHOOL TABLE OF CONTENTS SCHOOL IDENTIFICATION

C O N T E

M I D D L E

S C H O H O School Name: L Location Code: 8226 Local District: WEST

Count Distric CDS y t School Code 1 9 6 4 7 3 3 6 0 6 1 5 0 1

For additional information on our school programs contact the following: Principal: ROSE HINDINGER E-mail address: [email protected] SPSA Designee: TERESA BRAY Position: TSP/CPA E-mail address: [email protected] School Address: 1316 N. BRONSON AVE. LOS ANGELES, CA 90028 School Telephone Number: (323) 308-1700

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

The Local District staff has reviewed the school plan with the principal and agreed to support and provide feedback for implementation. 4 JAIME MORALES Typed name of Local District Director Signature of Local District Director Date

5 SPSA APPROVALS LOCAL DISTRICT REVIEWERS

Directions: After you have reviewed the applicable sections of the Single Plan for Student Achievement (SPSA) and determined that the SPSA meets legal requirements, check the approval box and type your name and date on the appropriate line. X Approved by Local District Rafael Escamilla 04/11/201 English Learner Coordinator: 6 [Typed name of Local District English Learner Coordinator] Date

X Approved by Local District PACE Traci L Calhoun 04/11/201 Administrator: 6 [Typed name of Local District PACE Administrator] Date

X Approved by Local District Title I Oscar Salas 04/11/201 Coordinator: 6 [Typed name of Local District Title I Coordinator] Date

Note I have reviewed with the principal, the Single Plan for Student Achievement (SPSA) and Targeted Student Population (TSP) plan and recommend : both for implementation.

X Approved by Local District Jaime Morales Director: [Typed name of Local District Director] Date

6 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 Council has developed and approved, and will monitor the plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process. 2. School plan was 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. Date(s) of Chairperson Committees recommendation Typed Name Signature

English Learner Advisory Committee (ELAC) 3/3/2016 Regner Damian

Other (list) 3. The content of the plan is aligned with school goals for improving student achievement. 4. The plan is reviewed annually and updated, including proposed categorical expenditures of funds allocated to the school through the consolidated application, by the School Site Council. 5. Plans are reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic programs for students covered by programs” funded through the consolidated application. 6. The school minimizes the removal of identified children during regular school hours for supplemental Title I instruction (Targeted Assistance Schools only).

This school plan was adopted by the School Site Council on the following date: School plan approval appears in SSC Minutes. 3/10/2016 Date

Attested: ADELINA D’AMBRA Typed name of SSC chairperson Signature of SSC chairperson Date

ROSE HINDINGER Typed name of school principal Signature of school principal Date

7 2016-2017 FUNDING ALLOCATED TO THIS SCHOOL The following categorical funds were allocated to this school through the Consolidated Application and Reporting System (“CARS”). Additional funds were allocated to this school through the Local Control Funding Formula. Funds (listed under “Other”) may be allocated to the school in accordance with District policy. If the school is operating as a Schoolwide Program (SWP), the following programs are consolidated in this plan: (Delete funding sources from this list for which the school does not receive an allocation.)

Federal Programs Elementary and Secondary Education Act:

Title I: Schoolwide Amount: $ 555,830 Program (7S046) Purpose: To upgrade the entire educational program of the school. Title I: Targeted Amount: $ 0 Assistance Program (70S46) Purpose: To help educationally disadvantaged students achieve grade-level proficiency. Title I: Parent Amount: $ 8,965 Involvement Allocation (7E046) Purpose: To promote family literacy, parenting skills, and parent involvement activities. Title III: English Amount: $ 0 Language Development (7S176) Purpose: To provide professional development to teachers, administrators, and other

8 school support staff to improve Designated and Integrated ELD instruction for English Learners. School Improvement Amount: $ Grant (SIG) Purpose: To assist selected schools in closing the achievement gap by providing funds for innovative programs to help at-risk students achieve grade-level proficiency.

Other Federal Funds (list Amount: $ and describe):

Total amount of $ 564,795 categorical funds allocated to this school:

9 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. Local Educational Agency (LEA) Plan Goals The LEA plan serves as the instructional plan for the District and is measured through the Performance Meter and aligned to the following academic goals: Goal 1: English/Language Arts and Mathematics—Proficiency for All  Increasing literacy skills through the implementation of the California Standards in K-12 ELA, K-12 mathematics, and literacy in secondary History/Social Sciences, Science, and Technical Subjects  Increasing the number of students meeting or exceeding standard in grades 3-8 and grade 11 on the California Assessment of Student Performance and Progress in mathematics  Implementing a multi-tiered system of support to provide targeted instruction and intervention to K-12 students based on English/language arts and mathematics data Goal 2: English Learners—Proficiency for All  Increasing English Language Development through implementation of the California English Language Development Standards  Providing and administering K-12 Instructional Programs for English Learners (ELs) that include: - Structured English Immersion - Mainstream English Instructional Program - Dual Language Two-Way Immersion - Transitional Bilingual Education Program - Maintenance Bilingual Education Program - Accelerated Learning Program for Long Term English Learner Program - Secondary English Learner Newcomer Program  Using Title III funds to help ELs meet the State’s annual measurable achievement objectives and build teacher capacity in meeting the academic and linguistic needs of students in the core subject areas including English Language Development  Meeting the District’s expectation for ELs to advance in English language proficiency through Designated and Integrated English Language Development (ELD) and reclassify after five years of instruction  Promoting parent and family involvement in EL programs at the central, Local District, and school site level  Enhancing the quality of language instruction in the District’s EL programs  Planning and developing the tools necessary to implement high-quality comprehensive professional development designed to improve the instruction and assessment of ELs  Supporting and monitoring the continued academic success of Reclassified Fluent English Proficient speakers (RFEPs) Goal 3: All students will be taught by highly qualified teachers.  Placing teachers in schools, classrooms and subject areas based on teacher credentialing (Highly Qualified)  Providing effective professional development to teachers in Focus, Priority and Reward schools  Providing professional development to teachers on the California Standards in ELA, mathematics, History/Social Sciences, Science, Technical Subjects, and English Language Development  Providing professional development to teachers on textbook and curriculum adoptions that align with the California Standards  Providing professional development for teachers and administrators to improve instruction for English learners (ELs) and Students with Disabilities (SWDs)  Regularly assessing the effectiveness of professional development delivered throughout the District  Supporting professional needs of teachers of English Learners through Title III support coaches

10  Using the research base to design professional development topics and implementation  Building teacher capacity to use technology to plan and strengthen instruction, and to improve student understanding and use of technology for learning Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning  The California Department of Education no longer requires that this goal be addressed in the LEA plan Goal 5: All Students will Graduate from High School—100% Graduation  Providing ongoing professional development, designed specifically towards accurate student placement and construction of the master schedule  Monitoring individual graduation plans to ensure all students have access to a high-quality course of study that builds toward college and career readiness  Offering differentiated, evidence-based instructional support and professional development that address the unique learning needs of the District’s diverse learners, including at-risk students, and, as appropriate, provide interventions that respond to factors that may negatively impact student learning and achievement and impede their graduating from high school college-prepared and career-ready

11 2016-17 District Professional Development Priorities: 1. Implementation of the California Standards in ELA, mathematics, History/Social Sciences, Science, Technical Subjects, and English Language Development 2. Improve instruction through the implementation of the English Learner (EL) Master Plan 3. Use of the Teaching and Learning Framework Rubrics to improve teaching and learning across the district 4. Use of benchmark, progress monitoring, and diagnostic assessments (SBAC and district-developed interim assessments) to drive instruction and intervention in ELA, mathematics, science, history and ELD

District Core Program for All Students: The District’s core program is built on the California Standards in ELA, math and ELD, and in all other subjects, grounded in evidence-based pedagogy for effective instruction. In the 2016-2017 school year the District will continue full implementation of the California Standards in all grade levels. The District focus will revolve around the alignment of curriculum, instruction, and assessment ensuring successful outcomes for all students. Curriculum focus-2016/2017 - Implementation of the California Standards in ELA and math using the District adopted texts, including digital text, effectively - Implementation of the California English Language Development Standards for English Learners - Anchoring reading and writing instruction in evidence from the text using a variety of increasingly complex texts. - Writing across genres, with a focus on argument - Providing rigorous mathematics instruction that focuses deeply on the mathematics standards for the grade-level and provides a coherent transition from one topic to another and one grade to another Instructional focus-2016/2017 - Use of close reading and quality text dependent questions to support students in reading and writing instruction. - Emphasis on the Standards for Mathematical Practices - Stronger emphasis on the use of project-based learning and performance tasks to drive instruction. Assessment focus-2016/2017 - Use of a multi-tiered system of support (MTSS) based on ongoing data analysis, to inform instruction and intervention. - Use of MyData, a web-based tool that increases availability and usability of student data for LAUSD educators, in order to improve teaching and learning. - Use of benchmark, progress monitoring, and diagnostic assessments (SBAC, district-developed interim assessments, and assessments of English language development) to drive instruction and intervention. - Use of School Quality Improvement Index to evaluate school performance in terms of student achievement using a variety of measures, both status and growth related. Schools are expected to frame their banked Tuesday professional development in 2016-2017 around the District priorities using a Plan-Deliver-Reflect-Revise model or Cycle of Inquiry and/or problem-solving process to improve outcomes for all students. The analysis of student data and work samples is used as the anchor for building professional practice.

The District will continue to support teachers and staff in the effective use of student achievement data in all subject areas. The District will further integrate the use of Performance Management both at the District and school levels in order to meet Performance Meter targets.

The District has adopted six culturally responsive and linguistically appropriate instructional strategies that are threaded throughout all PreK-12 content instruction. Instructional strategies include the use of advanced graphic organizers, explicit instruction in academic language, use of cooperative communal learning strategies, instructional conversations, contrastive analysis and making cultural connections by creating optimal learning environments.

The District will effectively implement the English Learner Master Plan for educating English Learners, Standard English Learners, and English Learners with disabilities. This plan focuses on the effective use of standards-based differentiated Designated and Integrated ELD instruction specifically designed for ELs, and standards-based instruction using SDAIE to ensure full access to the core curriculum, to meet the needs of all students including gifted and talented students, students with disabilities, and English learners.

Strong classroom management as outlined in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, preparing for transitions, and developing instruction that engages students in learning.

12 SCHOOL MISSION, VISION, AND PROFILE DESCRIPTION

School Vision

The students of Le Conte will become civic minded, productive members of the community and life long learners.

School Mission

The teachers, administration, and staff of Le Conte Middle School, believe in the dignity and worth of all Le Conte students. Through a college and career ready culture, we will provide a creative and nurturing environment for the academic, social emotional and technological growth of our students to meet the challenges and opportunities of the 21st century.

School Profile Description Directions: Provide a brief description of your school community (the boxes below expand as needed).

1. Describe your school’s geographical, demographic, educational and economic community base: The following websites contain useful date: http://www.census.gov/ , http://www.zip-codes.com/ , http://www.city-data.com/ Le Conte is home to a School for Advanced Studies, Center for Enriched Studies Magnet, and Health, Engineering, Applied Technology Magnet. Le Conte is a in a gentrifying neighborhood of eastern Hollywood. The median Income in the neighborhood is just over $30,000 a year. About 40% of adults have not completed high school. 2. Indicate grade levels and, if applicable, school configuration (e.g., Continuation School, Sp. Ed. Center, etc.): Middle school serving sixth, seventh and eighth graders through a host school, two magnet schools and a school of advanced studies.

3. Indicate student enrollment figures: We have approximately 915 students. We are losing enrollment due to the rise in residential rents, as well as the influx of charter schools. Almost 40% of children in the neighborhood attend private schools. We also lose many of our high-performing students who to enroll at the two neighboring LAUSD middle schools that have gifted magnets. 4. Indicate poverty level (i.e., percentage of low-income students identified on the Title I ranking): Over 96% of students completed and turned in Lunch Applications. 89% of our students qualify for free or reduced lunch.

5. Identify language, racial and ethnic make-up of the student body: Almost 90% of our students speak a language other than English at home, representing 18 different countries. About 80% are Latino, most speaking Spanish at home. About 2/3 of our English Learners are LTELs. 6. Provide a description of how the school will share individual student academic assessment results in a language the parents understand,

13 including an interpretation of those results: All communication is provided in both English and Spanish, according to the language preference indicated by the parents upon enrollment. This includes report cards, test scores and automated phone calls, as well as letters and flyers. Armenian, Korean, and Cantonese are available for parents of English Learners. Interpreting report cards and test results is a topic provided during the Transition to Middle School parent meeting. Student-led Conferences are held twice a year, after distribution of progress reports. Students are prepared to explain to their parents how they earned their report card grades, as well as other assessment results and class projects. 7. Describe other important characteristics of the school (e.g., SLC, PLC): Directions: Check the box(es) next to the program(s) in which your school participates.

x Title I Schoolwide Program (SWP) Public School Choice (PSC)

Title I Targeted Assistance School (TAS) L.A.’s Promise

Title III English Language Acquisition, Language Partnership for Los Angeles Schools (PLAS) Enhancement, and Academic Achievement

School Improvement Grant Reed

Extended School-Based Management Model Professional Learning Community (ESBMM)

Local Initiative School (LIS) Small Learning Community

Pilot School Other:

CORE Waiver Status

(Electronic links at http://bit.ly/1KPJY4e and http://coredistricts.org/ connect to information regarding the CORE Waiver.) Directions: Check the box(es) next to the CORE Waiver designation(s) applicable to the school.

Priority (SIG)

Priority (non-SIG) (complete 7 Turnaround Principles report)

Focus (complete Communities of Practice report)

14 Support (complete Communities of Practice report)

Reward

Collaborative Partner

x Other Title I Schools

Other important characteristics of the school:

15 IMPACT OF THE PREVIOUS YEAR’S SPSA SPSA EVALUATION

Directions: Review the applicable 2014-2015 expenditures of categorical resources to analyze the alignment of expenditures to the data and the instructional program. If the analysis of the school data indicates minimal or no growth, revisions must be made to the instructional program to ensure annual gains in student achievement. Answer the questions below to determine whether the strategies, actions/tasks and expenditures written in the SPSA have increased students’ achievement. Schools must keep copies of agendas, minutes and sign-ins as evidence that the SSC and English Learner Advisory Committee (ELAC) have reviewed and provided recommendations during the completion of the evaluation.

100% Graduation – Did the Yes No school meet the School’s Goal last year? If “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal. NA We did not have a goal in this category in the 2014-16 SPSA but in 2016-17, we will implement a homeroom On-Track to Graduate program. All students have an Individual Graduation Plan, will calculate their own GPAs and learn about Culmination requirements, High School Graduation requirements and A-G requirements. We will track 8th Grade High School Readiness and recognize those students who reach that goal. English Language Arts – Did Yes x No the school meet the School’s Goal last year? If “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal. The percent of students receiving Ds or Fs in ELA on final semester report cards will decrease by 3%, from 16% to 13% by Spring 2014 and 2% more by Spring 2016. The percent of 6th, 7th, and 8th graders who do not pass English was 8% in 2015. But only 27% received a proficient score on SBAC. This large discrepancy between grades and SBAC scores shows that the standards in our English classes are not adequately aligned with the California standards for middle school students. We need to improve instruction by better implementing Common Core State Standards throughout the curriculum. Teachers will be working collaboratively in teams to develop rigorous lessons that incorporate the writing process, research, justifying answers and IABs as formative assessments.

Mathematics – Did the school Yes x No meet the School’s Goal last year? If “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal. The percent of students receiving Ds or Fs in MATH on final semester report cards will decrease by 5%, from 31% to 25% by Spring 2014 and 4% more, 25% to 21%, by Spring 2016. 6th to 8th graders who do not pass Math was 11% in 2015. But only 18% received a proficient score on SBAC. This large discrepancy between grades and SBAC scores shows that the standards in our Math classes are not adequately aligned with the California standards for middle school students. Teachers need to work collaboratively to create lessons that incorporate the Common Core State Standards into the math curriculum and the IABs as formative assessment.

English Learner Programs – x Yes No Did the school meet the

16 School’s Goal last year? If “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal. Decrease the percentage of LTELs by 15% from about 80% to 65% by 2016. Increase percent of ELs who pass their grade level ELA course. We surpassed the School’s Goal for decreasing the percentage of LTEL. In 2014-15, LTELs made up 42% of our EL population. One strategy that was effective was meeting with each class to explain the reclassification process so students would understand the importance of each component. We also met with small groups of students who were only one away from reclassifying. We met all the students who were just the CELDT away in September, the SRI away in October and grades away in early November. During Parent Conferences and Back-to-School night, parents were invited to individual conferences to discuss their child’s progress towards reclassification. We did the same in the second semester. In the classroom, teachers used the LTEL curriculum with more fidelity. Student, Staff, Parent and Yes x No Community Engagement – Did the school meet the School’s Goal last year? If “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal. Increase Parental Involvement opportunities from 72% as reported on the 2013 Parent Experience Survey to 85% in 2016 The latest Parent Survey did not ask the question in the same way but these are the results similar questions in the 2015 survey: I feel welcome to participate at this school: 85%. This school informs parents about school activities in a timely fashion: 84%. This school encourages me to participate in organized parent groups: 71%. Increase parent awareness of parent participation opportunities using weekly Connect Ed phone calls from the principal. 100% Attendance, Yes x No Suspension/Expulsion and Non-Cognitive Skills – Did the school meet the School’s Goal last year? If “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal. Increase feelings of student safety from 82% to 90% by 2016 as reported on the school survey. Students feeling of safety dropped from 81% to 70%. Students with 96% or higher attendance will increase from 77% to 80% by 2016. Days lost to suspension will decrease to 20 by 2016. Students with 96% or higher attendance increased to 80%. Days lost to suspension dropped to 12. This was due to use of Restorative Justice techniques for conflict resolution.

17 LAUSD School Review Process Recommendations

Directions: If applicable, indicate the school’s review process(es).

School Improvement Grant (SIG) WASC Recommendations WASC Accreditation Results: years The following key School Review Process Recommendations will be considered by the school and addressed in the SPSA as the school writes its Single Plan for Student Achievement:

18 COMPREHENSIVE NEEDS ASSESSMENT A comprehensive needs assessment incorporates several components, including data analysis related to student achievement, professional development, school-family relationships, school culture/climate, attendance, suspensions/expulsions, and non-cognitive skills. Recommendations derived from the SPSA Evaluation, LAUSD School Review Process(es), and review and analysis of the data below comprise the LAUSD Comprehensive Needs Assessment for the SPSA.

Directions: Review and analyze the data below, along with the SPSA Evaluation results, and determine actions that will help improve teaching and increase student achievement.

 LAUSD School Review Process Recommendations (if applicable)

 School Accountability Report Card

 School Experience Survey

 School Quality Improvement Index (SQII) Report Card

 School Report Card

 Smarter Balanced Assessment Criteria (SBAC) Examination

19 COMPREHENSIVE NEEDS ASSESSMENT / SELF-REVIEW PROCESS

DIRECTIONS: Check the groups or committees that participated in the plan writing process. Who was involved in the self-review/needs assessment process (e.g., SSC, teachers, advisory committees, parents, students)? Describe the school’s process for identifying areas in need of improvement and determining actions, strategies, and interventions to be implemented, i.e., what happened during the process (analysis of data, review of intervention results, examination of research-based strategies)? When did the process occur (dates)?

Who was involved? Date(s)

x Sch ool Site Co unc il 10/22/2015

1/21/2016

2/25/2015

x De part me nts 12/12/2016 10/22/2015

x Eng lish Lea 1/21/2016 rner Adv isor y 3/3/2015

20 Co mm itte e

Gra de Lev el Tea x ms 12/15/15

Pro fes sio nal Lea rnin g Co mm unit y (PL C)

Sm all Lea rnin g

21 Co mm unit y (SL C)

Ver tical Tea ms

22 Los Angeles Unified School District 2016-2017 Single Plan for Student Achievement ACADEMIC GOAL — 100% GRADUATION LAUSD Goal: All students will graduate from high school.

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 23 I. Indicate all data Student Grades S Interim Assessment Blocks (IAB) reviewed c to h address o this o Academic l Goal: A c c o u n t a b i l i t x y

R e p o r t

C a r d

( S A R C ) CELDT / AMAOs IEP Goals Data School Quality Improvement Index Report Card School Experience Survey School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI) Other *The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 24 II. Based upon the data reviewed, summarize the issues affecting graduation rates at your school: The High School Readiness rate for the eighth graders in 2015 was 44%. • 8th grade GPA of 2.5 or better 196/338=59% • Attendance 96% or better in 8th grade, 83% • No D’s or F’s in ELA or Math in 8th grade • Never suspended in 8th grade. The major obstacle to high school readiness is that students are reading below grade level and are therefore unable to maintain a 2.5 or better GPA. III. State the School’s The percent of 8th graders who are high-school ready will increase by 11% from 44% to 55% by June, 2017 as reported in the School Report Card. Measurable Objective*: IV. Focus Areas Describe the Evidence-based Strategy(ies) selected to How will the school measure the What is How much does it W What is achieve the School’s Measurable Objective(s) and the effectiveness of each Action? the school cost? h the program Actions/Tasks the school will use to accomplish the buying? a funding Strategy(ies). Identify the title/position of staff t source? responsible. i The school’s narrative must identify and address Significant s Subgroups’ needs, as applicable. If a purchase is multi- t funded, indicate the related funding source(s) and h percentage(s)/FTE(s) in the description below. e

F T E ? Lesson Planning, Professional Development during and/or beyond the regular Counselors and administrators will Data Analysis, assignment will be provided by counselors and use High School Readiness School and Professional administrators to teachers for a school-wide On-Track to Report Card data to monitor Development Graduate Plan that will focus on: effectiveness of the On-Track to  Middle School Culmination Standards Graduate Plan

 A-G Requirements

 Individual Graduation Plan

 High School Readiness for 8th Graders

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 25 Effective Implement On-Track to Graduate Plan during Homeroom. Principal will monitor Classroom Students keep track of their implementation of Graduation Instruction 1. GPA Program as through Homeroom visitations. 2. Attendance

3. English and Math Grades

Counselors will work beyond the regular assignment to gather all relevant information and provide the best program for the individual needs of each student.

Provide 10 buses for four Curricular Trips to colleges, including UCLA, USC, Cal State LA, and Trade Tech to help low-income students and English Learners begin to visualize themselves in a post -secondary learning environment, which will help motivate them to succeed in high school. Interventions The Problem Solving Data Coordinator will provide data for Counselors will monitor and follow PROB 113,405. 1 Title 1 Beyond the On-Track to Graduate Plan, identity 8th grade students who through with students and families. SOLV DT 0 7S046 Regular School are in danger of failing at the 5-week progress report each CORD 0 Day and Other semester then determine the best course of intervention for . Supports students at-risk of failing. In-school tutoring, lunch tutoring 1,488 0 and after-school tutoring will be provided by Communities in PROB 0 Title 1 Schools tutors, Gear Up tutors, YPI tutors and LACER. LOLV DT 7S046 Students experiencing serious emotional or family problems CRD DIF 1 will be referred to outside agencies through the Student . Resource Navigator. 0 0 Counselors will work beyond the regular school day for to develop Individual Graduation Plans that better meet the needs of all their low-income and English Learner students. Counselors will meet with parents and grade level teacher teams, and COST team to implement precise and focused interventions.

Building Parent The Counselors and Administrators will provide a Principal will monitor Sign In Capacity and workshop for parents of low income students and English Rosters. Partnership to learners on: Support the  Transition to Middle School Academic Goal  A-G Requirements for High School Graduation

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 26  Culmination Requirements

Counselors will meet with parents during Parent Conferences to go over Individual Graduation Plans.

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 27 Los Angeles Unified School District 2016-2017 Single Plan for Student Achievement ACADEMIC GOAL — ENGLISH LANGUAGE ARTS LAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 28 I. Indicate all data Student Grades x S Interim Assessment Blocks (IAB) reviewed c to h address o this o Academic l Goal: A c c o u n t a b i l i t y

R e p o r t

C a r d

( S A R C ) CELDT / AMAOs IEP Goals Data School Quality Improvement Index Report Card School Experience Survey x School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments x MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI) Other *The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 29 II. Based upon the data reviewed, summarize the issues affecting student proficiency in English language arts: According to School Quality Improvement Index, in English Language Arts standard:  Only 27% of Le Conte students meet the standard on the SBAC assessments.

 51% were far below the standard in reading, 49% in Writing and 34% were far below the standard in Research and Inquiry.

Students had difficulty transitioning from the familiar pencil-paper standardized testing to computer-based assessments. Classroom lessons need to be adapted to incorporate more group activities that involve reading and writing using computer-based software and Interim Assessment Blocks. Reading, Research and Literacy need to be implemented across the curriculum.

III. State the School’s By June, 2017, will increase by 15% from 27% to 42% of students will meet the standards in ELA as measured by SBAC. Measurable Objective*: IV. Focus Areas Describe the Evidence-based Strategy(ies) selected to How will the school measure What is the How much does it W What is achieve the School’s Measurable Objective(s) and the the effectiveness of each school cost? th the program Actions/Tasks the school will use to accomplish the Action? buying? h funding Strategy(ies). source? Identify the title/position of The school’s narrative must identify and address Significant staff responsible. Subgroups’ needs, as applicable. If a purchase is multi- funded, indicate the related funding source(s) and percentage(s)/FTE(s) in the description below. Lesson Planning, To increase proficiency of at-risk students Professional Principal and Assistant Principal Data Analysis, Development during Bank Time Tuesdays as well as during will Monitor PD evaluations and and Professional and/or beyond the regular school day, will be focused on conduct regular classroom Development collaborative grade level team planning. Teachers of all observations to ensure that every subjects will work to create high quality first instruction units English teacher implements the that that are culturally relevant and implement the California strategies and lessons that were State Standards for ELA, incorporating presented during professional  ELD standards development.

 An articulated writing Process

 Annotating text and paraphrasing

 Finding reliable sources and citing evidence

 NEWSELA software and Achieve 3000 for learning to analyze informational text

Strategies to increase access to Common Core by will also be provided by the Instructional Assistant Principal, Categorical Programs Advisor, Title III Coach and teachers on topics such as

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 30  CLOSE Reading strategies  Cooperative Learning structures such as Kagan  Collaborative Conversation discussion techniques  DOK Questioning techniques  The Writing Process  Intentional Talk  Maximizing Student Engagement

PD time will also be to analyze student work, and to reflect, evaluate and refine instructional units.

Effective Teachers will implement lessons developed during PD Principal, Instructional Specialist Classroom grade level group meetings to enhance access to Common and APs will conduct classroom Instruction Core Standards for all low-income students. ELA teachers observations to ensure that every will evaluate the effectiveness of their instruction using IABs, English teacher implements the writing samples and projects. Teachers will meet bi-monthly lessons that were created during to analyze student work and revise instructional units professional development. They . will also visit Social Studies and Opportunities will be provided and organized by the Science classes to ensure that Categorical Programs Coordinator to release teachers to strategies are being used across observe best practices of their colleagues during the school the curriculum to support and day as well as time to analyze student work and reflect and enhance literacy. evaluate effectiveness of lessons

The Librarian will support the ELA Common Core standards by providing instruction to every ELA class on  The research process

 Finding reliable sources both online and print

 How to structure a research paper

The librarian will also support Access to Core by  Maintaining a well-stocked and organized library with books and periodical that appeal to every student at every reading level

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 31  Maintaining an up-to-date Media Center for research, presentations, writing  Implementing, organizing and maintaining the Homeroom Eagle Reader program to increase student reading rates and comprehension  Manage the Eagle Reader program as Administrator of the Renaissance Learning Accelerated Reader and STAR testing program. Principal and Technology  Providing lessons on research and the use of Coordinator Teacher will monitor technology the MCSA  Preparing a team of students to compete in the district Battle of the Books on Saturdays  Providing resource materials that will support the units of study in core classes Provide supplemental Librarian x-time for work done beyond the regular day for parent workshops, for maintaining after- school library hours and for preparing and implementing a Battle of the Books Club. SUPPLENTL $26,805 Title 1 INSTRL 7S046 A Spanish-speaking Library Aide will monitor students, MAT check out books, assist with technology, and maintain the library while the librarian is presenting lessons to classes.

Provide Supplementary Instructional Materials, including classroom library sets, classroom book sets, magazine subscription renewals, composition books, to enhance and supplement the regular curriculum and increase access to grade level standards.

Incorporate in all core subjects, software technology to enhance access to the core curriculum including:  Achieve3000® to provide differentiated instruction for nonfiction reading and writing that’s tailored to each student’s Lexile® reading level.

 Use Newsela a research-based software that develops grade-level vocabulary, analysis of informational text, citing evidence, and practice of the writing process in a computer format.

A highly qualified Class Size Reduction secondary

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 32 teacher will collaborate with ELA teacher in planning Common Core, cross-curricular instruction that incorporates ELD Standards, writing across the curriculum, research and justifying answers with appropriate sources, providing direct instruction and intervention to address the targeted needs of the students. CSR teacher must possess knowledge of multi-tiered framework/problem-solving model that differentiates instruction for socio-economically disadvantaged students and English Learners not meeting grade-level standards, especially in writing strategies.

Provide Auxiliary periods to English teachers to lower class sizes in English, enabling more focused, differentiated instruction for students at risk of not meeting grade level MICRO SUP $67,195 Title 1 7S046 standards. AST

A Reading Development class will be offered as an elective period for at-risk students not meeting proficiency expectations. A seventh period intervention class twice a week will provide opportunities for those needing intervention in more than one subject.

The Micro-Computer Support Assistant will maintain and update Library Media Center, computer labs and classroom laptop carts to provide low-income students and English Learners with reliable access to technology and information. Assistant will also be available at all after school parent meetings, presentations and functions to set up, maintain and properly store technology at the end of the evening.

GENERAL SUPPLIES: Provide instructional materials for use in classrooms by low-income students and English Learners, including printer paper, notebook paper, colored paper, pencils, chart paper, markers, glue, scissors, colored pencils.

Interventions Counselors, Categorical Programs Advisor, Intervention CAT PROG $56,704 Title 1 7S046 Beyond the Coordinator and Bridge Coordinator will work collaboratively ADVISOR Regular School with our partners, Communities in Schools, Youth Policy Title 1 7S046 Day and Other Institute, GEAR UP, and LACER, to identify students not CRD DIF $744 Supports meeting grade level standards and to provide the CAT PRG intervention that best meets their needs; ADV  Lunch time tutoring  After School Tutoring

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 33  Tutoring during class

Students who do not respond to available tutoring will be referred to the COST team, where the Resource Navigator may be able to find more intensive resources, including individual counseling, family counseling or other interventions. Building Parent Conduct Parent Workshops on topics that include: School will review parent Capacity and  Eagle Reader Program workshop evaluation forms to Partnership to assess parent learning. School Support the will examine School Experience Academic Goal  Newsletter Survey data to get feedback on parents’ feelings of being Workshops will be conducted by Administrative staff, welcome and supported. Categorical Programs Advisor, Librarian, Instructional Coach, and outside support agencies including Gear Up, Communities in Schools

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 34 Los Angeles Unified School District 2016-2017 Single Plan for Student Achievement ACADEMIC GOAL — MATHEMATICS LAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 35 I. Indicate all data Student Grades S Interim Assessment Blocks (IAB) reviewed c to h address o this o Academic l Goal: A c c o u n t a b i l i t y

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( S A R C ) CELDT / AMAOs IEP Goals Data School Quality Improvement Index Report Card School Experience Survey x School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments x MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI) Other *The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 36 II. Based upon the data reviewed, summarize the issues affecting student proficiency in mathematics: According to School Quality Improvement Index, on the Mathematics standards:  Only 18% of Le Conte students meet the standard on the SBAC assessments

 59% were far below standard in Concepts and Procedures, 48% in Problem Solving and 31% were far below standard in Communicating Reasoning

 Only 4% of English Learners meet the standards on the SBAC assessments

Students had difficulty transitioning from pencil-paper standardized testing to computer-based assessments. Classroom lessons will be adapted to incorporating more group activities that involve reading and writing using computer-based software and Interim Assessment Blocks. Project Lead-the-Way will be implemented in Science classes to increase problem solving skills and the ability to justify and communicate reasoning. III. State the School’s By June, 2017, there will be an increase of 22% of students meeting the standards in math proficiency as measured by SBAC from 18% to 40%. Measurable Objective*: IV. Focus Areas Describe the Evidence-based Strategy(ies) selected to How will the school measure the What is How much does it W What is achieve the School’s Measurable Objective(s) and the effectiveness of each Action? the cost? h the program Actions/Tasks the school will use to accomplish the school a funding Strategy(ies). Identify the title/position of staff buying? t source? responsible. i The school’s narrative must identify and address Significant s Subgroups’ needs, as applicable. If a purchase is multi- t funded, indicate the related funding source(s) and h percentage(s)/FTE(s) in the description below. e

F T E ? Lesson Planning, To increase proficiency in our low-income students and Principal, Instructional Specialist Data Analysis, English Learners, Professional Development during Bank and APs will monitor the PD and Professional Time Tuesdays as well as during and/or beyond the regular evaluations, will conduct classroom Development school day, will be focused on collaborative grade level observations to ensure that every team planning. Teachers of all subjects will work to create math teacher implements the high quality first instruction units, imbedding the California strategies that were presented State Standards and incorporating during professional development  ELD standards

 Project Based lessons from Connected Math and CPM

 Modeling with Mathematics

 Constructing viable arguments

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 37  Use of appropriate tools.

 Using writing to explain mathematical process.

 Use of IABs as a formative assessment

Strategies to increase access to Common Core by will also be provided by the Instructional Assistant Principal, Categorical Programs Advisor, Title III Coach and teachers on topics such as

 Cooperative Learning structures such as Kagan  Collaborative Conversation discussion techniques  DOK Questioning techniques  Intentional Talk  Maximizing Student Engagement

PD time will also be to analyze student work, and to reflect, evaluate and refine instructional units.

Math teachers will be given the opportunity to attend conferences and trainings to increase understanding of the Common Core Standards and effective techniques for at- risk and English learners. These include California Mathematics Council, Greater Los Angeles Math Council, and Los Angeles City Teachers Mathematics Association. Effective Maintain lower class sizes by providing a highly qualified Principal and APs will conduct Classroom Class Size Reduction teacher who will plan and deliver classroom observations to ensure Instruction appropriate Core Standards instruction in Science that that every math teacher develops critical thinking and problem solving. CSR implements the lessons that were Teacher will provide direct instruction and intervention to created during professional address the targeted needs of the students. CSR teacher development must possess knowledge of multi-tiered framework/problem- solving model that differentiates instruction for socio- economically disadvantaged students and English Learners not meeting grade-level standards.

Provide Auxiliary periods to 3 Math teachers to lower class sizes in Math enabling more focused, differentiated instruction for students at risk of not meeting grade level standards.

Teachers will implement units and lessons designed in

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 38 grade level teams incorporating the Common Core Standards and CPM Mathematics to increase proficiency levels in lessons that  Include project based learning Principal and Aps will conduct classroom visits to monitor the instruction of intervention classes  Incorporate cooperative learning strategies

 Are culturally responsive

 Incorporate IABs as an assessment tool

Teacher Release Day will fund opportunities, organized by the Categorical Programs Coordinator, to release teachers Principal and Aps will conduct to observe best practices of their colleagues during the classroom visits to monitor school day as well as time to analyze student work and implementation of Project Lead the reflect and evaluate effectiveness of lessons Way A Math Tutorial class will be provided as an elective period for Socio-economically disadvantage and at-risk students not meeting proficiency expectations. A seventh period intervention class twice a week will provide opportunities for those needing intervention in more than one subject.

Implement Project Lead the Way in science classes, a curriculum that aligns with Common Core State Standards in ELA and math by using project based learning and research to solve problems and support critical thinking, offering socio-economically disadvantaged students a pathway to the study of math, science and engineering.

Instructional Materials that enhance and support instruction in math classrooms will be provided for Socio- economically Disadvantaged at-risk students to critical thinking, student engagement, problem solving such as Connected Math books, CPM books and software, calculators, math manipulatives.

Contract Services for Toshiba to provide teacher-created supplemental materials to enhance and enrich the regular curriculum providing a pathway for success for Socio- economically Disadvantaged at-risk students Interventions Problem-Solving Data Coordinator will assist teachers in Principal will after-school monitor Beyond the identifying students at-risk of failing using IABs, STAR Data Coordinator activities Regular School testing. Categorical Programs Coordinator will work with

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 39 Day and Other outside support agencies and Gear Up to provide tutoring Supports during and after school. Building Parent Conduct Parent Academic Night that includes on topics that Principal will after-school monitor Capacity and include: presentations and activities Partnership to  Graphic organizers to Solve Math Problems Support the Academic Goal  Bringing ELD Standards to the Math Classroom

 Finding Math Everywhere

Invite parents to visit math classes for project-based lessons.

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 40 Los Angeles Unified School District 2016-2017 Single Plan for Student Achievement

ACADEMIC GOAL — ENGLISH LEARNER PROGRAMS Designated and Integrated English Language Development (ELD) LAUSD Goal: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

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( S A R C ) x CELDT / AMAOs IEP Goals Data School Quality Improvement Index Report Card School Experience Survey x School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments x MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI) Other *The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 42 II. Based upon the data reviewed, summarize the issues affecting English learners’ proficiency in the core curriculum:  AMAO1: English Learners making Adequate progress on CELDT rose from 54% to 56%

 AMAO2: English Learners achieving proficiency on CELDT in less than 5 years is 11.5%. More than five years is 44.6.  Percent of English Learners who are Long-term dropped from 66% to 42%.  English Learners reclassifying to Fluent English Proficiency rose from 22% to 26.7%

 English Learners scoring Proficient on SBAC ELA was only 11%

Progress was made in reclassifying LTELs through implementation of the LTEL curriculum with greater fidelity. III. State the School’s By June, 2017, the percent of Long-Term English Learners will decrease by 5%, from 42% to 37%. Measurable Objective*: By June, 2017, the percent of English Learners making adequate progress on the CELDT will increase by 6%, from 56% to 62%. IV. Focus Areas Describe the Evidence-based Strategy(ies) selected to How will the school measure the What is How much does it What is achieve the School’s Measurable Objective(s) and the effectiveness of each Action? the cost? the program Actions/Tasks the school will use to accomplish the school funding Strategy(ies). Identify the title/position of staff buying? source? responsible. The school’s narrative must identify and address English Learners’ needs. If a purchase is multi-funded, indicate the related funding source(s) and percentage(s)/FTE(s) in the description below.

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 43 Lesson Planning, The Title III Instructional Coach, along with the Targeted Principal and Assistant Principal Data Analysis, Support Provider will work with core content teachers will Monitor PD evaluations and and Professional during Bank-Time Professional Development as well as observe lesson delivery, ensuring Development after-school PD to: the incorporation of ELD standards  Integrated ELD, incorporate ELD Standards into the into the core curriculum. core subject curriculum.

 Facilitate PD on increasing access to core for English Learners through such strategies as Constructive Conversation Skills (create, clarifying, fortifying, negotiating), cooperative group structures to increase student engagement as well as using graphic organizers like thinking maps and sentence frames.  Train teachers to use Data to inform instruction

Provide Substitutes to release teachers to attend district training on incorporating EL standards in the core curriculum.

Provide PD time beyond the regular school day for teachers of LTELs and ELs to collaboratively plan lessons to increase the percentage of English Learners making English progress and achieving English proficiency, English Language Development (AMAO 1 and 2)

Effective A Targeted Student Support Provider, with differential Principal will monitor the activities Classroom  Identify and monitor ELs of the TSP through observation, Instruction and through the Principal’s Portal.  Monitor instruction and intervention services for ELs and ensure proper placement  Implement reclassification processes and procedures . The TSP will provide lessons to students in ELD classrooms to help them understand the English Learner program and the process to reclassify. The TSP will also meet with students individually and in small groups to target areas of weakness and how to improve.

Teachers, with the assistance of the TSP and Title III Coach, will implement the High Point and LTEL curriculum Principal will conduct classroom with fidelity while incorporating Writing Strategies, group observations during lessons from projects and literacy across the curriculum. outside artists.

Art teachers from Barnsdall Arts and Wallis Annenberg

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 44 Center will provide art teachers to integrate fine arts into the social studies curriculum, enhancing instruction and providing greater access to the core curriculum for at-risk English Learners.

Instructional Materials that enhance and support instruction in math classrooms will be provided for Socio- economically Disadvantaged at-risk EL students to enhance critical thinking, student engagement, problem solving such as Connected classroom library book sets, software.

Contract Services for Toshiba to provide teacher-created supplemental materials to enhance and enrich the regular curriculum providing a pathway for success for Socio- economically Disadvantaged at-risk EL students. Interventions TSP will identify Long-Term English learners who are at-risk Principal will monitor after-school Beyond the of failing English and/or Math to work with outside support classes to ensure that appropriate Regular School agencies and Gear Up tutors during and after school. instruction is taking place. Day and Other Supports TSP will manage after-school targeted Intervention for EL/LTELs who are close to reclassifying and for those who have remained at the same overall CELDT level for two or more years. After-school intervention will also target students who only need SRI to reclassify and will focus on raising those Lexile reading scores. Building Parent TSP Advisor will present Parent Workshops on topics that Principal and coordinator will Capacity and include: review parent workshop evaluation Partnership to  Parent Workshop for English Learners forms to assess parent learning. Support the School will examine School Academic Goal Experience Survey data to get  Master Plan for English Learners feedback on parents’ feelings of being welcome and supported.  Reclassification Process

 LTEL Student-Parent Meetings twice a year

During Parent Conferences, TSP will meet individually with parents and students to inform parents of their child’s progress towards reclassification. Los Angeles Unified School District 2016-2017 Single Plan for Student Achievement CULTURE and CLIMATE GOAL — STUDENT, STAFF, PARENT AND COMMUNITY ENGAGEMENT LAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.

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( S A R C ) CELDT / AMAOs IEP Goals Data School Quality Improvement Index Report Card X School Experience Survey x School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI) Other *The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 46 II. Based upon the data reviewed, summarize the issues affecting culture, climate, and engagement for students, staff, parents and community: The parent completion rate continues to be high, reaching 82%. Le Conte outperforms the district in almost every category. We have not been able to establish a vibrant Parent Center. Only 63% of parents said that the parent center offers useful resources. We need to work collaboratively with outside agencies to establish a welcoming and useful parent center.

III. State the School’s Increase parents’ use of parent center. Increase the percent of parents who agree that the parent center provides useful resources from 61% to 70% Measurable Objective*: by June, 2017. IV. Focus Areas Describe the Evidence-based Strategy(ies) selected to How will the school measure the What is How much does it W What is achieve the School’s Measurable Objective(s) and the effectiveness of each Action? the cost? h the program Actions/Tasks the school will use to accomplish the school a funding Strategy(ies). Identify the title/position of staff buying? t source? responsible. i The school’s narrative must identify and address Significant s Subgroups’ needs, as applicable. If a purchase is multi- t funded, indicate the related funding source(s) and h percentage(s)/FTE(s) in the description below. e

F T E ? Student, Staff, Conduct Parent Workshops and Professional Development Administration, Parent for all stake-holders on topics that include: CPA, Librarian, Title III Instructional Engagement  School Report Card Coach Principal will monitor effectiveness of workshops through evaluations,  School Experience Survey meetings/agendas/ sign-ins and responses on School Experience Increase stake-holder engagement by having personnel Survey. available to increase communication and a welcoming atmosphere by providing: CPA/TSP will monitor Community  Bilingual Community Representatives who will Reps. serve as community liaisons to increase parent COMMUNIT 8,785.00 Title 1 involvement, focusing on increasing communication Y REP. 7E046 between the school and parents. The Community Rep will maintain the Parent Center by creating a welcoming environment, make phone calls, distribute written communications, and other Master Plan program related services.

 An Office Technician who will ensure that parents’ needs are met in a friendly, efficient and timely manner

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 47 and will help maintain information and records for at-risk students.

 Clerical Overtime to provide technical support for activities held beyond the school day including parent conferences, Battle of the Books, after school intervention, Literacy Night.

 Custodial Overtime to provide support for activities held beyond the school day including parent conferences, Battle of the Books, after school intervention, Literacy Night and other family & extra- curricular events.

Workshops will be conducted by Administrative staff, Categorical Programs Advisor, TSP Advisor, Librarian, Instructional Coach, and outside support agencies including Gear Up, Communities in Schools

Parent Conference Attendance to send parents of ELs to EL Program-related conferences, including CABE, NABE and ELD Accountability Institute to empower parents to become an integral part of their children’s education and learn strategies on how to support ELD and academic instruction at home..

Le Conte will team with parent representative and outside agencies to provide parent training at least six times a year during and beyond the regular day on following topics: Provide PD on the following topics:  Title 1 Program  English Learner Program  The Middle School Years  Use of Technology  High School  Planning for College.

IMA-provide instructional materials and supplies for parent trainings including paper, pens, notebooks and folders.

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 48 Non-Cap Equipment to provide a projector, and laptop for the Parent Center to be used for presentations in ELAC meetings and workshops and desktop computers to be available for use by parent in the parent center. Student, Staff, Parent Besides Progress Reports, EL Monitoring and RFEP Communication monitoring letters,  In late summer, provide a New Student Orientation for incoming students and parents.  Provide an Orientation to Middle School on Back-to- School Night to explain the grading system and report card policy.  Provide a Le Conte Showcase along with Back-to- School Night, to inform parents and new students about the programs, clubs, electives, sports and community services that we have (referrals to health care, nutrition, mental health referrals)  Parent Support Staff provide monthly reports on student progress to the SSC and ELAC  Use online grading system to publish grade books as well as communicate with parent about their child’s progress  Provide a calendar of events for the year in August and post it on the school website  Post school events on the school’s marquees as well as on the Le Conte Facebook page  School updates via PA System three times a week.  Weekly Le Conte Communicator

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 49 Los Angeles Unified School District 2016-2017 Single Plan for Student Achievement SOCIAL / EMOTIONAL GOAL — ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS LAUSD Goal: 100% Attendance

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( S A R C ) CELDT / AMAOs IEP Goals Data School Quality Improvement Index Report Card x School Experience Survey School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI) Other *The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 51 II. Based upon the data reviewed, summarize the issues affecting student attendance, suspension/expulsion, and non-cognitive skills: Student and staff attendance rate is over 96%. 83 % of our students are present at least 96% of all school days, up from70% and surpassing the LAUSD at 80%. Chronic Absenteeism was decreased from 16% to 7%. The PSA counselor monitors student attendance and recognizes good attendance and rewards students on a monthly basis by The suspension rate is low, .07% with only 12 days lost to suspension. Students who feel safe on school grounds decreased to 70% from 82%. We are now short of the district’s target of 88%. Cutbacks have led to fewer adults on school grounds during lunch and recess. 73% of students feel happy to be at this school but only 61% of students feel like they are a part of the school.

III. State the School’s Increase the feeling of belonging to the school by students by 19 % from 61% to 80%. Increase feeling of safety to by 10% from 70% to 80%. Measurable Objective*: IV. Focus Areas Describe the Evidence-based Strategy(ies) selected to How will the school measure the What is How much does it W What is achieve the School’s Measurable Objective(s) and the effectiveness of each Action? the cost? h the program Actions/Tasks the school will use to accomplish the school a funding Strategy(ies). Identify the title/position of staff buying? t source? responsible. i The school’s narrative must identify and address Significant s Subgroups’ needs, as applicable. If a purchase is multi- t funded, indicate the related funding source(s) and h percentage(s)/FTE(s) in the description below. e

F T E ? Professional The Intervention Coordinator, with differential, who will work Principal and Assistant Principals Development collaboratively with the Counselors, Categorical Programs will monitor the implementation of Coordinator, PSA and Resource Navigator, will implement a SWPBSP and its activities . school-Wide Positive Behavior Support Program. Bank Time Tuesday PD time will be used train staff on the Positive Behavior Support system and engaging at-risk students

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 52 Social / Intervention Coordinator will lead the Positive Behavior Principal and Assistant Principals INTRVN 115,091 Title I, 7S046 Emotional Support Team. The team will will monitor the activities of the SUP Interventions Intervention Coordinator through COORD  Use Restorative Justice for conflict resolution MISIS Referrals and Interventions, C1T Title I, 7S046 phone logs, 1,488 INTRVN/PR  Identify and recognize excellence in academics and EV SUPC citizenship DIFF

 Use data to identify students who are at risk of failure.  Develop and monitor behavior plans and contracts specific to the student based on data and maintain records on ISTAR and ISIS Discipline Module  Meet with grade level interdisciplinary teams to facilitate the development and behavior and learning plans for struggling students  Involve parents of at-risk students in the plans to increase the likelihood of success  Team teach Positive Behavior Support lessons in key homerooms  Utilize the COST team for students who need more support

 Refer families to community resources Principal will monitor nurse activities through logs/updates  Work with at-risk students and parents beyond the Title I, 7S046 regular school day to increase access to grade level standards ITIN NURSE $90,724 . (4 DAYS) 8 Principal will monitor PSA 0 Provide x-time for Intervention coordinator to work beyond activities through leadership the school day for collaborative lesson planning, parent meetings/ home visitation logs, meetings, and COST team meetings to meet individual phone logs, in-house conferences Title I, 7S046 needs of at-risk, low-income students and English Learners.

ITIN COUNS $71,069 A Nurse, 5 days a week will: PSA C  Provide students and families with health-related (3DAYS) . 6 counseling and referrals to community resources when 0 needed

 Staff development on Stress Management, Recognizing

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 53 Depression

 Participate on COST team

A Pupil Services Advisor will  Monitor attendance through MISIS and MyData, identifying students who have several absences  Investigate causes of poor attendance through parent contact including home visits, and identify services that may help mitigate attendance problems  Involve parents in the plans to increase the likelihood of success  Meet with grade-level interdisciplinary teams to facilitate the development of plans to increase attendance  Collaborate with intervention coordinator when appropriate  Involve parents through calls, home visits, social and community services and operate as a liaison between school and families of at-risk students  Coordinate incentive programs to increase student attendance including PA announcements, monthly homeroom competitions for improved/perfect attendance, monthly giveaways, and student recognition through certificates and bulletin boards.

A Student Resource Navigator will arrange for outside agencies to provide school based counseling and other health services on the school’s campus and ensuring than an MOU is in place. Monitor and track student referrals through the school’s computer data system, MATRIX. Assist parent with Health Insurance enrollment and determine eligibility for health coverage.  Coordinate with Intervention Coordinator, PSA, CPA and counselors to for referrals to community resources

 Participate on COST team

X-time will be used to provide time beyond the school day for out-of-classroom personnel to monitor student academic needs to  Ensure proper grade-level and language classification placement

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 54  Ensure access to appropriate intervention services  Ensure students are making adequate academic progress  Monitor High school readiness  Facilitate matriculation from elementary and transition to high school Building Parent Workshops will be conducted by Administrative staff, TSP Principal will monitor PSA Capacity and Advisor, Librarian, Instructional Coach, and outside support activities through leadership Partnership to agencies including Gear Up, Communities in Schools meetings/ home visitation logs, Support the Conduct Parent Workshops on topics that include: phone logs, in-house conferences Social /  The Importance of Attendance Emotional Goal  Recognize Excellent Attendance

 Anti-Bullying Assembly

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified). 55 TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 (PI—Section 1116) COMPONENTS FOR IMPLEMENTATION 1. Comprehensive needs assessment: Describe how the school will evaluate the effectiveness of the program in meeting the goals and make necessary modifications. Describe the comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

To determine whether or not school objectives were met, a report will be compiled [i.e., AYP (AMOs), AMAOs, and MCDs]. Strategies to achieve the goals will be measured for effectiveness through data and the completion of the SPSA Evaluation. The evaluation will serve as the indicator to make any significant changes to the instructional program. Modifications will be made if the strategies identified in the Goal pages have not provided results or sustained improvement. The comprehensive needs assessment is addressed in Section II of all Goal pages.

2. Schoolwide reform strategies: Describe the instructional strategies and initiatives in the comprehensive plan that are based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

Schoolwide reform strategies are described in Section IV of all Goal pages.

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

The following strategies will be utilized to meet the educational needs of Migrant Students: Address the needs of migrant students in the Single Plan for Student Achievement. Ensure that the Migrant Education Program (MEP) Family Work Questionnaire is part of the enrollment packet. Complete the Intervention Services Survey. Conduct the initial assessment of the migrant student using the MEP Individual Learning Plan (MEP ILP). Arrange a Parent/Teacher conference to discuss the student’s MEP ILP. Record the MEP ILP in the student’s cumulative record. Implement the Migrant Education Purple Folder. Monitor documentation requirements for migrant students. Address the individual student’s needs through the recommended services noted on the MEP ILP. Provide an in-service on the Migrant Education Program. (Please contact the MEP Office for assistance with in-service). The Principal will designate a certificated staff member to be the MEP school contact person. The contact person will be the:

TSP (certificated position/title)

The following strategies will be utilized to meet the educational needs of Homeless Students: 56  Ensure that the Student Residency Questionnaire is included in every school enrollment packet.  Make sure that The Student Residency Questionnaire is also disseminated annually to account for students who become homeless after initial enrollment.  Assure that any Student Residency Questionnaires identifying homeless students are faxed to the Homeless Education Program for services immediately upon receipt.  Each principal shall designate an administrator to serve and be responsible as the School Site Homeless Liaison or oversee a designee to ensure that procedures related to homeless students are implemented appropriately. The designated person will ensure adherence to current District policy regarding the enrollment of homeless children and youth in schools and ensure that these students receive services at the school site and from The Homeless Education Program. The school designee is the:

The following strategies will be utilized to meet the educational needs of American Indian Students:  The Title VII Student Eligibility certification form will be included in the school’s enrollment packet and the contact person to assure that American Indian students receive services is the:

The following strategies will be utilized to meet the educational needs of Foster Youth:  A Foster Youth Achievement Counselor will be assigned to each school by the District to conduct a comprehensive academic assessment for each foster youth, develop an individual success plan, provide ongoing intensive case management, ensure equitable access to resources, advocate for the educational rights of foster youth, and promote school stability. The principal designates a contact person at each school as the Foster Youth Liaison. The school designee is the:

3. Instruction by highly qualified teachers: Describe how the District ensures that all teachers of core academic subjects and instructional paraprofessionals meet the qualifications required by section 1119.

The District provides an annual report to the California Department of Education and the Los Angeles County Office of Education regarding all teachers and/or paraprofessionals that do not meet NCLB requirements. In addition, the District develops plan(s) of action to remedy non-compliance issues related to any individual(s) found not meeting NCLB requirements. In addition, the District conducts an ongoing assignment monitoring audit cycle of all schools to ensure that all teachers and paraprofessionals are correctly assigned. A complete assignment monitoring audit cycle takes place over a four-year period. Each year, twenty-five percent of District schools are audited. By the end of the four-year cycle, all District schools have been audited and the cycle repeats.

4. High-quality and ongoing professional development: Describe the high-quality and ongoing professional development provided for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.

High quality and ongoing professional development is described in Section IV of all Goal pages at the rows entitled “Professional Development.”

5. Strategies to attract highly qualified teachers to high-need schools: Describe the strategies used by the District to attract high-quality, highly qualified

57 teachers to high-need schools including recruitment efforts to ensure that core academic subject areas are staffed with high-caliber teachers.

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

6. Strategies to increase parental involvement: Describe strategies used to increase parental involvement in accordance with section 1118, such as family literacy services.

Strategies to increase parental involvement are described in Section IV of all Goal pages at the rows entitled “Building Parent Capacity and Partnership to Support the Academic Goal,” as well as throughout the Culture and Climate Goal pages.

7. Measures to include teachers in decisions regarding the use of academic assessments: Describe how teachers are included in the decisions regarding the use of academic assessments that provide information on and that improve student achievement and the overall instructional program.

Teachers are involved in the following activities that facilitate their inclusion in decisions regarding the use of academic assessments:  Training on the use of MyData to determine the progress of their students on periodic assessments and annual assessment scores  Development of Units of Study incorporating Common Core State Standards incorporating Writing Across the Curriculum and IABs  The development of assessments based on their lessons  Collaboration among grade levels and departments on the assessment results and developing lessons  Providing intervention for students not meeting grade-level standards on the assessments

8. Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: Describe activities taken to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective, timely additional assistance which include measures to ensure that students' difficulties are identified on a timely basis and provided sufficient information on which to base effective assistance. Describe how the school provides increased learning time to underperforming students outside the school day. (Include intervention programs provided before school, during the school day, after school, and on Saturdays.)

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely assistance are described in Section IV of the 100% Graduation Goal, English Language Arts Goal, Mathematics Goal, and English Learner Programs Goal pages at the rows entitled “Interventions Beyond the Regular School Day and Other Supports,” and in Section IV of the Social/Emotional Goal pages at the row entitled “Social/Emotional Interventions.”

9. Coordination and integration of Federal, State, and local services and programs: Describe how the school will coordinate and integrate federal, state, and local services and programs.

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

58 LOCAL DISTRICT MONITORING

Directors provide ongoing monitoring of the Single Plan for Student Achievement (SPSA) and support through:

 Joint analysis of data  Evaluation of the strategies described in the plan  Observation of instruction  Observation of professional development that supports the strategies identified in the school plan  Providing actionable feedback on professional development implementation and implementation of identified strategies  Overseeing the budget  Ensuring that the school administrator communicates regularly with stakeholders on the progress made towards achieving SPSA goals

Directors review and approve the Single Plan for Student Achievement (SPSA) and school site budgets throughout the school year. Directors conduct performance dialogues with their network principals to review the academic progress of all students and focus on monitoring implementation of the Single Plan for Student Achievement and analysis of student data as evidence of school progress.

Directors may describe additional services and support provided to the school’s instructional program in the box below:

The Director, and other LD-West Support Team members as appropriate, will work with the principal and support staff to:  Identify areas requiring additional support based on student data (school-wide and by disaggregated subgroups) from sources including MyData, Interim Assessments and Student Marks Progress Reports.

 Evaluate the effectiveness of the school’s Single Plan for Student Achievement (SPSA / school improvement plan as a means of reaching its SMART goals in light of ongoing data & guide principal in making program adjustments as indicated.

 Determine professional development activities required to target assessed needs.

 Provide principal coaching to enhance instructional leadership expertise through principal network meetings, school visits with instructional rounds, and at one or more school-based professional development activities.

 Provide professional development support through the availability of Content Area Coordinators and Specialist assigned to assist with the implementation of Common Core demo lessons, assistance with Common Core lesson planning, and training of teachers in 59 the new Common Core Standards.

60 Los Angeles Unified School District 2016-2017 School-level Plan for Use of Targeted Student Program (TSP) Funds

Program Budget Codes: 10183 (TSP School Allocation) 10397 (TSP Per Pupil School Allocation) 10400 (TSP Supplemental & Concentration Grant) 10405 (TSP Supplemental & Concentration Grant Parent)

Name of School Local District Principal

Le Conte Middle School West Rose Hindinger

Total Student % of Low-Income Students % of English Learner % of Foster Youth Total Amount of TSP Enrollment Students Students Funds Allocated to the School 920 89% 24% >1% 10183 260,350.00 10397 10400 277,855.00 10405 7,447.00 Total 545,652.00

Directions: Briefly describe, if applicable, the services being provided that are aligned to the District’s LCAP goals and indicate the amount of TSP funds that support those services. Specify the targeted subgroup(s) as low-income students, English learners, RFEPs, and/or foster youth.

Description of Services that Amount of TSP Funds Targeted Student Related District- address: 100% Graduation Group(s): wide SY16-17 Budgeted priorities should be based upon Low-income, EL, LCAP Targets the school’s analysis of the following disaggregated data of low-income, English RFEP, and/or (proposed) learners, RFEPs, and foster youth: Foster Youth

- Individual Graduation Plan (IGP) completion rate 27% according to School Survey - Percentage of students on track to graduate 44%

61 Counselor and Administrator will provide COUNS SEC Low-Income, EL,  Graduation professional development during and/or $113,405.00 RFEP and Foster Rate: 71% beyond the regular assignment to core (10400) Youth teachers for a school-wide On-Track to  Percentage of Graduate Plan that will focus on: students on track AST PRN to graduate:50%  Middle School Culmination $ 51,210.00 Standards (10183)

 A-G Requirements

 Individual Graduation Plan

 High School Readiness for 8th Graders So that On-Track to Graduate program can be implemented during Homeroom. Low-Income, EL,  Provide 10 buses for four Curricular Trips $5,000.00 RFEP and Foster to colleges, including UCLA, USC, Cal (10183) Youth State LA, and Trade Tech to help low- income students and English Learnrs begin to visualize themselves in a post - secondary learning environment, which will help motivate them to succeed in high school.

Description of Services that Amount of TSP Funds Targeted Student Related District- address: Proficiency for All Group(s): wide SY16-17 Budgeted priorities should be based upon Low-income, EL, LCAP Targets the school’s analysis of the following disaggregated data of low-income, English RFEP, and/or (proposed) learners, RFEPs and foster youth: Foster Youth - SBAC English language arts and mathematics proficiency rates ELA 27%; Math 18% - EL reclassification rate 26.7% - Rate of ELs making annual progress on CELDT 56%; - Rate of ELs demonstrating proficiency in English 11.5% < 5 years; 44.6% > 5 years - Decrease in long-term English 62 learners (LTELs) 42% A Librarian The librarian will support  EL Access to Core by $114,573 Low-income, EL, RFEP, reclassification and Foster Youth  Maintaining a well-stocked and (10400) rate: 20% organized library with books and  Rate of ELs periodical that appeal to every student at every reading level making annual progress on  Maintaining an up-to-date Media CELDT: 62% Center for research, presentations, writing  Decrease in  Implementing, organizing and long-term English maintaining the Homeroom Eagle learners: 22% Reader program to increase student $107,544 Low-income, EL, RFEP, reading rates and comprehension (10400) and Foster Youth  Manage the Eagle Reader program as Low-income, EL, RFEP, TCHR X TM Administrator of the Renaissance and Foster Youth Learning Accelerated Reader and (10183) STAR testing program. $20,00  Providing lessons on research and the use of technology TCH PD REG  Preparing a team of students to (10183) compete in the district Battle of the $10,000 Books on Saturdays  Providing resource materials that will support the units of study in core classes

Auxiliary Pay for 3 8th grade ELA classes and 3 8th grade Math classes to lower class size and provide differentiated instruction TSP Teacher x time and Replacement $61,309 EL, RFEP, and Foster Youth Time: To increase proficiency in our low- (10183) income students and English Learners, Professional Development during Bank CNT INSTR SV Time Tuesdays as well as during and/or Low-income, EL, RFEP, beyond the regular school day, will be $2000 and Foster Youth focused on collaborative grade level team (10183) planning. Teachers of all subjects will Low-income, EL, RFEP, work to create high quality first instruction SFTWR LC MNT and Foster Youth units that that are culturally relevant and $35,000 implement the California State Standards (10183) Low-income, EL, RFEP, for ELA, incorporating and Foster Youth 63  ELD standards $11,350 $10,628  An articulated writing Process

 Annotating text and paraphrasing Low-income, EL, RFEP, and Foster Youth $25,000  Finding reliable sources and citing evidence

 NEWSELA software and Achieve 3000 for learning to analyze informational text

 CLOSE Reading strategies

 Collaborative Conversation discussion techniques

 DOK Questioning techniques

 Maximizing Student Engagement

 Analyze student work, reflect, evaluate and refine instructional units

A Targeted Student Support Provider, with differential  Identify and monitor ELs  Monitor instruction and intervention services for ELs and ensure proper placement  Implement reclassification processes and procedures  Provide lessons to students in ELD classrooms  Meet with students individually and in small groups to target areas of weakness . Art teachers from Barnsdall Arts and Wallis Annenberg Center will provide art teachers to integrate fine arts into the 64 social studies curriculum, enhancing instruction and providing greater access to the core curriculum for at-risk students and English Learners.

Software to develop reading comprehension including Achieve 3000, NEWSELA and Renaissance Learning Accelerated Reader

Overtime for Clerical, Micro Support Assistant, Coordinator Z-time Counselors, Clerical and Administrators

GENERAL SUPPLIES: Provide instructional materials for use in classrooms by low-income students and English Learners, including printer paper, notebook paper, colored paper, pencils, chart paper, markers, glue, scissors, colored pencils.

Description of Services that Amount of TSP Funds Targeted Student Related District- address: 100% Attendance Group(s): wide SY16-17 Budgeted priorities should be based upon Low-income, EL, LCAP Targets the school’s analysis of the following disaggregated data of low-income, English RFEP, and/or (proposed) learners, RFEPs and foster youth: Foster Youth - Percentage of students with a 96% attendance rate 83% - Percent of students missing 16 days or more in a school year 7%

65 Itinerate Pupil Services Counselor  Percentage of students with a A Student Resource Navigator will work $29,478 Low-income, EL, RFEP, 96% attendance with PSA to monitor attendance, arrange (10183) and Foster Youth for services to help motivate students to rate: 72% attend school, like transportation, clothing,  Percentage of and if necessary,find students missing outside agencies to provide school based 16 days or more counseling and other health services on in a school year: the school’s campus and ensuring than an 9% MOU is in place. Monitor and track student referrals through the school’s computer data system, MATRIX. Assist parent with Health Insurance enrollment and determine eligibility for health coverage. (2 Days)

Description of Services that Amount of TSP Funds Targeted Student Related District- address: Parent, Community Group(s): wide SY16-17 and Student Engagement Low-income, EL, LCAP Targets Budgeted priorities should be based upon RFEP, and/or (proposed) the school’s analysis of the following disaggregated data of low-income, English Foster Youth learners, RFEPs, and foster youth: - Percentage of parent participation on School Experience Survey 82% - The responses from parents and students participating in the survey Only 63% responded that the parent center provides useful information.  Percentage of parent Low-income, EL, RFEP  Bilingual Community $7,447.00 participation on Representatives who will serve as (10405) School community liaisons to increase parent Experience involvement, focusing on increasing Survey: 45% communication between the school Low-income, EL, RFEP and parents. The Community Rep will $5000.00 maintain the Parent Center by creating a welcoming environment, (10183) make phone calls, distribute written communications, and other Master 66 Plan program related services.

 Clerical Overtime to provide technical support for activities held beyond the school day including parent conferences, Battle of the Books, after school intervention, Literacy Night.

Description of Services that Amount of TSP Funds Targeted Student Related District- address: School Safety Group(s): wide SY16-17 Budgeted priorities should be based upon Low-income, EL, LCAP Targets the school’s analysis of the following disaggregated data of low-income, English RFEP, and/or (proposed) learners, RFEPs, and foster youth: Foster Youth - Suspension rate 0.7% - Expulsion rate 0.1% - Extent to which the school is implementing the Discipline Foundation Policy 84% Students feeling safe on campus dropped from 80% to 70%.  Suspension Intervention Coordinator x-time for will Low-income, EL, RFEP, $1,925 rate: .7%  Work with at-risk students and (10183) and Foster Youth  Expulsion parents beyond the regular school day to increase access to rate: .03% grade level standards  Extent to which the school  Involve parents of at-risk students is implementing in the plans to increase the the Discipline likelihood of success Foundation Policy: 79%

67 7 TURNAROUND PRINCIPLES [To be completed by CORE Waiver PRIORITY SCHOOLS (Non-SIG) only]

Directions: If a required component of the 7 Turnaround Principles has already been addressed in the SPSA, indicate where in the SPSA the description can be found by filling in the right column with the Goal and Focus Area(s) (e.g., “Mathematics – Professional Development”) or SPSA section (e.g., “Comprehensive Needs Assessment / Self Review Process”). If a required component has not been addressed in the SPSA, provide a description of how the school will implement the component in the boxes below.

Goal and Focus Area(s) or 7 Turnaround Principles SPSA section Principle #1 – Provide strong leadership (Schools do not address Principle 1. This section is to be completed by the District.) A. Describe the process for the LEA’s review of school leader effectiveness and replacement of (This section is to be completed by the leader if deemed necessary through review before the start of the 2016-17 school year. District.) B. Describe the process and evidence that the LEA developed to ensure new instructional leader hires of Non-SIG priority schools meet the following hiring criteria: (1) has a track record of increasing student growth on standardized test scores as well as overall student growth, as well as (This section is to be completed by the in subgroups in the school; (2) exhibits competencies in: driving for results, problem-solving, and District.) showing confidence to lead; (3) has a minimum of 3 years’ experience as a principal; (4) has experience supervising implementation of multiple programs at the school level, including but not limited to special education, Title I, and ELL. C. Provide LEA evidence that: (1) there is a program in place that supports the leadership team in their instructional and management skill development; (2) the new principal has been granted sufficient operational flexibility (including staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and (This section is to be completed by the increase high school graduation rates; (3) LEA administrator roles have been refined to more District.) directly support and monitor classroom instruction through the development of systems and processes (e.g., observation protocols) for teachers and administrators to analyze and monitor student data and classroom instruction. Principle #2 – Ensure that teachers are effective and able to improve instruction A. What is the process for analyzing data and root causes to identify actions, strategies, and Goal and Focus Area(s) or interventions pertaining to teachers within the school improvement plan? SPSA section

B. How will PD related to low-performing area(s) be provided to teachers and administrators? Goal and Focus Area(s) or SPSA section 68 C. How will walk-through protocols include teacher support implemented? Goal and Focus Area(s) or SPSA section

D. Describe your school’s planned participation in professional learning provided by CORE. Goal and Focus Area(s) or SPSA section

E. Describe the school’s process for hiring an instructional coach to engage teachers in school- Goal and Focus Area(s) or based, job-embedded professional learning. SPSA section

Principle #3 – Redesign the school day, week or year to include additional time for student learning and teacher collaboration A. Describe the plan the school is creating to maximize instructional time in core subjects including Goal and Focus Area(s) or English Language Arts, mathematics, science, foreign languages, civics and government, SPSA section economics, arts, history, and geography.

B. How will the school explore and capitalize on opportunities outside of the regular student day to Goal and Focus Area(s) or enhance student learning? (could include after-school, before-school, lunch time, or extended SPSA section year)

C. Describe the school’s process to ensure that extended learning time is available to all students. Goal and Focus Area(s) or SPSA section

D. What steps will be taken by the school to evaluate the effectiveness of the extended learning time? Goal and Focus Area(s) or How will the effectiveness of the extended learning time be evaluated? SPSA section

Principle #4 – Strengthen school’s instructional program A. What actions will the school take to implement curriculum fully aligned to the Common Core Goal and Focus Area(s) or Standards? SPSA section

69 B. Describe the school’s process for scheduling continuous, data-based curriculum review. Goal and Focus Area(s) or SPSA section

C. Describe the school’s process for supporting instruction with pacing guides, curriculum maps Goal and Focus Area(s) or and/or sample instructional strategies. SPSA section

Principle #5 – Use data to inform instruction and for continuous Improvement A. What actions will the school take to develop and implement a short-term action plan to achieve the Goal and Focus Area(s) or goals in the school improvement plan? SPSA section

B. Describe the development of a leadership team and whether the team will meet at least monthly to Goal and Focus Area(s) or develop and implement short-term action plans and monitor implementation of the school SPSA section improvement plan.

C. What will be the process for designing a local data system which included multiple-levels of Goal and Focus Area(s) or assessments and informed programmatic/instructional decisions? SPSA section

D. What will be the process for facilitating data-driven conversations in learning communities? Goal and Focus Area(s) or SPSA section

E. What will be the process for training and supporting teachers’ data use through formal and Goal and Focus Area(s) or informal PD? What will be the process for differentiating PD for new teachers? SPSA section

Principle #6 – Establish a school environment that improves school safety and discipline and addresses other nonacademic factors that impact student achievement A. What will be the process for developing a sustained and shared philosophy, mission, and vision? Goal and Focus Area(s) or SPSA section

70 B. Describe how the school will maintain facilities that support a culturally responsive and safe Goal and Focus Area(s) or environment. SPSA section

C. Describe how the school will analyze teacher attendance and develop a plan for improvement, if Goal and Focus Area(s) or needed. SPSA section

D. Describe how the school will analyze student attendance and develop a plan for improvement, if Goal and Focus Area(s) or needed. SPSA section

E. What will be the process for identifying students who are at-risk of not graduating and developing a Goal and Focus Area(s) or plan of action to support those students? SPSA section

F. What will be the process for analyzing student discipline referrals and developing a plan for Goal and Focus Area(s) or improvement, if needed? SPSA section

Principle #7 – Provide ongoing mechanisms for family and community engagement A. What will be the process for developing and implementing a plan for student, family and Goal and Focus Area(s) or community engagement? SPSA section

B. Provide evidence of efforts to increase effective parental and community involvement. Goal and Focus Area(s) or SPSA section

71 COMMUNITIES OF PRACTICE [To be completed by CORE Waiver FOCUS and SUPPORT SCHOOLS only]

California State AMO and School Quality Improvement Goal

School Le Conte Middle School : LEA: Los Angeles Unified School District Year: 201

Current Year AMOs Yes No Did the school meet this year’s California attendance target? Did the school meet this year’s testing participation target? Did the school meet their California graduation rate target? (if applicable) Did the school meet this year’s School Quality Improvement Index Goal (CORE AMO)? Prior Year AMOs Yes No Did the school meet the prior year’s (2012-13) API growth target? Did the school meet the prior year’s (2012-13) API achievement target? Did the school meet the prior year’s (2012-13) graduation rate target? (if applicable) Did the school meet the prior year’s School Quality Improvement Index Goal?

72 COMMUNITIES OF PRACTICE (To be completed by CORE Waiver FOCUS and SUPPORT SCHOOLS only)

Directions: If a required component has already been addressed in the SPSA, indicate where in the SPSA the description can be found by filling in the right column with the Goal and Focus Area(s) (e.g., “Mathematics – Professional Development”) or SPSA section (e.g., “Comprehensive Needs Assessment / Self Review Process”). If a required component has not been addressed in the SPSA, provide a description of how the school will implement the component in the boxes below.

Communities of Practice Components Goal and Focus Area(s) or SPSA section A. Describe the school’s process for self-review and needs assessment to identify actions, strategies, and interventions to be implemented within the school improvement plan. (Data must include AMOs and the School Quality Improvement Index Report.)

B. Describe specific interventions, training methodologies, and/or trainings that worked well, and those that did not.

C. Describe the school’s process for addressing and prioritizing the needs of the specific subgroups that caused the school to be identified as a Focus or Support school.

D. Describe the school’s process for reporting the progress of Communities of Practice work to the School Site Council.

E. Describe your school’s planned participation in three full “Plan, Do, Study, Act” (PDSA) cycles of inquiry to be provided by CORE.

73 ATTACHMENTS

Attach the following materials Submit with Plan:  SSC Approval of SPSA  Include copies of agenda, minutes, and sign-ins verifying approval of the SPSA. [Documentation (i.e., agendas, sign-ins, and minutes) must remain at the school site for five years.]  Include any written parent comments of dissatisfaction with the SPSA (SWP).  Analysis of School Experience Survey for Parents (applies to New Schools only)  Electronic copy of SPSA in Microsoft Word format

Submit to Principal’s Portal:  Annual Title I Meeting  SSC Certification Form  Safe School Plan  Principal Certification Form  Parental Involvement Policy  School Parent Compact

Retain at the School:  Small Learning Community Plan  SSC Certification Form  GATE Plan  Grants Include plans for any grants received by the school.  Safe School Plan  LAUSD Public School Choice Proposal