2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Los Angeles Unified School District

SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Los Angeles Unified School District

School Plan for Student Achievement

2019-2020 Implementation SAN PEDRO SH (1885001)

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

Page 1 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 1 SCHOOL IDENTIFICATION School Name: SAN PEDRO SH (1885001) Local District: S

CDS County District School Code 1 9 6 4 7 3 3 1 9 3 7 8 3 8

For additional information on our school programs contact the following:

Principal: STEVENS, JEANETTE L E-mail address: [email protected]

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

School Address: 1001 W 15TH ST, SAN PEDRO, CA 90731 School Telephone Number: 3102415800

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

LOUIE MARDESICH 09/17/2019

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

Page 3 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 LOUIE MARDESICH Revision Required Approved 09/17/2019 designee Typed Name Signed Date

Local District EL Compliance ANA ESTEVEZ Revision Required Meets Federal Requirements N/A 09/16/2019 Coordinator Typed Name Signed Date

Local District PACE Administrator THERESA ARREGUIN Revision Required Meets Federal Requirements N/A 08/19/2019 Typed Name Signed Date

Local District Title I Coordinator DEBORAH DAVIDOCK Revision Required Meets Federal Requirements N/A 09/11/2019 Typed Name Signed Date

Page 4 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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) 03/18/2019 Guadalupe Flores 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: 03/18/2019 School plan approval appears in SSC Minutes. Date

Attested:

Madeline Wright 03/18/2019 Typed name of SSC chairperson E-Signature of Date SSC chairperson

03/18/2019 Typed name of school principal E-Signature of Date School principal

Page 5 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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: $ 828,997 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: $ 13,347 0 Purpose: To promote family literacy, parenting skills, and parent involvement activities. Title III: English Language Development (7T197) Amount: $ 34,695 0 Purpose: 7T197 Total amount of categorical funds allocated to this school: $ 877,039

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 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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.) All stakeholders of SPHS comprise a learning community that effectively prepares students to be college and career ready in a competitive 21st century global economy and environment. 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?) SPHS integrates communication, collaboration, critical thinking, creativity, citizenship, and leadership as we implement Common Core competency to guide students in realizing their full potential. San Pedro High School graduates will become: effective communicators and collaborators who demonstrate competence in listening, speaking, reading, writing and numeracy that utilize technology while working with people from diverse backgrounds, critical and creative thinkers who analyze, problem-solve, synthesize, and formulate a new and innovative ways to respond to challenges of the future, active community members and leaders who participate as informed members in their local global environments and have a positive influence upon the world.

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/ San Pedro High School (SPHS) is part of the Los Angeles Unified School District (LAUSD) Educational Center: South. SPHS campus has two campuses: the main entrance to the Flagship campus is located at 1001 W.15th Street and Alma and the John M. and Muriel Olguin campus is located at 3210 S. Alma Street on the closed Fort MacArthur’s Upper Reservation and opened in the 2012-2013 school year. The Olguin campus can house up to 800 students. According to 2018 city data, San Pedro has a population of 84,683 people. The median household income in 2018 was $61,488. The demographics of the city for racial diversity are 49% Hispanic/Latino, 33% White, 8% Asian, 6% African American and 4% Two or more races. San Pedro has similar educational demographics to the city of Los Angeles with 39% of San Pedro residents obtaining a high school education or less, while 27% obtained a bachelor’s degree or higher.. 2. Indicate grade levels and, if applicable, school configuration (e.g., Continuation School, Sp. Ed. Center, etc.): San Pedro High School is a four year comprehensive high school located in San Pedro, California, a community that is adjacent to the Port of Los Angeles. The Flagship campus houses the Gifted, STEAM Magnet Center and three small learning communities: Business Academy, Pirate Health & Fitness (PIFI), and Pedro Action League (PAL’s). The Olguin campus houses two magnet centers: Marine Science Magnet and Police Academy, as well as the Global/Environmental Academy small learning community. The majority of students take their entire program of classes at their home campus, but some students do travel between campuses. There are buses that provides transportation for students who have classes on both campuses, which runs during nutrition and lunch. 3. Indicate student enrollment figures: San Pedro High School has a total of 2345 students enrolled between the two campuses.

4. Indicate poverty level (i.e., percentage of low-income students identified on the Title I ranking): 66.18% of students participate in a free or reduced lunch program.

5. Identify language, racial and ethnic make-up of the student body: Page 9 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 7 SPHS has a diverse group of students. The Focus Reporting Dashboard reports that out of the 2345 students enrolled at San Pedro High School there are 7.67% African American, 1% American Indian, 2.58% Asian, 2.11% Filipino, 66.1% Latino, 1% Pacific Islander, 17.4% White, 27% Gifted and Talented, 13% Students with Disabilities, 23.47% Reclassified Fluent English Proficient, 67.7% Socioeconomically Disadvantaged and 1% Foster Youth. . English Learners make up 4% of the students enrolled at San Pedro. 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: San Pedro High School recognizes the importance of parent involvement in student success and therefore provides parents with many opportunities to participate in a variety of activities and much is done to communicate the effectiveness of the culture of learning at San Pedro. SPHS will provide to parents: a description and explanation of the curriculum and academic assessments, the proficiency levels students are expected to meet, the opportunity to participate in decisions relating to the education of their children throughout the school year. SPHS will provide assistance to parents in understanding the State Academic Content Standards and the Common Core Standards. At the following workshops and parent meetings, SPHS will provide support to parents so that they may help their child improve academically: --Coffee with the Principal --Back to School Night (Fall) --PHBAO Conferences (one per semester) --8th Grade Transition to High School Meeting --9th Grade Orientation --College Information Workshops (requirements, deadlines, financial aid, etc.) --GATE (Gifted and Talented Education) Meetings --Senior Parent Night SPHS provides parents information related to the school in a format and language (English and Spanish) they can understand. SPHS provides frequent reports to parents on their children’s progress and intervention opportunities through Schoology, emails, phone calls, progress reports, and/or conferences.

Page 10 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 Professional Learning Community (PLC) Small Learning Community (SLC) Other important characteristics of the school: Our school is comprised of two campuses. The Flagship campus houses the Gifted, STEAM magnet center and three smaller learning communities (SLC): Business, Pirate Health and Fitness (PIFI), and Pedro Action League (PAL’s) academies. The John M. and Muriel Olguin campus is our second campus and it houses two magnet centers Marine Science and the Police Academy, as well the the Global/Environmental SLC. Also housed on the Olguin campus is our Community Based Instruction (CBI) program.

Page 11 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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: 3 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: A full WASC review will be conducted in Spring of 2020.

Page 12 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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

Page 13 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 10 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)

School Site Council School Site council analyzed current school data to evaluate the previous plan. Areas of need were 08/30/2018, identified by core academic grades, various assessment results including SBAC, Interim Assessment 02/21/2019, Blocks (IAB), and ELPAC. The CA School Dashboard and School Experience Survey data was 09/20/2018, incorporated to determine the programs' efficiency. (11/15/2018) 03/18/2019, 10/18/2018, During the process, there were multiple discussions regarding best practices to improve student 11/15/2018 achievement, including classroom practices and intervention options including tutoring. SSC also reviewed and discussed recommendations from the ELAC Committee. (2/21/2019)

Members of the SSC submitted drafts of Goals & Objectives for SPSA. Members of the SSC approved the SPSA and categorical budgets for the 2019-2020 school year. (3/18/2019) English Learner Advisory Committee ELAC held meetings with parents and to determine recommendations to improve student outcomes 09/18/2018, and continue utilizing strategies to support English Learners. ELAC review various student metrics 03/18/2019, including core academic grades, various assessment results including SBAC, Interim Assessment 10/15/2018, Blocks (IAB), and ELPAC. The CA School Dashboard and School Experience Survey data was also 11/05/2018, included to assess parent engagement and student social emotional learning. ELAC completed a 02/05/2019 Needs Assessment. (02/05/2019)

ELAC submitted recommendations to SSC. (3/18/2019) Departments Each academic department was involved in identifying and determining the strengths and 10/16/2018, weaknesses of the instructional program. Data was analyzed by the ACC team and shared among 11/27/2018, staff to guide the next steps and ensure continued student success. 02/05/2019, 02/19/2019 Professional Learning Community (PLC) PLC groups have been implemented to conduct inquiry cycles about teaching strategies and student 10/02/2018, learning. Teachers collaborate in PLC's by reviewing systematic practices, analyzing student 02/19/2019, assessment data, participating in common planning time to support standards-based learning and 10/16/2018, research-based instructional strategies. Implementation of this plan and monitoring helps prioritize 03/05/2019, future actions and ensure that all students have access to the curriculum. 11/27/2018, 02/05/2019

Page 14 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 15 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 In 2018, 92.8 percent of San Pedro High School students graduated based on California School Dashboard data. The is a 4.7% increase from the previous year, which met the growth goal of 3% increase. Additionally, the Class of 2020 is currently 69% on track to graduate based on Focus reporting data/MyData. Additionally, only 7% of students are missing 5+ requirements and considered Tier III students. Based on SBAC data, 55% of students met/exceed standards in ELA and 29% met/exceed standards in Math.

Underclass students are 65% on track to graduate (Class of 2021) and 68% on track to graduate (Class of 2020).

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The graduation rates for English Learners (EL) and African American students declined. The EL graduation rate for 2018 was 63.95, and the African American graduation rate was 86.8%. Potential reasons for the decline in the subgroups' graduation rate include inability of students to access the curriculum due to linguistic and cultural fluency. Additionally, these students may be less likely to seek out or participate in interventions, included credit recovery programs and social-emotional supports. These groups of students are less likely to feel connected to the school.

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 To better support EL students, San Pedro High School will employ an EL Coach. The EL Coach will work with EL students, and teachers of EL students (including integrated ELD teachers), to ensure that all students and families are aware of the supports available for students, including intervention classes during the day, after school credit recovery classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance support with the school's PSA, and socio- emotional support. Additionally, the EL Coach will ensure that EL students are enrolled in the necessary support classes or interventions to graduate, including coursework that specifically addresses linguistic and cultural fluency through culturally responsive pedagogy (professional development will be provided to teachers as needed). This will also include bilingual communication to support EL families when appropriate.

To better support African American students, San Pedro High School will employ a Categorical Programs Coordinator. The CPA will work with at-risk students, and teachers of at-risk students, to ensure that all students and families are aware of the supports available for students, including intervention classes during the day, after school credit recovery classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance support with the school's PSA, and socio- emotional support. Additionally, the CPA with work with school academic counselors to ensure that at-risk students are enrolled in the necessary support classes or interventions to graduate.

To better support Special Education students, San Pedro High School will employ a Intervention/Prevention Support Coordinator. The IPSC will work with Special Education students, and teachers of Special Education students, to ensure that all students and families are aware of the supports available for students, including intervention classes during the day, after school credit recovery classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance support with the school's PSA, and socio-emotional support. Additionally, the IPSC with work with school academic counselors to ensure that at-risk students are enrolled in the necessary support classes or interventions to graduate.

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 16 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.2 - Academic : 100% Graduation State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed. On the 2019 CA Dashboard, the percentage of students graduating from San Pedro High School will increase 3%, from 92.8% to 95.8%.

On the 2019 CA Dashboard, the percentage of the student subgroup English Language Learners graduating from San Pedro High School will increase 5%, from 63.95% to 68.95%. On the 2019 CA Dashboard, the percentage of African American students graduating from San Pedro High School will increase 5%, from 86.8% to 91.8%.

*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 17 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 The Instructional Coaches will mentor content- area teachers by providing demonstration lessons, and support 07/01/2019 Student metrics including Progress Reports, integration of ELA and Math into all content-specific classes.. Teachers will use strategies from professional Formative/Summative Assessments, Student developments such as InterLeave Mathmatics, ELA Reading Focus Standards, Common Formative 06/30/2020 Report Cards, High School Experience Survey, Assessment Design, Kagan Strategies, Reed/Habits of Mind and Adaptive Learning to assist students in and School Report Cards will help assess the accessing the materials. Strategies from these methods include: Think-Pair-Share, Round Robin, Rally effectiveness of the Instructional Coaches. Coach, Accountable Talk and Quiz/Quiz Trade, Close Reading Strategies, Thinking Notes/Annotation, Teacher data, including School Experience Paragraph Passport, Graphic Organizers, Anticipation/Reaction Guides and DOK questions. Survey and PD Exit Surveys, will also be used to These research-based strategies, such as Interleave, will help students improve their retention of foundational assess the effectiveness of Instructional concepts and skills to support their acquisition of more complex standards, Coaches.

The effectiveness of Instructional Coaches will be assessed by administration and the Categorical Programs Manager. Teacher X Time (non-tutor) will be used for supporting student success in instructional initiatives, including 08/01/2019 Progress Reports, Formative/Summative Kagan training, Interleave Mathematics, Read Focus Standards and Commom Formative Assessment Design Assessments, Student Report Cards, High and for teacher collaborative planning time. 06/15/2020 School Experience Survey, School Report Card, Professional Development Agenda's, Teachers will meet in SLC or content-area teams and plan lessons based on Common Formative Observation Logs Instructional Coaches, Assessments: (after school, 10 teachers x 1 hour x $79 = $806). [Please note, additional PD time is Administrators, Problem Solving/Data budgeting in TSP budgets and discussed in the TSP Plan, including integrated English development.] Coordinator, CPA, TSP Adviser will be used to assess the effectiveness of Teacher X Time (Non Tutor).

The effectiveness of Instructional Coaches will be assessed by administration, Instructional Coaches, Department Chairs, and the Cat. Programs Manager.

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

CE-ESSA T1 Schools( 1000 13297 - INSTRL COACH SEC C1T (3 Hrs / 5 Days) 30413622 N/A 13297 70,420 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 13297 - INSTRL COACH SEC C1T (3 Hrs / 5 Days) 30358733 N/A 13297 70,420 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 14693 - TCHR X (NON-TUTOR) N/A N/A 14693 805 100 7S046 ) CE-ESSA T1 Schools( 1000 10246 - DIFF INSTL COACH SEC N/A N/A 10246 1,860 0.00 100 7S046 )

Page 18 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.3 - Academic : 100% Graduation 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 The CSR teacher will be able to plan and deliver appropriate instruction, provide direct instruction and 07/01/2019 Report Cards, Formative/Summative intervention to address the targeted needs of specific students, and possess knowledge of the multi-tiered Assessments, Instructional coach approach to instruction/problem-solving model that differentiates instruction for students not meeting grade- 06/30/2020 logs/observations will be used to measure the level standards. Classroom Size Reduction Teachers will reduce class size and allow us to provide support effectiveness of the CSR teachers in ELA and English classes with additional reading support to those students not receiving a “C” or better. CSR teachers Math. Administrators, Instructional Coaches, will be purchased to provide more personalized instruction in the classroom. CSR teachers were purchased Dept. Chairs will be responsible for assessing the for ELA (1) and Math (1). Sub Days (4 per teacher) were purchased as required. This purchase is also noted effectiveness of the CSR teachers. in the ELA and Math section of this plan. The Problem-Solving Data Coordinator (PSDC) (1) .50 FTE with differential will perform three primary job 07/01/2019 Administrators, Categorical Program Adviser, and responsibilities: Instructional Coaches will analyze a variety of * Facilitate training for problem-solving 06/30/2020 documents including School Report Cards, High model (PS) and Response to Instruction and Intervention (RtI2) New School Experience Survey, SBAC, IAB's, and * Work collaboratively with the school-based leadership team to develop and implement the PS/RtI2 training other Data Summaries. agenda for the school year Administrators will perform Classroom * The Data Coordinator will serve as the primary source of school data to support the evaluation of Observations to ensure that teachers are intervention services. In addition to the following duties: incorporating the information from these * Serve as the site Data Coordinator interventions into their practice and will observe * Facilitate the management and the Problem Solving Data Coordinator during interpretation of data necessary to teacher development sessions. Administrators develop, implement and evaluate Tiers 1, 2, and 3. will review data with Data Coordinator to assess The PSDC works to ensure all teachers have assess to testing data, and are able to implement required the effectiveness of interventions. assessments in a timely manner. They work with school leaders to provide examples of how to use data to inform instruction by PLC, grade level and content area. A teachers assistant will provide services under the direct supervision of a highly qualified classroom teacher. 07/01/2019 Administrators, Instructional Coach, English The teachers assistant provides reinforcement and support of instruction to participating students in the Department Chair, Categorical Program Adviser classroom. This includes providing (1) provide one-on-one tutoring if such tutoring is scheduled at a time when 06/30/2020 will monitor students' Report Cards, SBAC/IAB a student would not otherwise receive instruction from a teacher, (2) assist with organizing instructional and New Data, Formative/Summative Assessments, High other materials, (3) provide instructional School Experience Survey, and School Report assistance in a computer laboratory, (4) Card to assess the effectiveness of the TA. assist with parental involvement activities, (5) provide support in a library or media center, or (6) act as a Additionally, this staff member will work with translator to at-risk students. The TA may also provide support with English integration into content-area administration to assess and improve their classes. effectiveness.

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

CE-ESSA T1 Schools( 1000 14685 - PROB SOLV DT CORD C1 (3 Hrs / 5 Days) 30434755 N/A 14685 70,420 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 11760 - PROB SOLV DT CRD DIF N/A N/A 11760 774 100 7S046 ) CE-ESSA T1 Schools( 1000 10600 - TCHR AST DEG TK NW/1 (3 Hrs / 5 Days) 30419650 N/A 10600 9,302 1.00 100 7S046 )

Page 19 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.3 - Academic : 100% Graduation Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No % CE-ESSA T1 Schools( 0 30210 - TA HEALTH&MEDBENEFIT N/A N/A 30210 5,521 0.00 100 7S046 ) Focus Academic : 100% Graduation 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 Interventions that will be offered beyond the regular school day for students at-risk of not meeting LAUSD A-G 08/12/2019 Progress Reports,SBAC/Assessment Software and College entrance requirements include: Edgenuity credit recovery classes will allow students to make up Data, and Student report card data are used to classes and to retake classes online to improve their grade point average and gain more opportunities into 06/02/2020 address the effectiveness of interventions during college. After school tutoring is available five days a week through Beyond the Bell and the Extended and after the school day. Learning program during the summer which provides multiple sections. After School tutoring takes place for 2 hours after each school day on Monday, Wednesday, Thursday and Friday, excluding the first week of school. Administrators, Teachers, Counselors, and the On each day there between 1-3 teachers available at each campus tutoring students in Math, English and Categorical Program Advisor monitor the Science. effectiveness of the intervention strategies. San Pedro High School will employ a Intervention/Prevention Support Coordinator. The IPSC will work with 07/01/2019 Administrators, CPA and teachers will use at-risk students, and teachers of at-risk students, to ensure that all students and families are aware of the Progress Reports, IEP Data, Report Cards, supports available for students, including intervention classes during the day, after school credit recovery 06/30/2020 SBAC Data, School Experience Survey Data and classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance support New CA School Dashboard Data to assess the with the school's PSA, and socio-emotional support. Additionally, the IPSC with work with school academic effectiveness of the ISPC. counselors to ensure that at-risk students are enrolled in the necessary support classes or interventions to graduate.

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

CE-ESSA T1 Schools( 1000 14496 - INTRVN/PREV SUP COOR (6 Hrs / 5 Days) 30451165 N/A 14496 121,995 1.00 100 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 20 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 School Principal, Categorical Program Adviser (CPA) and Parent Resource Assistant will provide parent 07/01/2019 Data including Student Report Cards, SBAC workshops such as "Changing Graduation Requirements" to increase parent involvement to ensure that Data, School Report Card, and the School students are college ready and parents are a part of their child's transition to college. The CPA will evaluate 06/30/2020 Experience Survey will be used to assess the the school plan for student achievement to ensure that benchmarks are met and assist in meeting school effectiveness of the CPA. goals. The CPA will hold School Site Council (SSC) meetings to ensure that stakeholders are involved in developing the plan and collaborating on what will benefit the students of San Pedro High School. The CPA Administrators will be responsible for assessing will also create budget adjustment requests and place orders for Title I purchases. The CPA will be part of the effectiveness of the CPA. team focused on conducting professional development activities, including the facilitation of effective instructional programs The CPA will conduct program/student evaluation activities such as the School Experience Survey and coordinate and provide parent involvement workshop activities to ensure the compliant functioning of the School Site Council (SSC) advisory committee.

(Please note, benefits adjusted for all half time positions and substitute days required for CSR teachers are listed under 100% Graduation on this section.)

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 (3 Hrs / 5 Days) 30434754 N/A 117361 70,666 1.00 100 7S046 ) CE-ESSA T1 Schools( 0 30165 - HEALTH WELFARE CERT N/A N/A 30165 -34,685 100 7S046 ) CE-ESSA T1 Schools( 0 30166 - RETIREE BNFTS CERT N/A N/A 30166 -12,420 100 7S046 ) CE-ESSA T1 Schools( 1000 10562 - DDSUB CSR T BEN ABSC N/A N/A 10562 2,873 0.00 100 7S046 )

Page 21 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 22 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 On the Smarter Balanced Assessment (SBAC) for English Language Arts 54% of students Met or Exceeded standards. This is 0.6 points below standard and a decrease of 32.8 points and 12% from last school year (2017-2018). Certain subgroups of students also declined in performance. Zero percent of Limited English Proficient students met or exceeded the ELA standards (one of the possible avenues for reclassification). English Learners were noted in red on the CA Dashboard. Additionally, African American students (47% Met/Exceed), Latino/Hispanic students (48% Met/Exceed), Students with Disabilities (20% Met/Exceed), and Socioeconomically Disadvantaged students (50% Met/Exceed) were noted in orange on the CA Dashboard. Limited data for IAB and Interim assessments is available on a school-wide level. For IAB data. 74% of students are at or near standards for Editing, 90% of students are at or near standard for Informational Text, 93% of students are at or near standard for Read Literary Text (although only 35 students were tested), and 69% of students were at or near standards for revision.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required Across all subgroups, San Pedro High School students struggled with four specific CA ELA focus standards: R1 (Cite textual evidence and draw inferences), R4 (Determine meaning of words/phrases in text), R7 (Determine key details) and R8 (Evaluate claims in text). Classroom teachers of content areas other than ELA were not not versed in these specific focus standards to incorporate them across content areas. This affected the students ability to succeed in these areas.

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 San Pedro High School has already begun at address our student needs in ELA. Professional development and teacher collaborative time focus on how to integrate ELA standards into all content area classes. Teachers are participating in Professional Learning Communities to design content-area assessments that address the ELA focus standards listed in box 2. An Instructional Coach ELA is an important part of this work, as they help guide our professional development and support classroom teachers. An EL Coach also supports this work by differentiating research-backed strategies to best support EL students. Additionally, teacher release time for professional development allows teachers to observe each other's classrooms, plan literacy focused lessons, and analyze student data. Class size reduction teachers and instructional aide support ensured differentiation and personalization of the content for struggling 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

Page 23 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 of 2020, we will increase the percentage of students who Meet/Exceed the ELA SBAC standard from 54% to 58% according to the CA School Dashboard.

By June of 2020, 60% of ninth grade students will Meet/Exceed the standard based on the IAB assessment: Research.

By June of 2020, 60% of tenth grade students will Meet/Exceed the standard based on the IAB assessment: High School Revision.

By June of 2020, we will increase the percentage of 11th grade students who Meet/Exceed the ELA SBAC standard from 54% to 58% according to the CA School Dashboard. By June of 2020, all 12th grade students will complete all required B courses of the CSU A-G Course Pattern with a passing grade.

By June of 2020, we will increase the percentage of Latino/Hispanic students who Meet/Exceed the ELA SBAC standard from 48% to 52% according to the CA School Dashboard. By June of 2020, we will increase the percentage of African American students who Meet/Exceed the ELA SBAC standard from 47% to 51% according to the CA School Dashboard. By June of 2020, we will increase the percentage of EL students who Meet/Exceed the ELA SBAC standard from 0% to 15% according to the CA School Dashboard.

By June of 2020, we will increase the percentage of Students with Disabilities who Meet/Exceed the ELA SBAC standard from 20% to 25% according to the CA School Dashboard. By June of 2020, we will increase the percentage of Socioeconomically Disadvantaged Students who Meet/Exceed the ELA SBAC standard from 50% to 54% according to the CA School Dashboard.

Page 24 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 An ELA Instructional Coach (1) .50 FTE with differential will provide professional development and coaching to 07/01/2019 Student Grades/Report Cards, SBAC/SRI/AR ensure that students are receiving differentiated instruction in reading, writing, listening, and speaking The Data, School Report Card, and High School Instructional coach will work with teachers on implementing the writing program and monitoring PLC inquiry 06/30/2020 Experience Survey will be used to measure cycles.The Instructional Coach will provide additional instructional materials to teachers, observe teacher effectiveness. Administrators, English instruction, provide feedback, analyze data, and help the teachers improve classroom instruction. This Department Chair, and Instructional Coach will includes planning designed for incorporating differentiated Integrated ELD instruction in ELA classes to assess the effectiveness. support the linguistic and academic progress of EL students. Teachers will increase the use of structured academic conversations in their classes and use a variety of collaborative and inclusion structures, including Kagan strategies. The Problem Solving Data Coordinator will provide teachers with student data which can be used to inform 07/01/2019 Student Grades/Report Cards, SBAC/SRI/AR student instruction (by targeting areas of weakness and opportunities to reteach information.) Data, School Report Card, and High School 06/30/2020 Experience Survey will be used to measure The Categorical Program Advisor will work with the PSDC to facilitate the dissemination and use of student effectiveness. Administrators, English data, through PD sessions and coaching. Department Chair, Instructional Coach, Problem Solving Data Coordinator, and Categorical Program Advisor will assess the effectiveness. Teachers of ELs will plan to differentiate lessons in collaborate groups (either by grade-level or SLC). 08/16/2019 Student Grades/Report Cards, SBAC/SRI/AR Proposed PD topics include collaborative strategies for students and increasing student academic Data, School Report Card, and High School conversations in the classroom. This PD will be facilitated by the ACC in conjunction with Administration, the 06/01/2020 Experience Survey will be used to measure Instructional Coaches and EL Coordinator. Teachers will be expected to include collaborative structures in effectiveness. Administrators, English their classrooms and include a greater number of academic conversations. Department Chair, Instructional Coach, Problem Solving Data Coordinator, and Categorical Program Advisor will assess the effectiveness.

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

Page 25 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 12.3 - Academic : English Language Arts Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Classroom Size Reduction Teachers (1) 1.0 FTE and (1) .50 FTE will reduce class size and allow us to 07/01/2019 Administrators, Instructional Coach, English provide double block English classes with additional reading support to those students not receiving a “C” or Department Chair, and Categorical Program better. CSR teachers will be purchased to provide more personalized instruction in reading and writing to at 06/30/2020 Adviser will monitor students' Report Cards, risk students and/or students with special needs. Purchasing of day-to-day substitutes and benefited SBAC/IAB Data, Formative/Summative absences will cover CSR Teachers when they are absent. Assessments, High School Experience Survey, and School Report Card to measure effectiveness. A teachers assistant will provide services under the direct supervision of a highly qualified classroom teacher. 07/01/2019 Administrators, Instructional Coach, English The teachers assistant provides reinforcement and support of instruction to participating students in the Department Chair, and Categorical Program classroom. This includes providing (1) provide one-on-one tutoring if such tutoring is scheduled at a time when 06/30/2020 Adviser will monitor students' Report Cards, a student would not otherwise receive instruction from a teacher, (2) assist with organizing instructional and SBAC/IAB Data, Formative/Summative other materials, (3) provide instructional Assessments, High School Experience Survey, assistance in a computer laboratory, (4) and School Report Card to measure assist with parental involvement activities, effectiveness. (5) provide support in a library or media center, or (6) act as a translator to at-risk students. Teachers will use strategies including Kagan Strategies, Habits of Mind, Social Emotional Learning, and 08/16/2019 Administrators, Instructional Coach, English Academic Language in their classrooms to support student learning. Teachers will also use technology in Department Chair, and Categorical Program their classrooms, which helps the students become more comfortable with structures and digital ecosystem 06/30/2020 Adviser will monitor students' Report Cards, used to assess standards. SBAC/IAB Data, Formative/Summative Assessments, High School Experience Survey, and School Report Card to measure effectiveness. Teachers will integrated EL instruction into ELA classes to provide differentiation to students. Teachers will 08/14/2019 Administrators, Instructional Coach, English increase structured academic conversations in their classes and use a variety of collaborative structures, Department Chair, and Categorical Program including Kagan. 06/15/2020 Adviser will monitor students' Report Cards, SBAC/IAB Data, Formative/Summative Assessments, High School Experience Survey, and School Report Card to measure effectiveness.

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) 30401986 N/A 13641 117,632 1.00 100 7S046 ) Focus Academic : English Language Arts Interventions During and After the School Day and Other Supports Area:

Strategies

Page 26 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 12.3 - Academic : English Language Arts Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Edgenuity is an online course that will be offered during the day and after school for students to recover 08/16/2019 School Report Card, High School Experience credits in core academic classes including English Language Arts. This program allows students a chance to Survey, Progress Reports, and SBAC/ IAB complete the course through differentiated instruction provided online and with a credentialed teacher who 06/02/2020 Assessment will be used to measure facilitates the class. This online program offers students who are at risk of not graduating the opportunity to effectiveness. Administrators, Instructional meet their A-G requirements and graduate on time. Counselors work to identify students who will participate Coaches, and Categorical Program Advisor will in this specific intervention and communicate with family members to ensure student participation. assess the effectiveness. All ELA students, including ELL, have access to after school tutoring held 4 days a week for two hours after 08/16/2019 School Report Card, High School Experience school. This drop in tutoring program is available to all San Pedro High students, and includes tutoring in Survey, Progress Reports, SBAC/ IAB ELA, Math and Science. Students can get help with homework, explanations of difficult concepts or learn 06/02/2020 Assessment, and Formative/ Summative about enrichment opportunities. Teachers and counselors may also recommend this intervention to students Assessments will be used to measure and follow up with family members to ensure student participation. effectiveness. Administrators, Instructional Coaches, and English Department Chair will ELL students have access to an advanced English Language Development intervention elective offered asses the effectiveness. during the school day. The School Principal and Categorical Program Adviser (CPA) (1) .50 FTE will provide parent workshops to 07/01/2019 School Report Card, High School Experience increase parent involvement to ensure that students are college ready and parents are a part of their child's Survey, Progress Reports, and SBAC/ IAB transition to college. The CPA will evaluate the school plan for student achievement to ensure that 06/30/2020 Assessments will be used to measure benchmarks are met and assist in meeting school goals. The CPA will hold School Site Council (SSC) effectiveness. Administrators, Instructional meetings to ensure that stakeholders are involved in developing the plan and collaborating on what will benefit Coaches, and Categorical Program Advisor will the students of San Pedro High School. The CPA will also create budget adjustment request and place orders assess the effectiveness. for Title I purchases.

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 Parent workshops will be held that include relevant topics to ELA such as: Dyslexia Awareness,Close 08/01/2019 High School Experience Survey, School REport reading, deeper thinking comprehension strategies, reading fluency, the Accelerated Reading Program and Card, Parent Workshop Flyers/ Agendas and implementation, writing using mentor texts, and the use of Kagan and other engagement strategies to assist 06/30/2020 Sign In Sheets will be used to measure parents in helping their children achieve academic success. effectiveness. CPA, Administrators, and Parent Resource Assistant will measure effectiveness.

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

N/A N/A

Page 27 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Los Angeles Unified School District Section 13.1 2019-2020 School Plan for Student Achievement ACADEMIC GOAL — MATHEMATICS

Page 28 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 On the Smarter Balanced Assessment (SBAC) for Math, 24% of students Met or Exceeded standards. This is 0.6 points below standard and a decrease of 32.8 points and 12% from last school year (2017-2018). Certain subgroups of students also declined in performance. Zero percent of Limited English Proficient students met or exceeded the ELA standards. English Learners, African American students (14% Met/Exceed), and Students with Disabilities (5% Met/Exceed) were noted in red on the CA Dashboard. Additionally, Latino/Hispanic students (18% Met/Exceed) and Socioeconomically Disadvantaged students (24% Met/Exceed) were noted in orange on the CA Dashboard. The IAB data stated that 28% of students scored at or near standard for Algebra I/Functions (mostly ninth grade), 74% of students score at or near standard for Algebra II/Functions, 73% of students scored at or near standard for Geometry/Right Triangles (mostly tenth grade), and 85% of students scored at or near standard for Geometry Congruence.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required Some teachers are reticent to implement Interim Assessment Blocks with online grading, as they lack infrastructure. After analyzing data, it was concluded that there was a lack of pre-algebra skills, ability to read mathematical text, shortage of and insufficient common planning time, apathy among students, social promotion in mathematics courses and absenteeism which contribute to students not meeting proficiency on district and school created assessments. While 63% of students scored Near/Above standard for Communing Reasoning, 40% of students score Near/Above for Concepts and Procedures.

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 An instructional coach will help the department effectively implement Interim Assessment Blocks (IAB), used to monitor student progress. Professional development will include departmental pull out training, which includes collaborative planning time for unit development based on IAB's. This includes common formative assessments (CFAs) based on SPEC STEMS and InterLeaving Practice, a research based strategy to help students solve math problems (recalling by retrieval practice, reviewing the process, and connecting the process to what they know to remember it). Additionally, teachers will use this time calibrate and grade digital assessment components and breaking down Performance Task prompts.

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 29 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 13.2 - Academic : Mathematics State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed. The percentage of students who meet or exceeded standards on the mathematics portion SBAC will increase from 24% to 28% on the 2019 CA Dashboard.

On the 2019 CA Dashboard,, 60% of Algebra I (9th grade) students will Meet/Exceed the standard based on the IAB assessment: Algebra & Functions I.

On the 2019 CA Dashboard, 60% of Geometry (10th grade) students will Meet/Exceed the standard based on the IAB assessment: Congruence.

The percentage of 11th grade students who meet or exceeded standards on the mathematics portion SBAC will increase from 24% to 28% by on the 2019 CA Dashboard. On the 2019 CA Dashboard, all 12th grade students will complete all required C courses of the CSU A-G Course Pattern with a passing grade.

The percentage of Latino/Hispanic students who meet or exceeded standards on the mathematics portion SBAC will increase from 18% to 22% on the 2019 CA Dashboard. The percentage of African American students who meet or exceeded standards on the mathematics portion SBAC will increase from 14% to 18% on the 2019 CA Dashboard. The percentage of English Learners who meet or exceeded standards on the mathematics portion SBAC will increase from 0% to 10% on the 2019 CA Dashboard.

The percentage of Students with Disabilities who meet or exceeded standards on the mathematics portion SBAC will increase from 5% to 9% on the 2019 CA Dashboard. The percentage of Socioeconomically Disadvantaged students who meet or exceeded standards on the mathematics portion SBAC will increase from 24% to 28% on the 2019 CA Dashboard.

Page 30 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 A Math Instructional Coach (1) .50 FTE with differential will be purchased to provide ongoing professional 07/01/2019 Administrators, Categorical Program Advisor, and development to the math department, supplemental resources and train teachers in teaching Common Core Math Instructional Coach will analyze a variety of standards using differentiated strategies. The Math Instructional Coach will serve as the site data coordinator 06/30/2020 documents including School Report Cards, High and facilitate the management and interpretation of data necessary to develop, implement and evaluate School Experience Survey, SBAC, IAB's, and classroom instruction and intervention programs. other Data Summaries to measure effectiveness.

Administrators will perform Classroom Observations to ensure that teachers are incorporating the information from these interventions into their practice and will observe the Math Instructional Coach during teacher development sessions. The Problem-Solving/Data Coordinator (1) .50 FTE with differential will perform three primary job 07/01/2019 Administrators, Categorical Program Advisor, and responsibilities: Math Instructional Coach will analyze a variety of 06/30/2020 documents including School Report Cards, High * Facilitate training for problem-solving School Experience Survey, SBAC, IAB's, and model (PS) and Response to Instruction and Intervention (RtI2) other Data Summaries to measure effectiveness.

* Work collaboratively with the school-based Administrators will perform Classroom leadership team to develop and implement the PS/RtI2 training agenda for the school year Observations to ensure that teachers are incorporating the information from these * The Data Coordinator will serve as the primary source of school data to support the evaluation of interventions into their practice and will observe intervention services. In addition to the following duties: the Problem Solving Data Coordinator during teacher development sessions. Administrators * Serve as the site Data Coordinator will review data with Data Coordinator to assess the effectiveness of interventions. * Facilitate the management and interpretation of data necessary to develop, implement and evaluate Tiers 1, 2 and 3 intervention Teacher Release Days will be provided to release teachers to work with instructional coaches on planning, 08/16/2019 Administrators, Categorical Program Advisor, and analyzing data, differentiating lessons so that students will be successful on SBAC and IAB assessments. Math Instructional Coach will analyze a variety of 06/02/2020 documents including School Report Cards, High School Experience Survey, SBAC, IAB's, and other Data Summaries to measure effectiveness.

Administrators and Instructional coaches will perform Classroom Observations to ensure that teachers are incorporating the information from this instructional data into their practice.

Page 31 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 Math teachers will specifically integrate ELD into their classes, using strategies that focus on increased 08/16/2019 Administrators and Instructional Coaches will student collaboration and academic conversations in the math class room. monitor implementation using classroom 06/02/2020 observations, school report cards, SBAC, IAB's and Data Summaries to ensure effectiveness.

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 SPHS will utilize 2 CSR Teachers to reduce class size, provide double block math classes for at risk students 07/01/2019 Administrators, Categorical Program Advisor, who are not meeting proficiency. CSR teacher (1) 1.0 FTE will provide more individual instruction for students Math Instructional Coach will analyze a variety of who struggle in A-G required math courses such as Algebra I and II and probability and statistics. CSR 06/30/2020 documents including School Report Cards, High teachers will incorporate ELD strategies including student collaboration and facilitating academic School Experience Survey, SBAC, IAB's, and conversations. This will include strategies covered during professional development. other Data Summaries to measure effectiveness.

Purchase of day-to-day substitutes will cover benefited absences for CSR Teachers when they are absent.. Administrators and Instructional coaches will perform Classroom Observations and analyze data sources mentioned above to assess the effectiveness of this intervention. Teachers will use strategies including Mathematicians Consult, Kagan Strategies, Habits of Mind, Social 08/16/2019 The administrators, instructional coaches and Emotional Learning, and Academic Language in their classrooms to support student learning. Teachers use problem solving data coordinator will conduct these strategies because they help student conceptualize and explain their knowledge of mathematics using 06/01/2020 classroom observations and analyze student data academic language and pictures. The students are provided with an opportunity to collaborate and learn including Report Cards, Formative/Summative together. It also helps teachers clarify student misconceptions. Teachers will use technology in the Assessments, and IAB's to assess the classroom (such as DESMOS, an online graphing calculator used on a chromebook device that allows effectiveness of the listed strategies. students to connect graphs to real-world shapes and pictures) to help students understand math concepts and model types of questions seen on assessments.

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) 30401932 N/A 13644 117,632 1.00 100 7S046 ) Focus Academic : Mathematics Interventions During and After the School Day and Other Supports Area:

Strategies

Page 32 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 During the 2019-2020 school year the Math Instructional Coach will implement a mathematics program that 07/01/2019 High School Experience Survey, School Report includes a double block math class offered during the school day (which includes integrated ELD focusing on Card, Parent Surveys, SBAC/IAB's Results, and academic conversations and student collaboration), tutoring after school and parent workshops that will assist 06/30/2020 Formative/Summative Assessments will be used parents in helping their child achieve academic success in math. The math intervention will be school wide, to measure effectiveness. Instructional Coach, however the focus will be on the student groups who continually struggle to meet proficiency on assessments Categorical Program Advisor, and Administrators such as the African American and Latino student population. The Math Instructional Coach will support the will assess the effectiveness. classroom teacher by ensuring the teacher is versed in Interleave mathematics and DESMOS, as well as all SPHS Instructional areas of ficus. There is a tentative plan to implement CRLP (Culturally and Linguistically Responsive Pedagogy) into fall PD to address this specific data point. Credit recovery classes such as Edgenuity will be provided to students who are able to move through the course content at their own pace and receive help as needed. Saturday school will be another intervention provided to students who are not making sufficient progress in the intervention cycle. The counselors will identify, recruit and make parent phone calls to students who are in need of credit recovery.

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 Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status Parents will attend workshops that will be provided throughout the school year including the workshop math 08/01/2019 High School Experience Survey, School Report practices, to teach parents how to help their child achieve academic success in mathematics and other A-G Card, Parent Workshop Flyers/Agendas/Sign In courses by supporting their child in and out of school by helping with homework, encouraging them to attend 06/02/2020 Sheets, and Student Report Cards will be used to tutoring, and staying in communication with the teacher about grades, behavior and attendance. The measure effectiveness. Administrators, CPA, Instructional coach will train and provide the parent representative with resources for parents to take home and community representative will assess the and refer to when their student is not meeting their academic goals. effectiveness.

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

N/A N/A

Page 33 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 34 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 5.9% of ELs were able to reclassify, which did not meet the goal of 24% reclassification. According to the California Dashboard , 13.4% of San Pedro High School's English Learners (ELs) score Well Developed on the English Language Proficiency Assessment for California (ELPAC). 22% of ELs scored Moderately Developed, 23.2% scored Somewhat Developed, and 41.5% scored in the Beginning Stage. Additionally, EL students struggled on the SBAC exam. In ELA, the cohort of Current English Learners scored 153.4 points below the standard, a decline of 73 points. In Math, this cohort of students scored 201.5 points below the standard, a decline of 25.5 points. 63.9% of EL students graduated, a decline of 2.1%

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required Teachers familiarity with the ELPAC assessment is one possible cause for the decline in reclassification rates. Additionally, there are limited support materials available to help teachers prepare students for the assessment. There are limited opportunities for ELD teachers to collaborate due to both time constraints and the location of ELD teachers at separate San Pedro HS campuses.

Additionally, ELD teachers will implement Achieve 3000 in their classrooms, to to accelerate literacy and language gains for ELs through targeted instruction. This will assist EL student development of reading stamina and ability to decode higher lexile texts as they relate to content-specific reading.

EL student progress monitoring for both 100% Graduation, ELA, and Math are previously addressed in those specific sections of the plan, including action steps and student progress goals.

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 2019, there will be an increase of 7% from 13.4% to 20.4% of San Pedro HS EL students who score Well Developed on the ELPAC.

EL student progress monitoring for both 100% Graduation, ELA, and Math are previously addressed in those specific sections of the plan, including action steps and student progress goals.

Page 35 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 The English Learner (EL) Coach (1) .50 FTE is a support position that will provide teachers with: 07/01/2019 The EL Coach, Administrators, and CPA will use Observations/logs, Professional Development Assist and support teachers in the 06/30/2020 Agendas/Sign In Sheets, School Experience implementation of district adopted textbooks and support materials Surveys, and California Dashboard to assess the effectiveness of this position. Assist and support teachers with instructional strategies that support the delivery of grade level content to EL's. Teachers of ELS will receive professional development and training to support ELD. Topics will include 08/01/2019 Reading Inventory Data, SBAC Data/ Writing understanding and strategies for working with LTEL students with disabilities. Other training's such as ELPAC Claim, Professional Development Logs, Common and academic conversations will be provided to both designated and integrated ELD teachers. 06/15/2020 Assessment Data and Reclassification Rates will be used by Administrators, EL Coach, ELA Instructional Coach, and Teachers to assess the effectiveness of the professional development and training. Achieve 3000 will be used to support English Learners. Funding for this program will be supported through 08/15/2019 TSP funding. 06/05/2020 New The English Learner (EL) Coach (1) .50 FTE is a support position that will provide teachers with: 07/01/2019 The EL Coach, Administrators, and CPA will use Observations/logs, Professional Development Assist and support teachers in the 06/30/2020 Agendas/Sign In Sheets, School Experience implementation of district adopted textbooks and support materials New Surveys, and California Dashboard to assess the effectiveness of this position. Assist and support teachers with instructional strategies that support the delivery of grade level content to EL's (Effective classroom instruction).

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

CE-ESSA T1 Schools( 1000 14494 - ENG LRN(EL)COACH-SEC (3 Hrs / 5 Days) 30434756 N/A 14494 70,420 1.00 100 7S046 ) CE-ESSA T1 Schools( 1000 14493 - ENG LRNR COACH-DIFF N/A N/A 14493 930 100 7S046 ) T3A-LEP-Limited Eng 1000 14494 - ENG LRN(EL)COACH-SEC (3 Hrs / 5 Days) 30452283 N/A 14494 38,731 1.00 55 Profcncy ( 7T197 )

Page 36 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 14.3 - Academic : English Learner Programs Budget Funding Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE Item No % T3A-LEP-Limited Eng 0 30165 - HEALTH WELFARE CERT N/A N/A 30165 -3,847 0.00 100 Profcncy ( 7T197 ) T3A-LEP-Limited Eng 0 30166 - RETIREE BNFTS CERT N/A N/A 30166 -1,334 0.00 100 Profcncy ( 7T197 ) T3A-LEP-Limited Eng 1000 10246 - DIFF INSTL COACH SEC N/A N/A 10246 509 0.00 100 Profcncy ( 7T197 ) 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 The EL Coach will 07/01/2019 Observations/logs, Professional Development collaboratively plan and conduct demonstration lessons with the classroom teacher that emphasize good first Agendas/Sign In Sheets, School Experience teaching which includes: 06/30/2020 Survey, and the California Dashboard will be used to measure effectiveness. This will be Standards based instruction assessed by Administrators, EL Instructional Coach, and the TSP Advisor. The use of effective evidence based instruction, access strategies (Academic Vocabulary, Instructional Conversations, Graphic Organizers, and Cooperative Grouping), Academic Engaged Time, and checking for understanding aligned to grade level standards and content

Differentiation of instruction with targeted attention to ELs/SEL academic and linguistic needs utilizing effective Designated/Integrated ELD and/or ELD strategies

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 37 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 The EL Coach coordinates teachers to provide after school tutoring for English Learner students who are not 08/10/2019 Student Grades, Progress Reports, meeting proficiency in EL. The Categorical Program Advisor (CPA) will target/monitor the budget and assist in Parent/Student Contact Logs, Tutoring Logs, targeting students who will benefit from tutoring and intervention. The PSA Counselor will provide intervention 06/08/2020 ELPAC Data, and IAB’s will be used to assess for English Learners who have high absenteeism. the effectiveness. Administrators, EL Instructional Coach, TSP Advisor, and CPA will assess the effectiveness.

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 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 EL Coach will provide parent workshops throughout the year to assist their child in achieving academic 08/01/2019 Parent Work Shop Sign-In Sheets (i.e. success. Parents will participate in workshops to learn strategies that can be used at home to support EL Parent/Student Contact Logs, ELAC student achievement, including the reclassification process, share data and strategies that can be used at 05/28/2020 Recommendations, ELAC Agendas/SIgn In home to support student achievement. SSPT meetings and parent conferences are scheduled in order to Sheets/Minutes) will be used to assess number of involve parents and communicate the current struggles their child is facing. Workshop topics will include: parents participating. Administrators, EL Coach, • English Learner benchmarks, LTEL student goal sheet, ELPAC, Reclassification, SRI, ELD Standards, TSP Advisor, CPA will assess this information to grades, SBAC measure effectiveness. Additionally, assessors • Reading Strategies/Writing strategies (helps students become stronger writers) will monitor students ability to complete A-G • Integrated/Designated ELD (Helps parents and students understand the purpose of each specific requirements, and Parent Portal engagement to intervention.) assess effectiveness of workshops. • DOK levels of questioning • Organization and Time Management • Parent Portal (Helps parent to monitor student grades and the importance of school attendance, which will inform parents of the legal requirements and support efforts to improve EL attendance rates) • A-G Requirements (help improve EL graduation rates, as parents will have a comprehensive understanding of what courses are required to graduate.)

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

N/A N/A

Page 38 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 Other: School Created Survey Materials Other: LAUSD Focus Reporting Dashboard

Page 39 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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

Page 40 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 15.2 - Parent And Community Students and families are engaged with San Pedro High School through a variety of modalities. Parents attend workshops, conferences, and other events. They also are connected online through LAUSD's Parent Portal and the learning management system (LMS) Schoology. 75% of parents reported attending various school events to learn about their students' progress based on the School Experience Survey (SES). San Pedro High School scored a 63% Overall Parent Engagement score on the SES.

Based on the findings of both locally created parent/student/staff surveys and the LAUSD School Experience Survey, the majority of stakeholders feel safe at San Pedro High School. Parents responded to Safety statements positively, and the school earned a 68% score for Safety with only 7% of parents responding negatively. Students also reported feeling safe at school and in the surrounding neighborhood, as well as feeling connected to adults on campus. The school earned a 58% Student Safety score, with only 14% of students responding negatively. School staff also reported feeling safe on campus and equipped to address bullying, should it occur on campus. The school earned a 86% Staff Safety score, with only 4% responding negatively.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required The school met the goal of holding 4 parent workshops specific to the topic of the Parent Portal and Schoology. 40 percent of San Pedro High School parents have a registered LAUSD Parent Portal account, outpacing both the overall Local District South metric (32%) and the district-wide score (31%).

The school did not meet the goal of obtaining 98 percent of the More Than a Meal Applications. We collected 91.4% of MTAM applications. Progress toward this goal was hindered due to chronically absent students and students with outdated contact information. Additionally, ensuring the families at two campus completed meal applications presented unique communication challenges.

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 San Pedro High School was successful in meeting its Parent Portal metric in-part because so many of our families already use online resources to apply to our magnet programs. 30 percent of families participate in magnet programs, and the vast majority apply online, so they are familiar with using LAUSD's digital platforms. Additionally, parent education classes held during Back to School Night and Parent Conferences provided support for parents who were unable to register for the Parent Portal at home or via mobile devices. Also, some teachers offered student incentives (free homework pass, etc.) for demonstrating that their parent or guardian was connected to the Parent Portal.

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 Next year, we will continue to ensure that students have completed a MTAM application during our registration day in early August. Students who can demonstrate a completed MTAM application by showing their registration code have a special (usually shorter) line for checking out textbooks and taking their ID photograph. Student athletes will have to demonstrate a completed application to participate in their sport. Additionally, other positive behavior supports will be implemented for students who can demonstrate a completed application, including a school-wide student event.

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 students submitting a completed application for More Than A Meal will increase from 91.4% to 94%.

By June 2020, the Categorical Program Adviser will hold 4 parent workshops specific to the topic of the Parent Portal and Schoology, to increase the number of parents registered and facilitate parent usage of Schoology.

Page 41 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 Instructional Leadership team will engage with student, staff and parents in a variety of ways, including (but 08/01/2019 The School Experience Survey and California not limited to): Dashboard will be used to measure 06/02/2020 effectiveness. Administrators, Categorical • Coffee with the Principal Program Advisor will monitor a variety of parent • Parent/Teacher Conference and student engagement metrics, including • Back to School Night PASSport assess (parents) and Schoology • Orientation Day(s) assess (students). Additionally the CPA will • SAS Parent Meetings monitor parent participation in the School • GATE Parent Meetings Experience Survey to help ensure a • ELAC/SSC comprehensive representation of parent • Parent Workshops (Varied Topics) including California Dashboard, Parent Portal, Changing Graduation responses. The CPA will also ensure MTAM Requirements and Dyslexia. applications are completed.

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 The Community Rep will make copies of imperative school documents that communicate school activities 07/01/2019 Administrators, CPA, and Parent Resource such as back to school night, school report cards and other school flyer events. The parent rep will notify Assistant will monitor the effectiveness of the parents about opportunities for parent involvement through flyers, phone calls and emails. Maintenance of the 06/30/2020 Community Rep using the High School copier is crucial in maintaining one of the effective communication methods between the school and parents. Experience Survey, California Dashboard, and Healthy Start will continue to provide parents with information on how to access resources for families in need. Student Report Cards. Community Rep X Times will be for short-term assistance with calling parents of low-income, EL, RFEP, 08/01/2019 Administrators, CPA, and Parent Resource and/or foster youth for parent workshops/ intervention programs, and inquiries regarding the school Assistant will monitor the effectiveness of the experience survey. 11/30/2019 Community Rep using the High School Experience Survey, California Dashboard, and Student Report Cards.

Budget

Page 42 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 15.3 - Parent And Community 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 (3 Hrs / 5 Days) 30453411 N/A 27784 11,126 1.00 100 Parent Invlmnt( 7E046 ) CE-ESSA T1 Sch- 1000 27787 - COMMUNITY REP X TIME N/A N/A 27787 1,328 100 Parent Invlmnt( 7E046 )

Page 43 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 Other: MISIS Reported Data

Page 44 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 San Pedro High School met its School Experience Survey Goal. The number of students who reported feeling connected to the school rose from 52% to 58% percent.

The school maintained its overall suspension rate as 0.9% of students were suspended at least one time. Based on the CA Dashboard, the rate of suspension among African American students increased 3.5%. This subgroup of students was noted in orange on the CA Dashboard.

San Pedro High School had 77.2% of students maintain proficient or better attendance during the fall semester. 9.7% of students scored in the Chronic attendance range.

2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required Attendance data is is still incomplete for spring semester, and several factors are difficult to capture due to the teacher work stoppage.

African American students are a small subpopulation (7.7%) at San Pedro High School. There is an opportunity to take more deliberate steps to ensure that this subpopulation of students, especially male students, feel connected and valued in our school community.

Additionally, other factors include weather (2018-2019 had an above average number of rainy days), parent engagement (parents are struggling to navigate the skills required to enforce good attendance habits with their students), school size (2500 students for one PSA counselor), and student mental health challenges that affect chronic attendance challenges, especially in the months of December/January/June.

Our school is very close to meeting its chronic absence goal due to the work of our Pupil Services Adviser (PSA). Our PSA works to remove the barriers to school success for those students who do not respond positively to instructional programs due to social/emotional, familial, and other environmental impediments. Additionally, our PSA is responsible for interventions including, but are not limited to: in home conferences & assessments, conferencing with students and parents, linkage with school and community resources, referrals to alternative education programs, and referrals to the Student Attendance Review Team (SART) and Student Attendance Review Board (SARB). She also serves as the leader of attendance on the school site, working to cultivate a culture of daily attendance school-wide. This includes but is not limited to the development and implementation of school-wide attendance incentive and recognition programs.

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

Page 45 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 16.2 - 100% Attendance State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed. San Pedro High School will increase the percentage of students who feel connected to the school based on the School Experience Survey data. We will increase Survey Item C (I feel like I am part of my school) from 58% to 62% for the school year 2019-2020 school year. San Pedro High School will decrease its African American suspension rate to zero percent for school year 2019-2020 based on CA School Dashboard and Focus Reporting Dashboard data. San Pedro High School will decrease the number of students with chronic absences from 9.5% to 9.0% for the school year ending 2019-2020, based on California School Dashboard and MISIS data.

Page 46 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 The PSA Counselor will work directly with students and parents to overcome barriers to regular attendance. 07/01/2019 Administrators and the Categorical Program The PSA Counselor will also collaborate with school staff and communities to increase student attendance Advisor will assess the effectiveness of this and engagement toward better academic outcomes for all students. The PSA will implement various 06/30/2020 strategy using Student Grades, School strategies/tasks such as the ones below: Experience Survey, California School Dashboard, Misis, PSW and PSA logs/documentation. *Facilitate the Attendance Matters presentation for SPHS parents/families. *Facilitate Attendance Matters professional development for SPHS teachers/staff to help students feel more connected to the school and understand the impact of attending school consistently. * create and implement differentiated prevention, intervention and recovery efforts using evidence based strategies and a tiered approach to improve individual and school-wide outcomes; * participate in and/or facilitate multidisciplinary teams Student Success Team (SST), Coordination of Services Team (COST), Resource Coordinating Team (RCT), Student Attendance Review Team (SART)

Budget 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 ) Focus 100% Attendance 100% Attendance, Suspensions, School Safety, and Other Supports Interventions Area:

Strategies

Page 47 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 16.3 - 100% Attendance Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status The PSA Counselor (1) 1.0 FTE will do the following for students who are at risk of not completing their A-G 07/01/2019 Administrators and the Categorical Program requirements, are identified as having or at risk of high absenteeism: Advisor will assess the effectiveness of this 06/30/2020 strategy using Student Grades, School * develop and monitor individual student attendance plans Experience Survey, California School Dashboard, implement strategies and activities to reduce Misis, PSW and PSA logs/documentation. chronic absenteeism and truancy among students and increase student and attendance rates * assist with early identification and intervention systems to support at-risk students; * serve as a liaison between school, home and community, providing direct services to identified at-risk students and families, including assessment, referral, and case management; * provide individual and/or group counseling, including crisis intervention; * conduct home visits and/or in-home intervention when needed

The PSA also regularly conducts attendance incentive campaigns, such as Attend to the End, where students have the opportunity to earn prizes for attending until the last day of school. The goal of these campaigns is to support Tier 1 and 2 students to maintain proficient attendance. The PSW will assess cases that have been referred for identification and behaviors; appropriate referrals and 07/01/2019 Administrators and the Categorical Program linkage; assist with the reentry process after psychiatric hospitalization. This counselor will be an active Advisor will assess the effectiveness of this member in the school site threat assessment threats by students towards other individuals and assists in 06/30/2020 strategy using Student Grades, School developing a safety/action plan. The psychiatric social worker will offer and provide ongoing health Experience Survey, California School Dashboard, consultation to all adult school stakeholders (e.g. school staff and parents). Misis, PSW and PSA logs/documentation.

Funding for this item will come from TSP funds.

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 100% Attendance, Suspensions, School Safety, and 100% Attendance Area: Other Supports *Required if any Focus Area above is addressed.

Strategies

Page 48 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 16.3 - 100% Attendance Action Begin Measurement of Strategies' Effectiveness/ Strategies, Actions and Tasks & End Date Identify the title of position/staff responsible Status The Community Rep will communicate school activities, such as the Attendance Matters parent workshop, 07/01/2019 Administrators and Categorical Program Adviser, and solicits parent involvement such as flyers for back to school night and, school report cards and other will monitor this focus area using California school related events. The community rep will notify parents about opportunities for parent involvement 06/30/2020 School Dashboard, School Experience Survey, through flyers, phone calls and emails. The community rep may attend community meetings, recruit parent and MISIS data. volunteers and conduct parent satisfaction surveys. Healthy Start will continue to provide parents with information on how to access resources for families in need.

Further, the school will communicate with parents in a variety of ways, including (but not limited to): • School website • Connect-Ed • School Correspondence • School Marquee • Parent Newsletters • Monthly Calendar • Teacher Home Visits • Teacher Phone Calls

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

N/A N/A

Page 49 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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).

Students at San Pedro High School have access to approximately fifteen different Advanced Placement courses. The data shows that more and more students are taking advantage of this opportunity with the percentage of students taking at least one AP class increasing each of the last three years. San Pedro High School also offers a dual-enrollment program with Los Angeles Harbor College in which students can earn an AA degree concurrently with their high school degree. The college and career center offers workshops on filling out job applications and distributing resources that will help students with job assistance. The school offers opportunities for networking by utilizing the EXP organization through the Global/Environmental and Business small learning communities at SPHS which offer internships and scholarships that will assist students in furthering their educational career. SPHS has an annual career day and the health fair that exposes students various career fields that are of interest to the students. There are four college and career advisory meetings built into the school calendar and bell schedule. 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.).

SWPBIS (School-Wide Positive Behavior and Support) Team meets monthly consisting of various stakeholders and aims to build multi tiered supports for positive behavior intervention and support along with restorative practices to inform school discipline policies.

SPHS has also invited the active participation of community members and parents. SPHS has frequently hosted “Coffee With the Principal”, College Prep nights, ELAC (English Learner Advisory Council) meetings, School Site Council Meetings, GATE parent meetings, Magnet parent meetings, Open House, and Parent Conferences. These meetings allow for more input from parents, students and community members and have helped to promote a more open line of communication among all stakeholders.

Page 50 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 17 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.

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.

Our school engages parents by welcoming them as equal partners in their child’s education. The school increases parental involvement by partnering with parents in the joint development and distribution of the school parent involvement policy and parent compact. The parent involvement policy and parent compact describe how the school provides monthly parent academic workshops linked to what is being learned at school and socio-emotional topics that help support learning at home. The school supports teachers in communication and partnering with parents by providing timely communication about the school’s high quality curriculum, behavior expectations, volunteer opportunities and school wide goals, translated into the languages of the community. As a staff, we respond effectively and in a timely manner to parent concerns and complaints. We comply with District, State, and Federal mandates regarding parent engagement. The SPSA is developed with all stakeholders including teachers, staff, administration, parents, ELAC, and SSC. The Comprehensive needs assessment is completed by all stakeholders. The results of the needs assessment was presented to SSC. ELAC made recommendations to SSC. The plan was approved and adopted by SSC. 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: n/a

Page 51 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 17 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 52 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 53 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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 10246 110004 0.00 1,860 0.00 0 0.00 0 0.00 509 0.00 2,369 10246 - DIFF INSTL COACH SEC

10562 110002 0.00 2,873 0.00 0 0.00 0 0.00 0 0.00 2,873 10562 - DDSUB CSR T BEN ABSC

10600 110005 1.00 9,302 0.00 0 0.00 0 0.00 0 1.00 9,302 10600 - TCHR AST DEG TK NW/1 (3 Hrs / 5 Days)

117361 190001 1.00 70,666 0.00 0 0.00 0 0.00 0 1.00 70,666 117361 - CAT PRG AD C1T 27/11 (3 Hrs / 5 Days)

11760 190004 0.00 774 0.00 0 0.00 0 0.00 0 0.00 774 11760 - PROB SOLV DT CRD DIF

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)

13297 110001 2.00 140,840 0.00 0 0.00 0 0.00 0 2.00 140,840 13297 - INSTRL COACH SEC C1T (3 Hrs / 5 Days)

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)

14493 110004 0.00 930 0.00 0 0.00 0 0.00 0 0.00 930 14493 - ENG LRNR COACH-DIFF

14494 110001 1.00 70,420 0.00 0 0.00 0 1.00 38,731 2.00 109,151 14494 - ENG LRN(EL)COACH-SEC (3 Hrs / 5 Days)

14496 190001 1.00 121,995 0.00 0 0.00 0 0.00 0 1.00 121,995 14496 - INTRVN/PREV SUP COOR (6 Hrs / 5 Days)

14685 190001 1.00 70,420 0.00 0 0.00 0 0.00 0 1.00 70,420 14685 - PROB SOLV DT CORD C1 (3 Hrs / 5 Days)

Page 54 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 20 14693 110004 0.00 805 0.00 0 0.00 0 0.00 0 0.00 805 14693 - TCHR X (NON-TUTOR)

27784 290001 0.00 0 0.00 0 1.00 11,126 0.00 0 1.00 11,126 27784 - COMMUNITY REP A (3 Hrs / 5 Days)

27787 290004 0.00 0 0.00 0 0.00 1,328 0.00 0 0.00 1,328 27787 - COMMUNITY REP X TIME

30165 340101 0.00 -34,685 0.00 0 0.00 0 0.00 -3,847 0.00 -38,532 30165 - HEALTH WELFARE CERT

30166 370101 0.00 -12,420 0.00 0 0.00 0 0.00 -1,334 0.00 -13,754 30166 - RETIREE BNFTS CERT

30210 340101 0.00 5,521 0.00 0 0.00 0 0.00 0 0.00 5,521 30210 - TA HEALTH&MEDBENEFIT

40239 0.00 16,877 0.00 0 0.00 893 0.00 632 0.00 18,402 POTENTIAL FNDING VAR

40261 0.00 0 0.00 0 0.00 0 0.00 4 0.00 4 PENDING DISTRIBUTION

Total 9.00 828,997 1.00 0 0.00 13,347 1.00 34,695 11.00 877,039

Page 55 of 56 SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 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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