Appendix Table of Contents Assurances 1 YPI Program Map 2 Accountability Matrix 3 Bell Schedule, Calendar, Instructional Minutes 21 Organizational Chart 26 Outreach Summary 27 YPI Schools Achievement Data 30 Relieved and Feeder School Data 43 Resumes of Management Team 47 YPI Programs 74 Letters of Support 82 YPI 501c3 letter 107 Bert Corona Middle School Participation Rate in Parent-Teacher Conferences 109 Community-Based Organizations in Surrounding Community 110 Scope and Sequence of Curriculum with Research Base 111 1 of 223 Youth Policy Institute - San Fernando Valley Afterschool Programs U.S. Dept. of Education GEAR UP (Sepulveda Middle/Monroe High) Family Technology Project Carol White Physical Education Program (U.S. Dept. of Education) AmeriCorps (school-based tutoring, community service) Day Laborer Centers Supplemental Educational Services (K-12 tutoring) Bert Corona Charter Middle School Family Development Network (and Full-Service Community Schools) U.S. Dept. of HHS Communities Empowering Youth Workforce Development (Summer Youth Employment, NCLR AmeriCorps, ARRA Subsidized Employment) Preschool Reconnections Academy Vocational Bridge Training YPI Center Valley Elementary School #6 2 of 223 Valley Elementary School #6 Los Angeles Unified School District Single Plan for Student Achievement Accountability Matrix High Academic Achievement Action Plan Accountabilities LAUSD Subgroup(s) Strategies/Activities Resources/Proposed Means of Evaluating Progress Staff Responsible Start/Completion Date Target Funding Sources List the Identify strategies/activities that will Periodic Assessment Who participates and/ or Indicate when the subgroups. improve English Language Development Identify the resources See monitoring indicators from CST section who is responsible for strategy will be (ELD), English Language Arts (ELA), needed to implement the below to increase the median API score. monitoring of the specific implemented and Mathematics, Science, and Social Studies. strategies, activities, strategies/ activities and/or projected date of Describe the supplemental intervention and/or support described support? completion. services provided before, during, and after in the left hand column. the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities. Increase the number of schools that meet or exceed their API targets 2008-09 10% 282 out of 613 = 46% Increase percentage of students in grades Hispanic ELA: 1) Balanced Literacy program 1) CELL professional Students ‘on track’ at the end of each grade 1 & 2) Assistant Principal Purchase and pursuit 2-11 scoring proficient or advanced on the ELL supported by the Foundation for development for entire or critical grade-level span in reading, (AP) leads data driven of donated leveled CST in ELA and Math Economically Comprehensive Early Literacy Learning staff funded by ADA writing, and mathematics instruction professional books begins upon Disadvantaged (CELL): students participate in reading books for students Grades 2, 3, 4, 5/6: development and guides school approval % Proficient/Advanced CST ELA by grade: SWD (Read Aloud, shared reading, guided (leveled by CELL Language Arts: the CELL representatives CELL training and 10% reading, and independent reading), writing specifications) for Read % of students at benchmark on the most workshops in August and Data Driven 2008 2009 Change (modeled writing, shared writing, Aloud and student recent fluency, vocabulary, and continues the efforts Instruction begins District 34% 38% +4% interactive writing, guided writing, and reading and texts to comprehension assessments throughout the year, for faculty in August Grade 2 – 44% 48% +4% independent writing), word study (phonics, guide teachers funded by Writing: calling in CELL reps as and continues Grade 3 – 29% 34% +5% phonemic awareness, word analysis, ADA Increase the # of students that receive a 3 needed. throughout the Grade 4 – 45% 51% +6% syllables, and spelling), vocabulary (word 2) Assistant Principal (AP) or 4 based on standards/rubric on the 3) After school program year. Data meetings Grade 5 – 37% 42% +5% meaning), fluency (automaticity or reading leads professional writing periodic assessment administered by YPI in occur at least Grade 6 – 33% 37% +4% fluidity), and comprehension development, with only Math: coordination with Principal monthly and CELL Grade 7 – 34% 38% +4% (understanding). Teachers model behaviors additional cost being the Increase the # of students that are (P) and AP updates every 2-3 Grade 8 – 31% 31% 0% to be learned through read alouds (fluency), diagnostic benchmark proficient on the mathematics periodic weeks on shortened Grade 9 – 31% 32% +1% writing, and other observable assessments (ex. NWEA assessment by 6% days with 1 full staff Grade 10 – 29% 31% +2% behaviors/activities. Students given daily MAPS) and DRA and day devoted to each Grade 11 – 27% 31% +4% opportunities to read a myriad of texts for DIBELS tests funded by program. enjoyment and extend their oral vocabulary ADA and language development by working in 3) after school program small group, large group and pairs. funded by YPI 2) Data Driven Instruction: Teacher implements a robust set of diagnostic and benchmark assessments that complement the state standardized test data (CST, CELDT, etc.) and provide continuous information about student progress towards standards (ex. NWEA MAPS or Pearson GRADE and GMADE triannually). Additional literacy assessment programs will be the 3 of 223 Valley Elementary School #6 Los Angeles Unified School District Single Plan for Student Achievement Accountability Matrix High Academic Achievement Action Plan Accountabilities LAUSD Subgroup(s) Strategies/Activities Resources/Proposed Means of Evaluating Progress Staff Responsible Start/Completion Date Target Funding Sources List the Identify strategies/activities that will Periodic Assessment Who participates and/ or Indicate when the subgroups. improve English Language Development Identify the resources See monitoring indicators from CST section who is responsible for strategy will be (ELD), English Language Arts (ELA), needed to implement the below to increase the median API score. monitoring of the specific implemented and Mathematics, Science, and Social Studies. strategies, activities, strategies/ activities and/or projected date of Describe the supplemental intervention and/or support described support? completion. services provided before, during, and after in the left hand column. the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities. Developmental Reading Assessments and a higher frequency (weekly) program such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills). The assessments will inform student grouping, lexile levels, intervention and enrichment needs, and pre- teaching and re-teaching needs. Furthermore, teachers will be able to generate and administer (at least every 6 weeks) standards- based benchmark assessments aligned to their grade-level content standards. They will either have access to standards-based test item banks, or computer-based adaptive assessments (e.g. I Can Learn) that provide ongoing data about students’ real-time mastery of grade level standards. 3) AFTERSCHOOL: YPI’s tutoring program and homework club targets student needs in English Language Arts. Book Club and Why All The Drama Club develop writing and reading fluency. Increase percentage of students in grades Hispanic MATH:1) Teach through problem-solving: 1 & 2) TERC curricular 1 & 2) Select faculty Upon being hired 2-11 scoring proficient or advanced on the ELL present complex problema, let students resources, Pictorial Grades 6/7-8: experience TERC and NCTM (spring), faculty will CST in ELA and Math (continued) Economically work/discuss teacher listens/scaffolds, Mathematics by • % of students scoring proficient or professional development receive curricular Disadvantaged students present and justify/evaluate Mendieta, Base 10 Blocks, above on the Periodic Assessments and share with school resources and % Proficient/Advanced CST Math by grade: SWD methods, teacher summarizes and class then cuisenaire/integer rods, 3) AP leads Data Driven materials with Grades 9 and 10: individually practices problems practicing decimal squares, acrylic Instruction articles describing • Increase the % of students scoring 2008 2009 Change the acquired skills geometric solids, 4) After school program effective use of District 35% 37% +2% proficient or above on the periodic 2) Direct instruction and guided geoboards, linking cubes, assessments administered by YPI in manipulatives. In Grade 2 – 56% 57% +1% investigations that utilize manipulatives and isometric dot paper, coordination with P and AP August faculty Grade 3 – 57% 60% +3% multiple representations to allow different individual whiteboards Grade 11: come together to Grade 4 – 58% 59% +1% learning styles and prior knowledge levels with fine tip dry erase • Increase the % of students “ready for share best practices Grade 5 – 48% 53% +5% multiple modalities of learning markers: budgeted from college” on the Early Assessment and identify 4 of 223 Valley Elementary School #6 Los Angeles Unified School District Single Plan for Student Achievement Accountability Matrix High Academic Achievement Action Plan Accountabilities LAUSD Subgroup(s) Strategies/Activities Resources/Proposed Means of