Superintendent Austin Beutner Board

NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Los Angeles Unified School District

School Plan for Student Achievement

2019-2020 Implementation NO HOLLYWD SH (1878601)

Board Members Mónica Garcia, Board President Dr. George McKenna III Scott M. Schmerelson Nick Melvoin Kelly Gonez Dr. Richard A. Vladovic

Page 1 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM TABLE OF CONTENTS Section District and School Information 1 School Identification 1 SPSA Review Tracker 2 Recommendations and Assurances 3 Funding Allocated to this School 4 District Mission Statement 5 School Mission, Vision, and Profile Description 7 School Review Process Recommendation 9 Comprehensive Needs Assessment 10 School Accountability Report Card 10 School Experience Survey 10 School Quality Improvement Index Report Card 10 School Report Card 10 Smarter Balanced Assessment 10 Comprehensive Needs Assessment / Self-Review Process 10 GOALS 11 Academic Goal—100% Graduation and Beyond 11 Academic Goal—English Language Arts 12 Academic Goal—Mathematics 13 Academic Goal—English Learner Programs 14 Parent, Community, and Student Engagement 15 100% Attendance, Suspensions, School Safety, and Other Supports 16 Title I Required Components for Implementation 17 Schoolwide Program (SWP) / ESSA1114 17 Local District Monitoring 18 2019-2020 School Level Plan for Use of Targeted Student Program (TSP) Funds 19 Budget Summary 20 Attachments 21

Page 2 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 1 SCHOOL IDENTIFICATION School Name: NO HOLLYWD SH (1878601) Local District: NE

CDS County District School Code 1 9 6 4 7 3 3 1 9 3 6 3 5 0

For additional information on our school programs contact the following:

Principal: ROSALES, RICARDO E-mail address: [email protected]

SPSA Designee: LOPEZ, EDWARD Position: ADVSR, CTEGORCL PGM E-mail address: [email protected]

School Address: 5231 COLFAX AVE, NORTH HOLLYWOOD, CA 91601 School Telephone Number: 8187536200

I have reviewed the School Plan Achievement (SPSA) and Targeted Student Population (TSP) plan and recommend both for implementation.

PAMELA DAMONTE 08/09/2019

Typed name of Local District Superintendent or designee E-Signature of Local District Date Superintendent or designee

Page 3 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 2 SPSA Review Tracker

Directions to SPSA Reviewers: Review the applicable sections of the School Plan for Student Achievement (SPSA) and mark the appropriate button. Type your name and date when completed.

Local District Superintendent or PAMELA DAMONTE Revision Required Approved 08/09/2019 designee Typed Name Signed Date

Local District EL Compliance ALICIA BERNAL Revision Required Meets Federal Requirements N/A 08/15/2019 Coordinator Typed Name Signed Date

Local District PACE Administrator PATRIZIA PUCCIO Revision Required Meets Federal Requirements N/A 06/20/2019 Typed Name Signed Date

Local District Title I Coordinator SUE FLORINDEZ Revision Required Meets Federal Requirements N/A 08/15/2019 Typed Name Signed Date

Page 4 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 3 RECOMMENDATIONS AND ASSURANCES

The School Site Council recommends this school plan and its proposed 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 School 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 English Learner Advisory Committee (ELAC) 02/11/2019 Esmeralda De Loera ELAC has delegated authority to SSC Not applicable (if a school has less than 21 English learners, ELAC is not required)

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: 03/21/2019 School plan approval appears in SSC Minutes. Date

Attested:

Erika Samayoa 03/22/2019 Typed name of SSC chairperson E-Signature of Date SSC chairperson

ROSALES, RICARDO 03/22/2019 Typed name of school principal E-Signature of Date School principal

Page 5 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 4 2019-2020 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: Federal Programs

Elementary and Secondary Education Act: Allocation: Original Second Third

Title I: Schoolwide Program (7S046) Amount: $ 1,280,370 0 Purpose: To upgrade the entire educational program of the school. Title I: Coll&Career Coach [Cent Funds] (7T124) Amount: $ 0 0 Purpose: 7T124 IS REFERING HERE Title I: Parent Involvement Allocation (7E046) Amount: $ 19,162 0 Purpose: To promote family literacy, parenting skills, and parent involvement activities. Title III: English Language Development (7T197) Amount: $ 0 0 Purpose: 7T197 Total amount of categorical funds allocated to this school: $ 1,299,532

Total shown does not include the second and third allocation.

Other Programs to be consolidated under Schoolwide Program NOTE: Allocations for Other Program do not transfer to Budget Summary Report Allocation

Page 6 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 5 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 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

Page 7 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 6

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.

Page 8 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 7 SCHOOL VISION, MISSION, AND PROFILE DESCRIPTION School Vision Directions: State your school’s vision. (Describe what your school intends to become in the future.) North Hollywood High School educates a diverse student community by inspiring a desire for excellence and developing critical thinkers prepared for the rapidly changing global society. We encourage and support intellectual curiosity, respect for diversity, and active citizenship. School Mission Directions: State your school’s mission. (What is your school’s purpose, i.e., why does the school exist and what is it here to do?) North Hollywood High School’s mission is to graduate students who will be responsible, well-rounded citizens, prepared to enroll in a college or technical school, or to enter competitive employment. Graduates will have mastered the Common Core State Standards.

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 data: http://www.census.gov/ , http://www.zip-codes.com/ , http://www.city-data.com/ North Hollywood High School (NHHS) is in Local District Northeast (LDNE), located in the east San Fernando Valley and serves the communities of North Hollywood, Sun Valley, Valley Village, Valley Glen, and Studio City. The school was opened in 1927 and is the oldest high school in LDNE and the second oldest in the San Fernando Valley.

The community surrounding North Hollywood High School is moderately diverse for the city of Los Angeles as well as for the county. Approximately 53.4% of this population is Latino, 31.3% is white, 6.1% is African-American, 6.7% is Asian, and 2.4% is other, per statisticalatlas.com. These stats are reflected in the student population of NHHS, which is predominantly Latino, making up 72.4% of our student body, per the CA Dashboard. $47,800 is the median income for the area and 34.6% of residents have a four-year degree or higher, compared to 38.5% for Los Angeles, per statisticalatlas.com.. 2. Indicate grade levels and, if applicable, school configuration (e.g., Continuation School, Sp. Ed. Center, etc.): The comprehensive campus of North Hollywood High School consists of grades nine thru 12, which includes students enrolled in magnet programs. The two magnets are the Highly Gifted Magnet (HGM) and the LA Zoo/Biological Science Magnet (Zoo). A third magnet, the Science, Technology, Engineering and Mathematics (STEM) Magnet, will be introduced to the school at the beginning of the 2019-20 school year. The STEM Magnet will initially house 9th and 10th graders for year one, and will add a grade thereafter. All magnets draw students from areas within LAUSD. The Zoo Magnet is located on the property of the Los Angeles Zoo and consists of eight classrooms. Students take their core academic classes as well as several of their electives on this campus. Classes such as physical education and foreign language, among others are offered on the main NHHS campus. The HGM program enrolls students who have been identified as highly gifted. These students receive their instruction on the NHHS campus. 3. Indicate student enrollment figures: North Hollywood High School enrollment by school and grade, as of 02/12/19 in MiSiS. 9th 10th 11th 12th NHHS 565 493 409 426 HGM 99 61 58 73 ZOO 76 73 76 70 Complete enrollment Total 740 627 543 569 2493 Page 9 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 7 4. Indicate poverty level (i.e., percentage of low-income students identified on the Title I ranking): North Hollywood High School currently has a Title 1 ranking of 626, according to data released by the district on 3/8/19. Of the 2,451 students enrolled at that time, 1742 qualified for free or reduced lunch, or 71.07%. 5. Identify language, racial and ethnic make-up of the student body: Based on the MyData database, North Hollywood has a combined enrollment of 2480 students, which includes both magnet programs. The student body is comprised of 67.9% Latino, 16.5% White, 7.7% Asian, 3.5% African American and 2.1% Filipino (MyData, February 2019). Male students make up 52.5% of the student population, with female students making up 47.5% (MyData, February 2019). Approximately 8.1% of NHHS students are classified as English Learners (EL), 40.2% of our students are reclassified fluent English proficient (RFEP), 13.9% are initially fluent English proficient (IFEP), and the percentage of students that are English Only is 37.7% (MyData, February 2019). The home languages of the students spoken at North Hollywood High School are broken down as follows (FOCUS, February 2019): - 51.3% are Spanish speaking - 37.7% are English speaking - 3% are Korean speaking - 2% are Armenian speaking - The last 6% are comprised of 26 different languages 6. Provide a description of how the school will share individual student academic assessment results in a language the parents understand, including an interpretation of those results: -All stakeholders will be versed in the elements of a college-going culture such as: the A-G academic requirements, Common Core State Standards, SBAC importance, attendance requirements, pride in personal work and pride in school and social engagement -Grade reports of on-going progress are provided to parents every five weeks. Teachers are also now using Schoology to contact parents and make them aware of their child's academic and social progress in the classroom. Counselors and teachers interpret data and reports during conference nights and individual conference appointments. Parents are also encouraged to join the LAUSD Parent Portal during school pre-registration, Back-to School nights, and technology classes offered by the Parent Center. -Connect-Ed is used as an early warning system as well as phone calls home to parents, intervention meetings, tutoring, and e-mail messages to parents. It is also used as a way to communicate important information regarding testing dates and final exams. We also use this system to inform parents of attendance and behavioral issues. -NHHS has select SLCs, they are the Home Engineering Academy (HEA), School for Advanced Studies (SAS), the Zoo Magnet, and the Highly Gifted Magnet (HGM). Also on campus are Upward Bound, Educational Talent Search, and Youth Policy Institute.

Page 10 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 8 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. Title I Schoolwide Program (SWP) Title I Targeted Assistance School (TAS) Title III English Language Acquisition, Language Enhancement, and Academic Achievement Extended School-Based Management Model (ESBMM) Local Initiative School (LIS) Pilot School Public School Choice (PSC) Partnership for Los Angeles Schools (PLAS) L.A.’s Promise Reed Professional Learning Community (PLC) Small Learning Community (SLC) Other important characteristics of the school: N/A

Page 11 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 9 LAUSD School Review Process Recommendations

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

School Improvement Grant (SIG) WASC Recommendations WASC Accreditation Results: 6 years

The following key School Review Process Recommendations will be considered by the school and addressed in the SPSA as the school writes its School Plan for Student Achievement: North Hollywood High School received a six-year accreditation in April of 2016, with a three-year revisit in March of 2019. The following are the recommendations made by the visiting team:

Schoolwide Goal #1: Critical Thinkers: Continue to develop and implement common core strategies into our curriculum through interdisciplinary units so that students can critically think about the relationships between disciplines through project-based learning.

Schoolwide Goal #2: Effective Communicators: Create a culture of communication between stakeholders- administration, teachers, students, parents-that empowers student success and models effective communication techniques and practices.

Schoolwide Goal #3: College and Career Ready Individuals: Expand opportunities that engage students in the steps required to become college and career ready by investing in their own Individualized Graduation Plan (IGP) and post-secondary goals.

Schoolwide Goal #4: Critical Thinkers: Increase student performance by creating and implementing common departmental formative and summative assessments through which staff will analyze data on student academic performance and accordingly plan instruction.

Schoolwide Goal #5: Critical Thinkers: Continue to develop and implement a professional development plan that is based on student achievement and supports academic rigor and the engagement of students in the learning process.

Page 12 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 10 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

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 strategies proven to be effective). When did the process occur (dates)?

Who was involved? What happened? Date(s)

English Learner Advisory Committee ELAC held several meetings where the Title 1 Budget was explained. The SPSA was presented and 12/03/2018, discussed, and recommendations were made and submitted to SSC. 01/28/2019, 03/21/2019 School Site Council SSC was presented with the 18-19 SPSA, data about the Title 1 budget, the CA Dashboard, the 09/17/2018, needs assessment, recommendations from ELAC and the departments, and budget allocation letters 10/08/2018, to make informative decisions regarding the 19-20 SPSA. 02/11/2019, 03/21/2019 Departments The SPSA was shared with department chairs, and it was the departments duty to rewrite an 02/07/2019, academic goal (where applicable). They were also asked to write and explain the types of SIM they 03/18/2019, would need, and the types of support, Teacher X and Tutor-Teacher X, they would need for the 02/12/2019, upcoming year. These requests were submitted to SSC for approval, or denial, and added to the 03/19/2019, SPSA. 02/14/2019, 02/19/2019

Page 13 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Los Angeles Unified School District Section 11.1 2019-2020 School Plan for Student Achievement 100% GRADUATION AND BEYOND

LAUSD Goal: All students will graduate from high school. Indicate all data reviewed to address this Academic Goal: ELPAC School Report Card MyData Student Grades IEP Goals Data DIBELS Math DIBELS School Accountability Report Card (SARC) CA Dashboard Smarter Balanced Assessment Criteria (SBAC) Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) School Experience Survey Publisher’s Assessments Reading Inventory (RI) N/A

Page 14 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 11.2 - Academic : 100% Graduation 1. List key findings related to 100% Graduation based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus groups, etc.).CA Dashboard data must be included when available. *Required The percentage of North Hollywood High School students completing the LAUSD graduation requirement is 92.3%. The percentage of English Learners at North Hollywood High School completing the LAUSD graduation requirement is 58.7%.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The root causes/underlying issues related to the key findings are: - Financial responsibility once these students turn 18, they leave school and find jobs - Some EL students lack literacy in their native languages - No formal early education in native country - Graduation requirements in English do not begin until 11th grade - If they are not close to graduation requirements, many drop-out - When they leave school, some do go on to attend adult school or occupational center - Housing conditions, students do not have a designated area for study - Social/emotional issues, gang violence in homeland - Immigration issues, legal status - High occurrence of chronic absentees in EL subgroup

3. If the school met its measurable objective(s) or is on track to meet its measurable objective(s) in the current school year, what strategies contributed to the school’s success? If this question does not apply, please type N/A in the box below. *Required N/A

4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do differently (next Steps). If this question does not apply, please type N/A in the box below. *Required North Hollywood High school is not on task to meet our current goal; by June 2019, the percentage of North Hollywood High School students completing the LAUSD graduation requirements will increase by 1%, from 92.3% to 93.3%. Additionally, the percentage of EL students meeting the graduation requirement was 58.7%. To help attain our goal in the future, North Hollywood will: - Encourage college and CTE pathways for our students, particularly EL students - Encourage credit recovery programs like Edgenuity to make up graduation requirements - Continue to provide tutoring labs for remediation and a quiet space to work - Provide access to computers and printers for student work - Provide bootcamps in preparation for the ELPAC and RI, broken down by domain - Provide counseling for social/emotional issues, both in-house and by referral to outside agencies - Provide workshops on immigration related issues - Continue to provide training to teachers in accessing and reading data for at-risk students - Reduce the number of chronic absentees by offering social and academic incentives

5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required

State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed. By June 2020, the percentage of English Learners at North Hollywood High School completing the LAUSD graduation requirements will increase 8.3% from 58.7 to 67%, as measured on the 2020 California Dashboard.

*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).

Page 15 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 11.3 - Academic : 100% Graduation When addressing this Goal, include Integrated ELD in one or more Focus Areas.

Focus Academic : 100% Graduation Lesson Planning, Data Analysis, and Professional Development Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Academic : 100% Graduation Effective Classroom Instruction Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Provide additional counselors to lower student to counselor ratio from 625:1 to 357:1 in order to better prepare 08/19/2019 Leadership Team will monitor the graduation individual graduation plans for each of our students rates of all North Hollywood students, particularly 06/15/2020 those of EL students.

In order to maximize the instructional time and make sure that our graduation rate increases, each counselor 07/01/2019 Leadership Team and counselors will monitor the paid with Title 1 funds will be given an additional five days (6 hours per) of Counselor X (Non-tutorial) to: graduation rates of all North Hollywood students, - Communicate on a regular basis with students and parents to insure the students are meeting A-G 06/30/2020 particularly those of EL students. requirements for graduation.

- Provide opportunities for counselors to meet with students and their parents to discuss academic progress and goals outside the hours of the normal school day.

- Help create a schedule/program for EL students that meets their particular needs. Provide monies for the Toshiba contract to help maintain teacher copy machines in an effort to aid classroom 07/01/2019 Leadership Team will monitor the use of lessons and assessments and supplement instruction. The machines are a Toshiba eStudio657 located in classroom lessons and assessments to K117 and F133A, and a Toshiba eStudio456 located in K111 and 163. 06/30/2020 supplement instruction in the classroom by looking at student data attained from these materials.

Page 16 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 11.3 - Academic : 100% Graduation Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Office Technician will support the Title I Office and out-of-classroom support personnel 100% funded with Title 08/19/2019 CPA will maintain data and documentation I; will perform a variety of clerical duties including those associated with compliance requirements, such as the presented by Office Tech categorical equipment inventory, time reporting documentation, Title I parent communications, School Site 06/15/2020 Council minutes, and Title I student data files. Ed Resource Aide will assist in supporting and extending the focus of the school’s instructional program under 08/19/2019 CPA and Teachers will monitor academic the direct supervision of a highly-qualified teacher. Assists in maintaining a safe and nurturing environment, progress through student grades and and supports and strengthens school-community relations. 06/15/2020 assessment data for classrooms the Ed Resource Aide will be working in.

A-G Diploma Counselor will focus on dropout prevention, A-G intervention and 08/19/2019 Principal and Assistant Principal will monitor the credit recovery, supporting transition graduation rates of all North Hollywood students, and articulation, and college and career readiness with our at-risk students. 06/15/2020 particularly those of EL students.

IT Support Technician will install personal computer systems for student use and selected categorical 08/19/2019 Principal, CPA, and IT Support Technician will program personnel to monitor the use of technology to help students troubleshoot hardware and software 06/15/2020 meet the graduation requirements. malfunctions and maintain equipment purchased through categorical funds,. This position is integral to the instructional program by ensuring technology is available for students to benefit from supplemental literacy and math programs.

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

CE-ESSA T1 Schools( 2700 26288 - OFFICE TECH E1T/07 (8 Hrs / 5 Days) 30097445 N/A 26288 68,842 1.00 100 7S046 ) CE-ESSA T1 Schools( 2100 25690 - ITSUPPORT TECH C1T/4 (8 Hrs / 5 Days) 30344795 N/A 25690 74,205 1.00 100 7S046 ) CE-ESSA T1 Schools( 3110 110151 - COUNS SEC C1T 26/10 (6 Hrs / 5 Days) 30046692 N/A 110151 117,632 1.00 100 7S046 ) CE-ESSA T1 Schools( 3110 110151 - COUNS SEC C1T 26/10 (6 Hrs / 5 Days) 30329956 N/A 110151 117,632 1.00 100 7S046 ) CE-ESSA T1 Schools( 3110 110151 - COUNS SEC C1T 26/10 (6 Hrs / 5 Days) 30408003 N/A 110151 117,632 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 24780 - ED RESOR AIDE C1T/04 (6 Hrs / 5 Days) 30097564 N/A 24780 44,999 1.00 100 7S046 ) CE-ESSA T1 Schools( 2100 50003 - OTH NON INSTRL CONT N/A Toshiba 50003 2,000 0.00 100 7S046 ) Focus Academic : 100% Graduation Interventions During and After the School Day and Other Supports Area:

Strategies

Page 17 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 11.3 - Academic : 100% Graduation Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status CPA will provide direct services to at-risk students including conducting staff development and Title One 08/19/2019 Leadership Team, including Principal and CPA, program evaluation activities, monitoring the Title One program expenditures, distributing program materials, will monitor and evaluate intervention program and formulating plans related to the program, including Title One tutoring and monitoring of math modules and 06/15/2020 its effectiveness.

CPA X will provide hours to monitor the progress of lunch application return for the student body, and assist families with the online lunch application process at school preregistration. Also provide time for meetings with parents like the Annual Title 1 Meeting.

The CPA Differential will provide time to monitor and take attendance for our after school intervention programs to insure that all students are meeting graduation requirements. Also, to maintain the equipment inventory for all items purchased with Title 1 funds. Provide after-school tutoring three days a week in all core subjects; English, History, Science, and Math, 09/08/2019 CPA will monitor attendance rates for students beginning in the fall, September 8th until December 13th 2019, and in the spring, February 3rd until June 5th attending tutoring workshops and survey 2020. 06/05/2020 attending students for the effectiveness of the Continue Math Modules as a targeted intervention for math students with deficiencies in basic math skills and New program. Leadership Team will monitor student Algebra 1. Students will meet four days a week after school. grades for improvement in core subjects and scores on the RI, ELPAC, and SBAC.

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

CE-ESSA T1 Schools( 1000 117361 - CAT PRG AD C1T 27/11 (6 Hrs / 5 Days) 30046336 N/A 117361 122,487 1.00 100 7S046 ) CE-ESSA T1 Schools( 2100 11681 - CRD DIF CAT PRG ADV N/A N/A 11681 1,550 100 7S046 ) CE-ESSA T1 Schools( 1000 14692 - COORD X (NON-TUTOR) N/A N/A 14692 4,590 0.00 100 7S046 ) CE-ESSA T1 Schools( 1000 10376 - TUTOR TCHR X TIME N/A N/A 10376 1,453 0.00 100 7S046 ) Focus Building Parent Capacity and Partnership to Support the Academic Goal Academic : 100% Graduation Area: *Required if any Focus Area above is addressed.

Strategies

Page 18 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 11.3 - Academic : 100% Graduation Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status The Parent Center will provide the parents of North Hollywood High School with workshops and trainings with 08/19/2019 Principal, CPA, and Community Reps will monitor regard to: parent attendance and feedback at the • A-G requirements needed to graduate high school 06/15/2020 workshops. • High School Graduation Requirements • California Dashboard • Students with at-risk behavior • Annual Title 1 meeting

With the support of the TSP and PSW, the Parent Center will provide workshops for parents, with titles that would include: - Supporting Every Child's Needs at Home - Conflict Resolution - Managing Groups - Cultural Competence - Changing Adolescent Behavior - Pathway to Success - 21st Century Skills - Getting Ready for College - Restorative Justice

- Facilitate activities through, Contracted Instructional Services, such as classes and workshops with the aid of organizations like the Parent Ed Agency (the program is called The Parent Project)

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

CE-ESSA T1 Sch- 2100 27784 - COMMUNITY REP A (4 Hrs / 5 Days) 30456289 N/A 27784 16,908 1.00 100 Parent Invlmnt( 7E046 ) CE-ESSA T1 Sch- 1000 50002 - CONTR INSTRL SVC N/A N/A 50002 849 100 Parent Invlmnt( 7E046 )

Page 19 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Los Angeles Unified School District Section 12.1 2019-2020 School 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. Indicate all data reviewed to address this Academic Goal: ELPAC School Report Card MyData Student Grades IEP Goals Data DIBELS Math DIBELS School Accountability Report Card (SARC) CA Dashboard Smarter Balanced Assessment Criteria (SBAC) Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) School Experience Survey Publisher’s Assessments Reading Inventory (RI) N/A

Page 20 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 12.2 - Academic : English Language Arts 1. List key findings related to English Language Arts based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus groups, etc.).CA Dashboard data must be included when available. *Required North Hollywood High School students in grade 11 were 50.2 points above standard on the 2017-18 SBAC-ELA assessment, a drop of 8 points. English Learners at North Hollywood High School in grade 11 were 82.1 points below standard on the 2017-18 SBAC-ELA assessment, a drop of 1.1 points. Students with Disabilities at North Hollywood High School in grade 11 were 89.9 points below standard on the 2017-18 SBAC-ELA assessment, a drop of 43.1 points.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The root causes/underlying issues related to the key findings regarding English Language Arts are: - Difficulty in becoming fluent for our EL students - Lacking literacy in native language - No formal early education in native country - Lower number of students that are twice exceptional taking the SBAC - Testing conditions not optimal - Increase the attendance of at-risk students

- Offer training in SBAC and ELPAC data retrieval and analysis of domains - Continue to review data received from ICA's and IAB's to improve instruction - Meet as a department and in job-alike meetings to analyze the data from the above, and to brainstorm ways to remediate and target student learning. - Increase the access to supplemental instructional materials, like Newsela - Provide tutoring labs for remediation and a quiet space to work - Provide access to computers and printers for student work - Provide bootcamps in preparation for the ELPAC and RI, broken down by domain - Provide additional accommodations and support for targeted groups on SBAC - Test students with disabilities in a better setting, for a shorter number of hours, over more days - Create formative assessments, such as reading checks, vocabulary quizzes, and language conventions quizzes. - Employ Mastery Grading, which incorporates close monitoring of student work, remedial teaching strategies, and multiple opportunities for students to demonstrate progress and/or mastery. - Reduce the number of chronic absentees

5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required

Page 21 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 12.2 - Academic : English Language Arts State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed. By June 2020, English Learners in grade 11 will increase the average distance from standard score, as measured on the 2020 SBAC-ELA Assessment by 3 points from -82 to -79. By June 2020, North Hollywood High School Students with Disabilities in grade 11 will increase the average distance from standard score, as measured on the 2020 SBAC-ELA Assessment by 3 points from -89.9 to -86.9.

Page 22 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 12.3 - Academic : English Language Arts When addressing this Goal, include Integrated ELD in one or more Focus Areas.

Focus Academic : English Language Arts Lesson Planning, Data Analysis, and Professional Development Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Academic : English Language Arts Effective Classroom Instruction Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Provide Class Size Reduction Teacher in English Language Arts to lower class size averages, deliver more 08/19/2019 Administration and English teachers will monitor individualized instruction in the area of English, and to help increase the average distance from standard SBAC, ELPAC, IAB and ICA data to improve score for our at-risk subgroups. 06/15/2020 classroom instruction to meet the needs of our at- risk subgroups.

Provide release time during/after the school day for teachers to receive training in meeting the needs of our 08/19/2019 Principal, Leadership Team, and English at-risk students through developing inference skills for RI prep, curriculum and lessons to address Teachers will monitor reclassification rates of our subject/grade level domains, and Schoology/Blended Learning with ELs. 06/15/2020 EL students, data received from the SBAC, and attendance rates of at-risk subgroups for intervention programs. Provide CSR ELA teacher with substitute days for benefited absences, illness and personal necessity time. 08/19/2019 Principal will monitor CSR through classroom observations and evaluation process. 06/15/2020

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

CE-ESSA T1 Schools( 1000 13641 - CSR TCHR SEC ELA 1TK (6 Hrs / 5 Days) 30444390 N/A 13641 117,632 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 10377 - TCHR RELEASE DAY/HRS N/A N/A 10377 1,530 100 7S046 ) Page 23 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 12.3 - Academic : English Language Arts Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No % CE-ESSA T1 Schools( 1000 10562 - DDSUB CSR T BEN ABSC N/A N/A 10562 1,496 0.00 100 7S046 ) Focus Academic : English Language Arts Interventions During and After the School Day and Other Supports Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Building Parent Capacity and Partnership to Support the Academic Goal Academic : English Language Arts Area: *Required if any Focus Area above is addressed.

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status The North Hollywood High School Parent Center, Administration, support staff, and LDNE support staff will 08/19/2019 Principal, CPA, and Community Reps will monitor provide parent workshops and classes to keep parents informed of: parent attendance and feedback in the form of 06/15/2020 surveys for workshops, classes and trainings. • A-G Requirements needed to graduate high school as it pertains to ELA, as well as Graduation Requirements. • Common Core English Standards • Provide language acquisition classes once a week for parents so they can support their child at home

TSP will also provide SBAC workshops for parents so they can understand the importance of testing skills and focus goals, and also how the school site is supporting their child's needs throughout the school year.

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A

Page 24 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Los Angeles Unified School District Section 13.1 2019-2020 School Plan for Student Achievement ACADEMIC GOAL — MATHEMATICS

Page 25 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 13.2 - Academic : Mathematics 1. List key findings related to Mathematics based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus groups, etc.).CA Dashboard data must be included when available. *Required Students at North Hollywood High School in grade 11 were 30.2 points below standard on the 2017-18 SBAC-Mathematics assessment, a decrease of 11.1 points. Students with Disabilities at North Hollywood High School in grade 11 were 167.3 points below standard on the 2017-18 SBAC-Mathematics assessment, a decrease of 18.9 points. English Learners at North Hollywood High School in grade 11 were 147.4 points below standard on the 2017-18 SBAC-Mathematics assessment, an increase of 14.8 points. Hispanic students at North Hollywood High School in grade 11 were 79.5 points below standard on the 2017-18 SBAC-Mathematics assessment, a decrease of 10.7 points. Socioeconomically Disadvantaged students at North Hollywood High School in grade 11 were 67.2 points below standard on the 2017-18 SBAC-Mathematics assessment, a decrease of 16.9 points.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The root causes/underlying issues related to the key findings regarding Mathematics are: - Many of our students are coming to North Hollywood High School with low basic skills - Students are not prepared for the rigor and types of questions being asked on the SBAC - Many 11th grade students are taking a math elective, Intro to Data Science (IDS) and not Algebra 2 - Lower number of students that are twice exceptional taking the SBAC - Testing conditions not optimal - Difficulty in interpreting data from the IAB's and ICA's - Time to examine data from common formative assessments - No formal early education in native country - Increase the attendance of at-risk students

4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do differently (next Steps). If this question does not apply, please type N/A in the box below. *Required North Hollywood High school is not on task to meet our current goal; by June 2019, the percentage of students Not/Nearly Meeting the Standards on the Smarter Balance (SBAC) Mathematics Assessment shall be reduced by 3%, from 58% to 55%. To help attain our goal in the future, North Hollywood will: - Offer training in SBAC data retrieval and analysis of domains - Continue to review data received from ICA's and IAB's to improve instruction - Create an intervention for incoming freshman to support below standard math skills - Test students with disabilities in a better setting, for a shorter number of hours, over more days - Create and use SBAC-like questions for Algebra 1, Geometry, and Algebra 2 assessments in preparation for SBAC in the 11th grade - Provide additional support to students on technical language being used on the SBAC - Reduce the number of chronic absentees

5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required

Page 26 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 13.2 - Academic : Mathematics State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed. By June 2020, English Learners at North Hollywood High School in grade 11 will increase the average distance from standard score, as measured on the 2020 SBAC- Mathematics Assessment by 15 points from -147.4 to -132.4. By June 2020, Students with Disabilities at North Hollywood High School in grade 11 will increase the average distance from standard score, as measured on the 2020 SBAC-Mathematics Assessment by 3 points from -167.3 to -164.3. By June 2020, Hispanic students at North Hollywood High School in grade 11 will increase the average distance from standard score, as measured on the 2020 SBAC- Mathematics Assessment by 3 points from -79.5 to -76.5. By June 2020, Socioeconomically Disadvantaged students at North Hollywood High School in grade 11 will increase the average distance from standard score, as measured on the 2020 SBAC-ELA Assessment by 3 points from -67.2 to -64.2.

Page 27 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 13.3 - Academic : Mathematics When addressing this Goal, include Integrated ELD in one or more Focus Areas.

Focus Academic : Mathematics Lesson Planning, Data Analysis, and Professional Development Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Academic : Mathematics Effective Classroom Instruction Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Provide Class Size Reduction Teacher in Mathematics to lower class size, deliver more individualized 08/19/2019 Administration and Math teachers will monitor instruction in the area of math, and help increase the average distance from standard score for our at-risk SBAC, IAB and ICA data to improve classroom subgroups. 06/15/2020 instruction to meet the needs of our at-risk subgroups.

Ed Aide III will provide reinforcement and support of the instructional program to classroom students under the 08/19/2019 CPA will monitor and maintain logs for Ed direct supervision of a highly-qualified teacher. Support will include a focus on the areas of need in Resource Aide III. mathematics. 06/15/2020

Provide release time during/after the school day for teachers to receive training in meeting the needs of our 08/19/2019 Principal, Leadership Team, and Math Teachers at-risk students by analyzing data received from IAB’s, ICA’s and department common assessments in order data received from the SBAC and attendance to address, plan and reteach deficiencies in student learning. 06/15/2020 rates of at-risk subgroups for intervention programs.

Provide CSR Math teacher with substitute days for benefited absences, illness and personal necessity time. 08/19/2019 Principal will monitor CSR through classroom observations and evaluation process 06/15/2020

Page 28 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 13.3 - Academic : Mathematics Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Provide after-school tutoring three days a week in mathematics, beginning in the fall, September 8th until 09/08/2019 CPA will monitor attendance rates for students December 13th 2019, and in the spring, February 3rd until June 5th 2020. Continue Math Modules as a attending tutoring workshops and survey targeted intervention for math students, including ELs, to support ELs who need a review of basic skills 06/05/2020 attending students for the effectiveness of the New program. Leadership Team will monitor student grades, scores on ICA's and IAB's, and SBAC for improvement.

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

CE-ESSA T1 Schools( 1000 13644 - CSR TCHR SEC MTH 1TK (6 Hrs / 5 Days) 30424280 N/A 13644 117,632 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 20382 - ED AIDE III C 1T/5 (6 Hrs / 5 Days) 30365554 N/A 20382 46,436 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 10377 - TCHR RELEASE DAY/HRS N/A N/A 10377 1,530 100 7S046 ) CE-ESSA T1 Schools( 1000 10562 - DDSUB CSR T BEN ABSC N/A N/A 10562 1,496 0.00 100 7S046 ) Focus Academic : Mathematics Interventions During and After the School Day and Other Supports Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Building Parent Capacity and Partnership to Support the Academic Goal Academic : Mathematics Area: *Required if any Focus Area above is addressed.

Strategies

Page 29 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 13.3 - Academic : Mathematics Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status The North Hollywood High School Parent Center, Administration, and supporting staff will provide parent 08/19/2019 Principal, CPA, and Community Reps will monitor workshops and classes to keep parents informed of: parent attendance and feedback in the form of 06/15/2020 surveys for district mandated meetings, parenting - A-G requirements needed to graduate high school as it pertains to Mathematics classes and trainings. - Common Core Math Standards and Practices - Understanding SBAC Mathematics - Student Expectations and Behavior - Helping Your Child Succeed in High School - Parents as Teachers - Support for Students with Disabilities

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A

Page 30 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Los Angeles Unified School District Section 14.1 2019-2020 School Plan for Student Achievement ACADEMIC GOAL — ENGLISH LEARNER PROGRAMS Designated 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. Indicate all data reviewed to address this Academic Goal: ELPAC School Report Card MyData Student Grades IEP Goals Data DIBELS Math DIBELS School Accountability Report Card (SARC) CA Dashboard Smarter Balanced Assessment Criteria (SBAC) Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) School Experience Survey Publisher’s Assessments Reading Inventory (RI) N/A

Page 31 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 14.2 - Academic : English Learner Programs 1. List key findings related to English Learner Programs based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus groups, etc.).CA Dashboard data must be included when available. *Required The percentage of English Learners at North Hollywood High School reclassifying during the 2017-18 school year was 18.3%.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The root causes/underlying issues related to the key findings regarding English Learners reclassifying are: - Difficulty in attaining language fluency, even in their native languages - Increased criteria for reclassification - Increased technology skills required for reclassification - Failing grades in English classes - Rigor of the ELPAC, RI, and SBAC - Lack of attendance for interventions - Financial responsibility to family of older EL students

5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required

State the School's Measurable Objective(s) for 2019-20 *Required By June 2020, the percentage of English Learners at North Hollywood High School scoring at Level 4 on the English Language Proficiency Assessments for California (ELPAC) will increase 3% from 11.2 to 14.2%, as measured on the CA Dashboard.

Page 32 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 14.3 - Academic : English Learner Programs Must complete at least two Focus Areas, including Building Parent Capacity and Partnership to Support the Academic Goal. When addressing this Goal, include Designated ELD in one or more Focus Areas. Focus Academic : English Learner Programs Lesson Planning, Data Analysis, and Professional Development Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Academic : English Learner Programs Effective Classroom Instruction Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status In order for EL students to acquire grade level proficiency, increased scores on the ELPAC and RI, and 08/19/2019 Administration, TSP, and teachers will monitor reclassification, teachers of EL students will engage in Constructive Conversation practices during class. the progress of students through classroom 06/15/2020 grades, ELPAC and RI scores, and New reclassification rates.

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Academic : English Learner Programs Interventions During and After the School Day and Other Supports Area:

Strategies

Page 33 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 14.3 - Academic : English Learner Programs Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status In order to provide proper interventions to close the achievement gap and make sure that our EL student’s 09/08/2019 Principal and TSP Coordinator will determine needs are being addressed,the leadership team (Counselors, CPA, TSP Coordinator, Teachers and what instructional services are needed and their Administrators) will collaborate to provide intervention programs, including: 06/05/2020 benefit to the school. Reclassification rates will - after-school tutoring and targeted sessions for the RI New be monitored for effectiveness of intervention and - developing inference skills instruction. - listening and speaking practice for ELPAC.

These strategies will support English Learners during the designated ELD instruction and help them meet reclassification criteria.

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

CE-ESSA T1 Schools( 1000 10376 - TUTOR TCHR X TIME N/A N/A 10376 723 100 7S046 ) Focus Academic : English Learner Programs Building Parent Capacity and Partnership to Support the Academic Goal *Required Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status In order to build on the partnership between the school and our parents in working with EL families, the Parent Principal, CPA, and Community Reps will monitor Center, Administrators, and TSP Coordinator parent attendance and feedback at the will: workshops. -Act as a liaison between the school, community, and the neighborhood.

-Facilitate activities, classes and workshops such as: - EL Meetings and Comprehensive Needs Assessment - Master Plan English Learners program - Reclassification workshops - ELPAC and SBAC content and format

-Act as resource advisor to principal, parents, teachers, and project personnel on school-community relations.

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A

Page 34 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Los Angeles Unified School District Section 15.1 2019-2020 School Plan for Student Achievement PARENT, COMMUNITY, AND STUDENT ENGAGEMENT

All sections are required. LAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics. Indicate all data reviewed to address this Parent And Community Goal: ELPAC School Report Card MyData Student Grades IEP Goals Data DIBELS Math DIBELS School Accountability Report Card (SARC) CA Dashboard Smarter Balanced Assessment Criteria (SBAC) Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) School Experience Survey Publisher’s Assessments Reading Inventory (RI) N/A

Page 35 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 15.2 - Parent And Community 1. List key findings related to parent, community, and student engagement based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus groups, etc.).CA Dashboard data must be included when available. *Required The percentage of parents participating in the School Experience Survey was 47% for the 2018-19 school year. The percentage of parents on the SES that agree and strongly agree they can easily find information about the school’s parent workshops or other programs is 66%.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The root causes/underlying issues related to the key findings are: - North Hollywood High School got off to a late start collecting surveys - Improvements are being made in communicating with our parents - Parent Center wasn't utilized as in the past by not making personal phone calls to advertise the importance of the School Experience Survey and the workshops - We are not promoting the school's website and Parent Portal as a resource of information for parents to learn about the importance of the SES and workshops

4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do differently (next Steps). If this question does not apply, please type N/A in the box below. *Required North Hollywood High school is not on task to meet our current goal; by June 2019, the percentage of parents participating on the annual School Experience Survey will increase by 5%. The percentage of parents participating actually fell 13%. To help attain our goal in the future, North Hollywood will: - Offer more opportunities for parents to participate in the life of the school, from coffee with the administrative staff to English and computer classes and workshops dealing with topics such as raising adolescents in the 21st century - Provide and encourage parents opportunities to participate in parent committees such as ELAC, SSC, and the School Leadership Council - Encourage parents during; pre-registration, Back to School Night, and Parent Conference Night, to log on to the school's website and the LAUSD Parent Portal to receive updates of their child’s academic and attendance progress through Schoology - Include the Parent Center as a key ally in disseminating information to the parents - Get the survey information to the parents in a more timely fashion - Incorporate incentives to homerooms who turn in surveys in a timely manner - Use Schoology as a platform for communication about meetings in the parent center

5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required

State the School's Measurable Objective(s) for 2019-20 *Required By June 2020, the percentage of parents at North Hollywood High School participating in the School Experience Survey will increase by 5% from 47% to 52%, as measured on the 2019 School Experience Survey. By June 2020, the percentage of parents who agree and strongly agree they can easily find information about the school’s parent workshops or other programs at North Hollywood High School will increase by 5% from 66 to 71%, as measured on the 2019-20 School Experience Survey.

Page 36 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 15.3 - Parent And Community

Focus Parent And Community Student, Staff, Parent Engagement *Required Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status In order to maximize parent engagement, the Community Reps will: - Provide translation as needed in 07/01/2019 Principal, Assistant Principal and CPA will English and Spanish to support parent's understanding the importance of the School Experience Survey. - monitor data obtained from parent attendance Facilitate activities such as classes and workshops with the aid of organizations like the Parent Ed Agency 06/30/2020 rosters/evaluations and the School Experience (the program is called The Parent Project) and The Parent Engagement Advisors (the program is called Survey results. FACTOR). These trainings for parents would include; - Conflict Resolution - Managing Groups - Cultural Competence - Changing Adolescent Behavior - Pathway to Success - 21st Century Skills - Getting Ready for College - Building Parent Capacity on academics - College and Career Readiness Specifically for 9th Graders - Act as a resource advisor to the principal, parents, teachers, and project personnel on school-community relations. By providing a variety of workshops, we hope to encourage parent engagement on our campus

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus Parent And Community Student, Staff, Parent Communication *Required Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status In order to maximize Parent Communication, the leadership team (PSA, Counselors, CPA, TSP Coordinator, 08/20/2019 Principal and Leadership Team will monitor SES Teachers and Administrators) will collaborate to: - Promote the use of the school website as a vehicle for data and attendance numbers of parents communication of upcoming events. - Encourage parents to participate on the SES. 06/12/2020 attending parent workshops

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A

Page 37 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Los Angeles Unified School District Section 16.1 2019-2020 School Plan for Student Achievement 100% ATTENDANCE, SUSPENSIONS, SCHOOL SAFETY, AND OTHER SUPPORTS

LAUSD Goal: 100% Attendance Indicate all data reviewed to address this 100% Attendance Goal: ELPAC School Report Card MyData Student Grades IEP Goals Data DIBELS Math DIBELS School Accountability Report Card (SARC) CA Dashboard Smarter Balanced Assessment Criteria (SBAC) Interim Comprehensive Assessment (ICA) Interim Assessment Blocks (IAB) School Experience Survey Publisher’s Assessments Reading Inventory (RI) N/A

Page 38 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 16.2 - 100% Attendance 1. List key findings related to 100% attendance, suspensions, school safety, and other supports based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus groups, etc.).CA Dashboard data must be included when available. *Required The percentage of North Hollywood High School students with chronic absenteeism is 15.4%, an increase of 6.2% from the previous year. The percentage of Students with Disabilities at North Hollywood High School with chronic absenteeism is 15.4%, an increase of 6.2% from the previous year. The percentage of African-American students at North Hollywood High School with chronic absenteeism is 30.9%, an increase of 13.1% from the previous year. The percentage of Asian students at North Hollywood High School with chronic absenteeism is 10.6%, an increase of 5.3% from the previous year. The percentage of Hispanic students at North Hollywood High School with chronic absenteeism is 14.9%, an increase of 6.2% from the previous year. The percentage of White students at North Hollywood High School with chronic absenteeism is 11.4%, an increase of 5.4% from the previous year. The percentage of English Learners at North Hollywood High School with chronic absenteeism is 25.9%, an increase of 5.9% from the previous year. The percentage of Socioeconomically Disadvantaged students at North Hollywood High School with chronic absenteeism is 15.9%, an increase of 5.9% from the previous year.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The root causes/underlying issues related to the key findings regarding chronic absenteeism are: - Homelessness - Poverty - Mental health issues - Single parents/ parents working a lot of hours - Health related illness - Natural disasters - Immigration issues/ legal issues - Death in the family/ grief/ loss - Lack of parent involvement - Challenging family dynamics - An increase in students attending college visits throughout the school year

4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do differently (next Steps). If this question does not apply, please type N/A in the box below. *Required North Hollywood High school is not on task to meet our current goal, by June 2019, the number of students with 96% or higher attendance will increase by 1%, from 79 to 80%. To help attain our goal in the future, North Hollywood will: - Identify our homeless population throughout the year - Identify students without medical insurance and connect them to CHAMPS - Continue to refer students to outside mental health services - Continue to inform parents of their child's well being both socially and academically - Encourage students and their families to be prepared for natural disasters - Provide community resources to all parents throughout the year - Continue to provide a positive incentives both schoolwide and on an individual basis - Continue to promote a positive school climate - Provide professional development that addresses the changing needs of students and society - Devise a plan for students attending college visits by developing an Independent Studies program

Page 39 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 16.2 - 100% Attendance 5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required N/A

State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed. By June 2020, the percentage of North Hollywood High School students with chronic absenteeism will decrease 0.5% from 12.9 to 12.4%, as measured by MyData.

Page 40 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 16.3 - 100% Attendance

Focus 100% Attendance Lesson Planning, Data Analysis, and Professional Development Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A Focus 100% Attendance 100% Attendance, Suspensions, School Safety, and Other Supports Interventions Area:

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Itinerant Psychologist will work with the instructional team to: 08/19/2019 Principal and Leadership Team will monitor the -Counsel students individually or in groups for the following: itinerant Psychologist position monthly to ensure - Academic problems 06/15/2020 that students receive supplemental services. - Potential dropouts - At-risk of failing - Underachieving - Potentially gifted -Provide consultative services for parents and staff -Provide consultation in the development of intervention programs -Assist in the design of and development of intervention programs In order to minimize chronic absenteeism, the Itinerant PSA Counselor will: 08/19/2019 Principal and Leadership Team will monitor - Work with at-risk students, the home, and the school to increase attendance rates and thereby close the chronic absenteeism data from MyData. achievement gap 06/15/2020 - Will advise parents and students on a case-by-case basis and through workshops of the importance of New attendance and being on time. Itinerant Psychiatric Social Worker will work with the instructional team to: 08/19/2019 Principal and Leadership Team will monitor - Promote the value of an LAUSD education attendance rates of at-risk subgroups for - Increase enrollment and improve attendance 06/15/2020 improvement. - Provide individual, group, and family therapy New - Deliver crisis response and intervention services - Conduct student risk assessments and provide appropriate safety planning services

Budget

Page 41 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 16.3 - 100% Attendance Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

CE-ESSA T1 Schools( 3110 12103 - ITIN COUNS PSA C (8 Hrs / 5 Days) N/A N/A 12103 127,555 100 7S046 ) CE-ESSA T1 Schools( 3110 13222 - ITIN PSYCH SCHOOL C (8 Hrs / 0.5 Day) N/A N/A 13222 25,444 0.00 100 7S046 ) CE-ESSA T1 Schools( 3110 13114 - ITIN PSYCH SOC WKR C (8 Hrs / 0.5 Day) N/A N/A 13114 127,555 0.00 100 7S046 ) Focus Building Parent Capacity and Partnership to Support the 100% Attendance, Suspensions, School Safety, and 100% Attendance Area: Other Supports *Required if any Focus Area above is addressed.

Strategies Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Will provide monies for an organization like the Parent Ed Agency (the program is called The Parent Project) 08/19/2019 CPA and Community Reps will monitor parent and The Parent Engagement Advisors (the program is called FACTOR) to conduct training for parents on: attendance and feedback at the workshops. - Conflict Resolution 06/15/2020 - Managing Groups - Cultural Competence - Changing Adolescent Behavior - Pathway to Success - 21st Century Skills - Getting Ready for College - The Importance of Regular Attendance

Budget Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No %

N/A N/A

Page 42 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 17 TITLE I SCHOOLWIDE PROGRAM SCHOOLS/ESSA 1114 COMPONENTS FOR IMPLEMENTATION 1. Comprehensive needs assessment: The Schoolwide Program is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at risk of failing, to meet the challenging State academic standards and any other factors as determined by the District. Describe the strategies that the school will be implementing to address school needs, and how such strategies will provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards.

To determine whether or not school objectives are met, strategies to achieve the goals are measured for effectiveness through the analysis of data, completion of the SPSA Evaluation, and the Comprehensive Needs Assessment/Self Review Process. 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 described in the Comprehensive Needs Assessment/Self Review Process section of the SPSA.

2. Schoolwide reform strategies: Describe the methods and instructional strategies that strengthen the academic program, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education and address the learning needs of all students in the school, but particularly the needs of those students at risk of not meeting the challenging State academic standards through activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

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

3. Preparation for and awareness of opportunities for postsecondary education and the workforce: Describe how the school prepares students for and makes them aware of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools).

North Hollywood High School has an active College Center that meets with students throughout the year in preparation for the each student' post-secondary goal. Other organizations like Educational Talent Search and Upward Bound also work with our students and their pursuit of a post-secondary education. The school also participates in "college" Thursdays where students and staff are encouraged to wear college attire and each classroom has a college and career corner in each classroom. North Hollywood has career technical programs with the auto shop, the agriculture area, and a wood shop that coexists with the Home Engineering Academy.

Our school has a partnership with Valley College where our students can take college classes on the North Hollywood campus for college credit. North Hollywood also offers many Advance Placement classes, with one of the highest participation rates in LAUSD. 4. Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervention services: Describe how the school implements a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.).

North Hollywood High School employs a multi-tiered discipline plan where teachers are trained at the beginning of the year on discipline issues. SSPT meets monthly to address the needs of our most at-risk students, and we have an A-G Counselor who is working with students in need of credit recovery. 5. High-quality and ongoing professional development and other activities: Describe the professional development and other activities provided for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments.

Professional development and other activities are described in the Focus Areas of all Goal sections at the rows entitled “Lesson Planning, Data Analysis, and Professional Development.”

6. Strategies to recruit and retain effective teachers to high-need schools: Describe the strategies used by the District to recruit and retain effective teachers, particularly in high-need subjects.

Page 43 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 17 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 ESSA. 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 ESSA compliant in all subjects taught.

7. Schoolwide Program Plan is developed with the involvement of parents and other members of the community: Describe how the Schoolwide Program Plan was developed with the involvement of parents and other members of the community to be served and the individuals who will carry out the plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators, the District, tribes and tribal organizations present in the community and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, and if the plan relates to a secondary school, students, and other individuals determined by the school.

The School Plan for Student Achievement (SPSA) was developed in collaboration with the English Learner Advisory Committee (ELAC), the departments of our four core subject areas, appropriate support staff, and the School Site Council (SSC). ELAC held meetings on 12/3/18 and 1/28/19, where they made recommendations for the SPSA. Beginning in December, the departments were presented with what was purchased in the current school year to help benefit their respective departments. They were asked to examine their current practices, and develop a plan for the 2019-2020 school year, with an academic goal. These plans were presented to SSC, and the final draft of the SPSA was approved by SSC on 3/21/19. 8. Describe strategies for assisting preschool children in the successful transition from early childhood education programs to local elementary schoolwide programs, and if programs are consolidated, the specific state educational agency and local educational agency programs that will be consolidated in the schoolwide program: Describe how the school assists preschool children in the transition from early childhood programs to elementary school. (Elementary schools only). x Develops and implements a systematic procedure for receiving records regarding children transferred with parental consent from a Head Start program or another childhood development program such as the Early Reading First Program x Establishes channels of communication between school staff and their counterparts ( including teachers, social workers, and health staff) in agencies such as Head Start or other entities carrying out early childhood development programs such as the Early Reading First Program to facilitate coordination of programs x Conducts meetings involving parents, kindergarten or elementary school teachers, and Head Start teachers or teachers from other early childhood development programs such as the Early Reading First Program, to discuss the developmental and other needs of individual children x Organizes and participates in joint transition-related training of school staff, Head Start program staff, Early Reading First Program staff, and, where appropriate, other early childhood development program staff x Links the educational services provided by such local educational agency with the services provided by local Head Start agencies and entities carrying out Early Reading First programs

Additional measures to assist pre-school students in the transition to local elementary schoolwide programs include:

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, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

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.”

Page 44 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 18 LOCAL DISTRICT MONITORING

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

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

Directors review and approve the School 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 School 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:

Page 45 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 20 Budget Summary

CE-ESSA-T1 C&C CE-ESSA T1 Sch- T3A-LEP-Limited Eng CE-ESSA T1 Schools Coach Parent Invlmnt Profcncy Budget Item Description Indirect Commit. (7S046) Total FTE & Total (7T124) (7E046) (7T197) Item FTE & Amount Amount FTE & Amount FTE & Amount FTE & Amount 10376 110004 0.00 2,176 0.00 0 0.00 0 0.00 0 0.00 2,176 10376 - TUTOR TCHR X TIME

10377 110001 0.00 3,060 0.00 0 0.00 0 0.00 0 0.00 3,060 10377 - TCHR RELEASE DAY/HRS

10562 110002 0.00 2,992 0.00 0 0.00 0 0.00 0 0.00 2,992 10562 - DDSUB CSR T BEN ABSC

110151 120021 3.00 352,896 0.00 0 0.00 0 0.00 0 3.00 352,896 110151 - COUNS SEC C1T 26/10 (6 Hrs / 5 Days)

11681 190004 0.00 1,550 0.00 0 0.00 0 0.00 0 0.00 1,550 11681 - CRD DIF CAT PRG ADV

117361 190001 1.00 122,487 0.00 0 0.00 0 0.00 0 1.00 122,487 117361 - CAT PRG AD C1T 27/11 (6 Hrs / 5 Days)

12103 120021 0.00 127,555 0.00 0 0.00 0 0.00 0 0.00 127,555 12103 - ITIN COUNS PSA C (8 Hrs / 5 Days)

13114 120021 0.00 127,555 0.00 0 0.00 0 0.00 0 0.00 127,555 13114 - ITIN PSYCH SOC WKR C (8 Hrs / 0.5 Day)

13222 120021 0.00 25,444 0.00 0 0.00 0 0.00 0 0.00 25,444 13222 - ITIN PSYCH SCHOOL C (8 Hrs / 0.5 Day)

13641 110001 1.00 117,632 0.00 0 0.00 0 0.00 0 1.00 117,632 13641 - CSR TCHR SEC ELA 1TK (6 Hrs / 5 Days)

13644 110001 1.00 117,632 0.00 0 0.00 0 0.00 0 1.00 117,632 13644 - CSR TCHR SEC MTH 1TK (6 Hrs / 5 Days)

14692 190004 0.00 4,590 0.00 0 0.00 0 0.00 0 0.00 4,590 14692 - COORD X (NON-TUTOR)

20382 210001 1.00 46,436 0.00 0 0.00 0 0.00 0 1.00 46,436 20382 - ED AIDE III C 1T/5 (6 Hrs / 5 Days)

Page 46 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 20 24780 210001 1.00 44,999 0.00 0 0.00 0 0.00 0 1.00 44,999 24780 - ED RESOR AIDE C1T/04 (6 Hrs / 5 Days)

25690 240001 1.00 74,205 0.00 0 0.00 0 0.00 0 1.00 74,205 25690 - ITSUPPORT TECH C1T/4 (8 Hrs / 5 Days)

26288 240001 1.00 68,842 0.00 0 0.00 0 0.00 0 1.00 68,842 26288 - OFFICE TECH E1T/07 (8 Hrs / 5 Days)

27784 290001 0.00 0 0.00 0 1.00 16,908 0.00 0 1.00 16,908 27784 - COMMUNITY REP A (4 Hrs / 5 Days)

50002 580030 0.00 0 0.00 0 0.00 849 0.00 0 0.00 849 50002 - CONTR INSTRL SVC

50003 580002 0.00 2,000 0.00 0 0.00 0 0.00 0 0.00 2,000 50003 - OTH NON INSTRL CONT

40239 0.00 38,319 0.00 0 0.00 1,405 0.00 0 0.00 39,724 POTENTIAL FNDING VAR

40261 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 PENDING DISTRIBUTION

Total 10.00 1,280,370 1.00 0 0.00 19,162 0.00 0 11.00 1,299,532

Page 47 of 48 NO HOLLYWD SH (1878601) 2019-2020 FSEP Approved Date : 9/10/2019 8:46:11 AM Section 21 ATTACHMENTS

Attach the following materials Submit with Plan:

x 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). x Analysis of School Experience Survey for Parents (applies to New Schools only) Submit to Principal’s Portal:

x Annual Title I Meeting x SSC Certification Form x Safe School Plan x Parental Involvement Policy x School Parent Compact Submit via Email

x Principal Certification Form (See Memorandum No. 6597.0 NCLB Compliance Principal Certification Form 2015-2016, Attachment C) Retain at the School:

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

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