Sample Elementary School (PI Year 1)
Los Angeles Unified School District
Elementary School Edition
Single Plan for Student Achievement
Program Improvement
Year 1 Update
2005 – 2006
Roy Romer, Superintendent
Board Members
Marlene Canter, President
José Huizar
Julie Korenstein
Marguerite Poindexter LaMotte
Mike Lansing
Jon Lauritzen
David Tokofsky
TABLE OF CONTENTS
SECTION I: School Information 1
School Program Identification 1
School Site Council Composition 2
Committee Recommendations and Assurances 3
Mission Statements and School Descriptions 4
SECTION II: School Data 5
Adequate Yearly Progress (AYP) Data Sets 5
Participation Rate and Annual Measurable Objectives (AMO) Data Sets 6
Academic Performance Index (API) Data Sets 7
California English Language Development Test (CELDT) Data Sets 8
Reclassified English Learners Data Sets 9
Conclusions from School Data Analysis 10
Student Data 11
Staff Data 12
Conclusions from Student and Staff Data Analysis 13
SECTION III: Governance, Leadership and School Organization 14
Governance, Leadership and School Organization 14
SECTION IV: School, Family and Community Partnerships 15
School, Family and Community Partnerships Feedback Summary 15
School, Family and Community Partnerships Analysis 16
Parent Involvement Policy 17
School-Parent Compact 18
SECTION V: Action Plans 19
Mathematics 19
English/Language Arts 21
English Language Development 23
Least Restrictive Environment 25
Partnerships, Support Services and Organization 27
SECTION VI: Compliance Items 29
Compliance Items for Economic Impact Aid – Limited English Proficient (EIA-LEP) 29
Compliance Items for Least Restrictive Environment (LRE) 31
Program Improvement Section 1116 Requirements Implementation Page 32
Compliance Items for Title I 33
SECTION VII: Monitoring 34
SECTION VIII: Budget 35
Title I Program Improvement A056 Budget and Justifications 35
SECTION IX: Attachment 38
Sample Elementary School (PI Year 1)
SECTION I: SCHOOL INFORMATION
SCHOOL PROGRAM IDENTIFICATION
School Name: / Local District:District CDS Code: 1964733 / School CDS Code:
Date Revised:
For additional information on our school programs contact the following:
Telephone Number:
Address:
E-mail address:
Contact Person:
Position:
Indicate which of the following Federal, State and Local Programs are consolidated in this plan:
Comprehensive School Reform (CSR)English Learners Programs (EIA-LEP)
High Priority Schools Grant (HPSG)
Los Angeles Educational Alliance for Restructuring Now (LEARN)
X / Program Improvement (PI)
School Based Coordinated Programs (SBCP)
School Based Management (SBM)
Special Education/Least Restrictive Environment (LRE)
Title I Schoolwide Program (SWP)
Title I Targeted Assistance School (TAS)
Title III English Language Acquisition, Language Enhancement, and Academic Achievement
Other:
The District Governing Board approved this Single Plan for Student Achievement on:
Date
The Local District staff has reviewed the School Plan with the principal and agreed to support and provide feedback for implementation.
Signature / Signature
Local District Director of School Services / Date / Local District Superintendent / Date
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Sample Elementary School (PI Year 1)
School Site Council CompositionEC 52012, 52852
School / Location Code
Principal / Telephone
Part A – School Staff / Part B – Parents/Community
Name / Principal / Classroom Teacher / Other Personnel / Name / Parents / Community
Total number in each column / Total number in each column
Total number in Part A / Total number in Part B
Name of SSC Chairperson / Position (e.g., Parent, Teacher) / Signature of SSC Chairperson / Date
Name of Principal / Signature of Principal / Date
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Sample Elementary School (PI Year 1)
COMMITTEE RECOMMENDATIONS AND ASSURANCES
The school site council recommends this school plan and its related expenditures to the district governing board for approval and assures the board of the following:
1. School site councils have developed and approved a plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process, and any other school program they choose to include.
2. School plans must be 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.
Committees / Chairperson Signature / Check / Date of review of recommendationParent / Staff
Compensatory Education Advisory
English Learner Advisory
UTLA Chapter Chair or Chapter Chair’s Designee
Other (list)
3. The content of the plan must be aligned with school goals for improving student achievement.
4. The plan must be reviewed annually and updated, including proposed expenditures of funds allocated to the school through the consolidated application, by the school site council.
5. Plans must be 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 removing of identified children during the regular school hours for supplemental Title I instruction. (Targeted Assistance Schools only)
7. This school plan was adopted by the school site council on:Date
Attested:
Typed name of SSC chairperson / Signature of SSC chairperson / DateTyped name of school principal / Signature of school principal / Date
Documentation (i.e., agendas) must remain on file at the school site.
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Sample Elementary School (PI Year 1)
MISSION STATEMENTS AND SCHOOL DESCRIPTIONS
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.
School Vision and Mission
Please include:
· what all students should know, understand, and be able to do
· expectations of positive character traits
· current research and practice
· collaboration among all segments of the school community
· other elements present at the school
School Profile Description
Please include:
· geographical, social, cultural, educational and economic community base
· relevant information about the school district
· pre-kindergarten, Head Start and other feeder programs and schools
· language, racial and ethnic make-up of the student body
· special categories of students or school staffing
· school facilities, including technology, library and media resources
· the number of instructional minutes provided
· the number of minimum days scheduled
· other important characteristics of this school
· FOR SCHOOLS IN PROGRAM IMPROVEMENT: Profiles must include required elements of Title I Program Improvement/NCLB Update Year 1 including why school is in Program Improvement status.
School Accountability Report Card
(data provided after January 2006)
· The SARC is a valuable source of information on student performance and conditions affecting the learning environment. Attach the most recent version of your School Accountability Report Card (SARC) in Section Nine.
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Sample Elementary School (PI Year 1)
SECTION II: SCHOOL DATA
2005 ADEQUATE YEARLY PROGRESS (AYP) DATA SETS
Participation (95%) / Proficient or Above
(24.4%) / Participation (95%) / Proficient or Above
(26.5%)
Enrollment / Number of Students Tested / Rate / Met 2005 AYP Criteria / Valid Scores / Number / Percent / Met 2005 AYP Criteria / Enrollment / Number of Students Tested / Rate / Met 2005 AYP Criteria / Valid Scores / Number / Percent / Met 2005 AYP Criteria
Schoolwide
African AmericanAmerican Indian or Alaska Native
Asian
Filipino
Hispanic
Pacific Islander
White
Socio-economically Disadvantaged
English Learner
Students with Disabilities
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Sample Elementary School (PI Year 1)
PARTICIPATION RATE AND ANNUAL MEASURABLE OBJECTIVES (AMO) DATA SETS
English/Language Arts-Participation Rate
Mathematics-Participation Rate
English/Language Arts-Annual Measurable Objectives (AMO)
Mathematics-Annual Measurable Objectives (AMO)
A subgroup is considered ‘numerically significant’ if there are at least 100 students enrolled on the first day of testing and/or at least 100 valid test scores. Students with Disabilities subgroup data is shown to inform instructional practices. For schools with fewer than 100 enrolled students on the first day of testing, these counts will vary (see http://www.cde.ca.gov/ta/ac/ay/documents/aypcriteria05.pdf).
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Sample Elementary School (PI Year 1)
2005 ACADEMIC PERFORMANCE INDEX (API) DATA SETS
2005 Growth / 2004 Base / Change / Met 2005 AYP CriteriaMinimum 590 / Minimum +1
ACADEMIC PERFORMANCE INDEX (API)
GROWTH SCORES FOR NUMERICALLY SIGNIFICANT SUBGROUPS
(2003-2005)
Subgroup / 2003 / 2004 / 2005
Schoolwide
African American
American Indian/ Alaska Native
Asian
Filipino
Hispanic
Pacific Islander
White
Socioeconomically Disadvantaged
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Sample Elementary School (PI Year 1)
CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT) DATA SETS
OVERALL PROFICIENCY LEVEL
2004-2005 Annual Assessment – All StudentsGrades / Kinder / 1 / 2 / 3 / 4 / 5 / 6 / Total Tested
Overall Proficiency / Number and Percent of students at Each Overall Proficiency Level
% Advanced
% Early Advanced
% Intermediate
% Early Intermediate
% Beginning
Number Tested
Skill Area Mean Scale Scores
Listening/Speaking
Reading
Writing
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Sample Elementary School (PI Year 1)
RECLASSIFIED ENGLISH LEARNERS DATA SETS
Number of Reclassified English Learners
2003 / 2004 / 2005School / Local District / District / School / Local District / District / School / Local District / District
Total EL Eligible
Number Reclassified
Percent Reclassified
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Sample Elementary School (PI Year 1)
CONCLUSIONS FROM SCHOOL DATA ANALYSIS
Sources of Data / Describe Key FindingsAdequate Yearly Progress (AYP)
Annual Measurable Objectives (AMO)
Academic Performance Index (API)
California English Language Development Test (CELDT)
Reclassified English Learners
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Sample Elementary School (PI Year 1)
STUDENT DATA
Student Attendance
2002-2003 / 2003-2004 / 2004-2005Percent of Student In-seat Attendance
Suspension and Expulsion Data
School / District2002-03 / 2003-04 / 2004-05 / 2002-03 / 2003-04 / 2004-05
Suspensions (number)
Suspensions (rate)
Expulsions (number)
Expulsions (rate)
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Sample Elementary School (PI Year 1)
STAFF DATA
Staff Attendance
The number of absences for certificated includes days for illness or unpaid leave. It does not include days out of classroom for training purposes. The days preceding a long term leave (19 or 20 days before long term leave) are also excluded. / Average Number of Days Absent per School Year2002-03 / 2003-04 / 2004-05
School / Local District / District / School / Local District / District / School / Local District / District
Average Days Absent-Certificated
Average Days Absent-Classified
Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials
2002-03 / 2003-04 / 2004-05
Total Number of Teachers
Full Credential
Emergency Credential (includes District Internship, University Internship,
Pre-interns and Emergency Permits
Teachers with waivers (does not have credential and does not qualify for an Emergency Permit)
Bilingual certification
District A-level fluency
English Language Development
Highly Qualified Paraprofessionals
Total Number hired to work with students / BA Degree(or higher) / AA Degree / 60 Semester Units / LAUSD Para Exam / HS Diploma / Working towards certification
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Sample Elementary School (PI Year 1)
CONCLUSIONS FROM STUDENT AND STAFF DATA ANALYSIS
Sources of Data / Describe areas for improvement and what resources the school will need to address these areas(i.e. paraprofessional, psychologist, counselor, nurse, PSA counselor, psychiatric social worker, etc.)
Student Data / Student
Attendance
Suspension and Expulsion
Staff Data / Staff Attendance
Quality of Staff, Status of Credentials and Recruiting Strategy Status of Teaching Credentials
Highly Qualified Paraprofessionals
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Sample Elementary School (PI Year 1)
SECTION III: GOVERNANCE, LEADERSHIP AND SCHOOL ORGANIZATION
Directions: Use analysis of school, student and staff data to answer the Guiding Questions below.
Guiding Questions / Response· In addition to the Councils and Committees mandated by the California Department of Education (SSC, CEAC, ELAC) as appropriate, describe how other governance structures support student achievement:
o SBM
o LEARN
o SBCP*
· Describe how the school’s leadership (consisting of administrators, faculty, students, staff, and community members) work together to shape and promote the culture of the school; celebrate excellence, improvement and learning; and make sound decisions and resource allocations to ensure that the state content standards are achieved.
· Describe findings and possible actions to improve the organization, management structure and matrix in order to meet the needs of all students. (Include differentiation of instruction, improved student achievement, closing the achievement gap, and optimization of time).
Include these actions, if needed, in the “Partnerships, Support Services, and Organization Action Plan.”
*If additional information is needed, refer to SBM, LEARN and/ or SBCP documents on http://www.lausd.k12.ca.us/lausd/offices/singleplan/
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Sample Elementary School (PI Year 1)
SECTION IV: SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
FEEDBACK SUMMARY
Directions: This Summary is provided for schools to measure their existing level of parent involvement. Below are the Six Types of Parent Involvement as identified in research by Joyce Epstein. Schools will be able to complete this Summary page by accessing the tools in the Resource Guide. The tools provide detail on the Parent Involvement “Types” and a means to measure the school’s efforts to effectively engage parents in their child’s education including action steps from Culturally Relevant and Responsive Education (CRRE). A sample “Feedback Tool” is also located in the Resource Guide.
TYPES OF PARENT INVOLVEMENT / EVIDENCE / SCHOOLWIDE RATINGNever / Barely / Sometimes / Often / Frequently
Parenting / 1 / 2 / 3 / 4 / 5
Communicating / 1 / 2 / 3 / 4 / 5
Volunteering / 1 / 2 / 3 / 4 / 5
Learning At Home / 1 / 2 / 3 / 4 / 5
Decision Making / 1 / 2 / 3 / 4 / 5
Collaborating with
the Community / 1 / 2 / 3 / 4 / 5
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Sample Elementary School (PI Year 1)
SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS ANALYSIS
Directions: Use this analysis tool to identify areas of success, areas for improvement, and areas of priority in your School, Family and Community Partnerships. Then select a Goal(s) for improving these Partnerships at the school site, and include this Goal in the “Partnerships, Support Services, and Organization Action Plan”.