School Name Los Angeles Unified School District
Los Angeles Unified School District
Middle School
Single Plan for Student Achievement
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School Name Los Angeles Unified School District
Los Angeles Unified School District
Single Plan for Student Achievement
School Name: / Local District:District CDS Code: 1964733 / School CDS Code:
Initial Year: 2004-2005 / Date Revised:
This is an action plan to raise the academic performance of all students and improve the school's educational program. For additional information on our school programs:
Telephone Number:
Address:
E-mail address:
Contact Person:
Position:
The District Governing Board approved the School Plan on:
Indicate which of the following Federal, State and Local Programs are consolidated in this plan:
Comprehensive School Reform (CSR)English Learners Programs (EIA-LEP)
Gifted and Talented Education (GATE)
High Priority Schools Grant (HPSG)
Immediate Intervention Underperforming Schools Program (IIUSP)
LEARN
LEARN/SBM
Program Improvement (PI)
School Based Management (SBM)
School Improvement (SI)
Special Education/Least Restrictive Environment (LRE)
Tenth Grade Counseling
Title I Schoolwide
Title I Targeted Assistance
Title III English Language Acquisition, Language Enhancement, and Academic Achievement
Title IV Safe and Drug-Free Schools and Communities (SDFSC)
Tobacco Use Prevention Education (TUPE)
Western Association of Schools and Colleges (WASC)
Other:
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School Name Los Angeles Unified School District
Table of Contents
Table of Contents 3
Background of the Single Plan for Student Achievement 5
School Site Council Membership 6
Section One 9
Los Angeles Unified School District 9
LAUSD Mission Statement: 9
Los Angeles Unified School District Core Program 9
Local District Profile 16
Section Two 17
School Profile 17
School Demographic Information 17
Section Three 18
Student Academic Achievement Data 18
Academic Performance Index (API) 2003 Growth Report 18
Adequate Yearly Progress (AYP) 19
Disaggregated 2003 CAT/6 Data 20
California Standards Test (CST) 22
California English Language Development Test (CELDT) 25
Student Reclassification Rate 27
Modified Consent Decree Least Restrictive Environment 28
Section Three (B) 30
District Data Section 30
Aprenda Test 30
English Language Development (ELD) Assessment Portfolios 31
Language Arts Performance Assignment 32
Section Four 33
Current Conditions, Findings and Barriers 33
Component 1 34
STANDARDS-BASED CURRICULUM, ASSESSMENT, AND RESEARCH-BASED INSTRUCTIONAL STRATEGIES 34
Component 2 40
TARGETED PROFESSIONAL DEVELOPMENT 40
Component 3 45
PARENT AND COMMUNITY INVOLVEMENT 45
Component 4 48
LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES 48
Section Five 53
ACTION STEPS 53
School Site Objectives and Benchmarks for Three Year Plan 53
ACTION STEPS TO IMPROVE LITERACY 54
ACTION STEPS TO IMPROVE MATHEMATICS 56
ACTION STEPS TO IMPROVE THE ACHIEVEMENT OF ENGLISH LEARNERS 58
ACTION STEPS TO IMPROVE THE ACHIEVEMENT OF ENGLISH LEARNERS 59
COMPLIANCE ITEMS FOR ENGLISH LANGUAGE DEVELOPMENT 70
ACTION STEPS TO MEET COMPLIANCE FOR ENGLISH LANGUAGE DEVELOPMENT 71
COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID- STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI) 72
ACTION STEPS TO MEET COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID- STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI) 73
COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE IV, SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE) 74
ACTION STEPS TO MEET COMPLIANCE FOR CATEGORICAL PROGRAMS TITLE IV, SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE) 75
Section Six 76
Monitoring/Evaluation 76
School Site and Local District Monitoring of the Action Steps and Evaluation of the Single Plan for Student Achievement 76
Section Seven 78
Single Plan for Student Achievement Assurances, Budgets, and Justifications 79
Section Eight 97
ATTACHMENTS 97
Section Nine 98
RESOURCES 98
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School Name Los Angeles Unified School District
Background of the Single Plan for Student Achievement
The No Child Left Behind (NCLB) Act of 2001 mandates local educational agencies (LEA) to develop an LEA Plan that will be updated and amended annually.
In the spring of 2003, the District developed a single, coordinated, and comprehensive plan that describes the educational services for all students and establishes a focus for raising the academic performance of all students, including identified under-performing students, to achieve high academic standards. The LEA Plan will be used to guide implementation of federal and state-funded programs, the allocation of resources and reporting requirements.
Five performance goals, adopted by the California State Board of Education (SBE) as part of the accountability system to achieve the goals of NCLB were addressed in the LEA Plan. They are:
· LEA Plan Goal 1 -- All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014.
· LEA Plan Goal 2 --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.
· LEA Plan Goal 3 --By 2005-06, all students will be taught by highly qualified teachers.
· LEA Plan Goal 4 --All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
· LEA Plan Goal 5--All students will graduate from high school.
The LEA Plan performance goals and Adequate Yearly Progress (AYP) objectives are now incorporated into the Single Plan for Student Achievement in Section Five, Action Plan Steps, as a guide in evaluating progress toward meeting the school’s objectives.
Senate Bill 374 (SB 374), effective January 1, 2002, requires each school operating state and federal programs funded through the Consolidated Application process, to consolidate all school plans required by those programs, and any other program a school chooses to include, into a single plan, known as the Single Plan for Student Achievement (Single Plan).
The Single Plan, developed with review, certification and advice of applicable school advisory committees and approved by the school site council, establishes a focus for raising the academic performance of all groups of students to state standards. As its name implies, the Single Plan for Student Achievement must coordinate the purposes and meet the requirements of each program funded and operated at the school to improve student achievement.
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School Name Los Angeles Unified School District
School Site Council Membership
Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the school through the Consolidated Application, by the school site council. The current make-up of the council is as follows:
Names of Members / Principal / ClassroomTeacher / Other School Staff / Parent or
Community
Member / Secondary
Student
X
Numbers of members of each category / 1
At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students. Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).
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School Name Los Angeles Unified School District
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 districts must assure “that 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 (Check those that apply):
Compensatory Education Advisory CommitteeEnglish Learner Advisory Committee
Gifted and Talented Education Program Advisory Committee
II/USP/CSR Action Team
Other (list)
3. Any plans required by programs funded through the consolidated application must be consolidated into a single plan.
4. The content of the plan must be aligned with school goals for improving student achievement
5. School goals must be based upon “an analysis of verifiable state data, including the Academic Performance Index, and the English Language Development test, and may include any data voluntarily developed by district to measure pupil achievement.
6. The plan must address how Consolidate Application funds will be used to “improve the academic performance of all pupils to the level of the performance goals, as established by the Academic Performance Index.
7. 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.
8. 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 Consolidated Application.
9. This school plan was adopted by the school site council on: ______.
Date
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School Name Los Angeles Unified School District
Attested:
Typed name-Principal / Signature / DateTyped name-School Site / Signature / Date
Council Chairperson
Typed name-ELAC / Signature / Date
Chairperson
Typed name-CEAC / Signature / Date
Chairperson
Typed name and role / Signature / Date
Typed name and role / Signature / Date
These signatures should match the committees/groups checked on the previous page.
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School Name Los Angeles Unified School District
Section One
Los Angeles Unified School District
LAUSD 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."
The fundamental goal of the Los Angeles Unified School District (LAUSD) is to improve student learning to enable all students to achieve high academic standards. To reach this goal and close the achievement gap, the district’s highest instructional priorities are:
· Improved student reading and writing skills across all grade levels;
· Improved student skills and understanding in mathematics across all grade levels; and
· Focused professional development as the key to improving classroom practices.
Los Angeles Unified School District Core Program
The District’s core instruction program and adopted materials are aligned with the California content standards. The core program is the foundation for all instructional practice and assessment in every classroom in the LAUSD. Instructional practices utilize strategies to address the needs of English Learners (EL), Standard English Learners (SEL), and students with disabilities in the least restrictive environment.
Intensive professional development is provided to support the implementation of standards-based core instruction and incorporates initial training, coaching, lesson study inquiry groups, and on-line training. Through the district’s work with the Institute for Learning (IFL), the Principles of Learning help organize the district’s instructional focus by creating learning environments to ensure achievement of rigorous academic standards by all students.
ELEMENTARY LITERACY
The goal of the district’s elementary literacy plan is “literacy for every student by third grade.” The standards-based instructional program in grades K-5 uses one of three research-based reading programs. All adopted materials are anchored to the English-language arts content standards and promote effective teaching practices. Benchmark assessments provide ongoing information about student learning and effective teaching practices. The Standardized Testing and Reporting (STAR) program in grades 2-5 (with LAUSD optional testing in Grade 1) provides summative assessment of the basic skills of reading, spelling, and language.
Formative and summative assessments are used to plan instruction. Ongoing literacy progress is monitored through examination of student work; “learning walks”; end-of-unit, writing, and diagnostic assessments; teacher observations; and the annual administration of the California Achievement Test (CAT/6); the California Standards Test (CST); California Alternate Performance Assessment (CAPA); and Aprenda.
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School Name Los Angeles Unified School District
The District’s first priority is to provide effective initial teaching aligned to the California content standards. Intervention begins in the classroom using a program of rich language and reading instruction. Additional intervention opportunities are offered to students through the Extended Learning Program (ELP), the English Language Acquisition Program (ELAP), the Emergency Immigrant Assistance Program (EIAP), summer school, and intersession.
In order to assure implementation of the District’s standards-based literacy program, professional development is mandated for all new and practicing teachers and administrators. Teachers attend either the five-day Governor’s Professional Development Institute (AB466) or a three-day workshop focused on the state standards, elements of the school’s reading program, and strategies for meeting the instructional, assessment, and intervention needs of diverse learners, including English Learners at various levels of English proficiency, Standard English Learners, students receiving special education services, and gifted and talented students.
Professional development is ongoing and differentiated. Teachers and administrators are provided opportunities to attend initial training as well as advanced and mastery level training to strengthen their knowledge and skills. Each local district offers monthly workshops to meet the identified needs of teachers and administrators.
A literacy coach is assigned to each elementary school to assist teachers with literacy instruction, and provide ongoing and differentiated professional development. The coach works collaboratively with teachers in the areas of content-focused coaching, lesson study (Institute for Learning), lesson planning and lesson reflection based on student performance evidence.
SECONDARY LITERACY
The district literacy program at the secondary level aligns curriculum, instruction, and assessment with the California content standards so that all students in middle and senior high schools are provided with learning opportunities that allow them to meet or exceed grade-level content standards. The focus of this program is the development of the habits of mind and major concepts in each discipline that students need to understand to meet standards; intensive and accelerated literacy instruction for the developing reader; adoption of textbooks in all content areas aligned with the California content standards; a professional development plan and literacy cadres at each school to support literacy in all content areas; and ongoing assessment and evaluation.