LEA Plan Addendum Template - Title I, Part a - Accountability (CA Dept. of Education)

District Name: WhittierUnionHigh School / CD Code: 19-65128

LOCAL EDUCATIONAL AGENCY PLAN ADDENDUM

The No Child Left Behind (NCLB) Act of 2001 Section 1116(c)(7)(A) requires that local educational agencies (LEAs)identified for Program Improvement (PI) shall, not later than three months after being identified, develop or revise an LEA Plan, in consultation with parents, school staff, and others. Rather than completely rewriting the existing LEA Plan, we recommend using this Plan Addendum template to address the items below. Type your responses in the expandable text boxes. Please submit your completed Addendum by e-mail to .
The Plan Addendum, which must be submitted to the California Department of Education (CDE) no later than January 9, 2009, is required to:

Address the fundamental teaching and learning needs in the schools of that LEA and the specific academic problems of low-achieving students, including a determination of why the prior LEA Plan failed to bring about increased student achievement.

While the “trigger” for WUHSD’s involvement in District Program Improvement was the failure of the Special Education (Students with Disabilities) subgroup to meet ELA proficiency goals (AMO) for Adequate Yearly Progress (AYP), the review of student achievement data indicates a need for a more comprehensive strategy of instructional improvements and aggressive district-wide commitment to closing achievement gaps and improving overall student performance.
The District School Leadership Team (DSLT) met twice a month under the direction of the Assistant Superintendent of Educational Services. The DSLT was composed of representatives from the stakeholders of the District, including teachers, parents, program coordinators, and administration. The DSLT conducted a needs assessment as part of the Title I Program Improvement process. The DSLTanalyzed the results of the APS, DAS, Special Education Self Review (2008), ELSSA, and the focus groups conducted with EL studentsin relation to the CAHSEE. The Special Education Self Review (SESR) was utilized as the information provided was more comprehensive and detailed than the data gleaned from the LRE.
The needs analysis identified the following areas in need of improvement that directly impact teaching and learning needs of schools in the District.

Continueeffective dissemination of the District’s vision/direction for standards-based curriculum, instruction and assessment through the use of multiple media sources.

Match budgetary resources to a finite set of clearly articulated goals so that all stakeholders (e.g., teachers and parents) can clearly see the District’s priorities.

Continue emphasis on centralized oversight in key areas (e.g., textbooks and formative assessments) with on-going monitoring of areas left open to site autonomy.

Focus attention and additional resources to meet the challenges of students from special populations (English Learners, Students with Disabilities, and Economically Disadvantaged students), e.g., Capturing Kid’s Hearts, SALT, and EDGE materials.

Focus professional development on continued implementation of technology that allows school-based staff to access and use student achievement data to guide and modify instruction (e.g., implementation of Zangle and continued growth in potential uses of EADMS).

Continue to expand the instructional capacity of teachers within the District through regular vertical and horizontal articulation of course-alike peers (e.g., Best Practices Evenings and Articulation Meetings)

Buttress professional development with clearly articulated expectations for teachers, as well as plans for administrative follow-up and monitoring (e.g., Pay it Forward)

Provide parent education and outreach that is increasingly about the standards-based instructional program (e.g., understanding of standards, high stakes assessments, intervention programs, etc.)

Include specific measurable achievement goals and targets for student groups consistent with Adequate Yearly Progress (AYP).

The current AYP achievement and participation percentages are listed below with goals for 2008-09 and 2009-10, as well as API Growth. The charts below include data for all significant student subgroups including African American, Hispanic, Socioeconomically Disadvantaged, English Learners, and Students with Disabilities. Areas where the AMO or AMAO was not met by the District are highlighted in red.
Number of Criteria Met out of 26 AYP Criteria / Target / Target
2004/05 / 2005/06 / 2006/07 / 2007/08 / 2008/09 / 2009/10
WUHSD / 26 / 26 / 25 / 24 / 26 / 26
Met AYP / Yes / Yes / No / No / Yes / Yes
Growth API & Targets / Target / Target
2004/05 / 2005/06 / 2006/07 / 2007/08 / 2008/09 / 2009/10
WUHSD / 677 / 694 / 703 / 728 / 733 / 738
African American / 627 / 616 / 664 / 710 / 715 / 720
Asian / 824 / 839 / 839 / 849 / - / -
Hispanic / 660 / 678 / 782 / 716 / 721 / 725
White / 735 / 760 / 782 / 791 / 796 / 800
SocEcon Dis / 639 / 656 / 652 / 693 / 699 / 704
English Learners / 639 / 646 / 678 / 684 / 690
Special Ed / 444 / 466 / 509 / 524 / 538
ELA AYP Proficiency & AMO Targets / Target / Target
2004/05 / 2005/06 / 2006/07 / 2007/08 / 2008/09 / 2009/10
AMOs / 22.3% / 22.3% / 22.3% / 33.4% / 44.5% / 55.6%
WUHSD / 46.7% / 47.4% / 46.2% / 51.5% / 44.5% / 55.6%
Hispanic / 43.0% / 43.1% / 41.8% / 48.4% / 44.5% / 55.6%
White / 59.5% / 67.4% / 68.4% / 65.9% / 44.5% / 55.6%
SocEcon Dis / 36.5% / 35.9% / 34.1% / 40.5% / 44.5% / 55.6%
English Learners / 31.7% / 26.0% / 26.0% / 33.7% / 44.5% / 55.6%
Special Ed / 14.2% / 12.8% / 17.2% / 18.9% / 44.5% / 55.6%
Adjusted / 34.2% / 22.8%
Math AYP Proficiency & AMO Targets / Target / Target
2004/05 / 2005/06 / 2006/07 / 2007/08 / 2008/09 / 2009/10
AMOs / 20.9% / 20.9% / 20.9% / 32.2% / 43.5% / 43.8%
WUHSD / 45.5% / 45.4% / 50.0% / 50.5% / 43.5% / 43.8%
Hispanic / 41.6% / 41.2% / 46.0% / 48.2% / 43.5% / 43.8%
White / 58.9% / 62.3% / 66.1% / 61.6% / 43.5% / 43.8%
SocEcon Dis / 38.5% / 37.4% / 42.7% / 43.4% / 43.5% / 43.8%
English Learners / 34.4% / 31.6% / 35.2% / 38.7% / 43.5% / 43.8%
Special Ed / 14.7% / 11.8% / 18.1% / 18.8% / 43.5% / 43.8%
Adjusted / 34.7% / 31.8% / 38.1%
Graduation Rate & Targets / Target / Target
2002/03 / 2003/04 / 2004/05 / 2005/06 / 2006/07 / 2007/08
WUHSD / 90.2% / 90.4% / 94.5% / 92.4% / 83.1% / 83.2%
AMAOs & Targets
2003/04 / 2004/05 / 2005/06 / 2006/07 / 2007/08 / 2007/08
AMAO 1: Eng Progress / 75.1% / 82.4% / 82.8% / 60.0% / 58.4% / 63.5%
Target / 51.0% / 51.5% / 52.0% / 48.7% / 50.1% / 51.6%
Met Target / Yes / Yes / Yes / Yes / Yes / Yes
AMAO 2: English Prof / 46.2% / 52.8% / 46.0% / 29.6% / 27.1% / 34.0%
Target / 30.0% / 30.7% / 31.4% / 27.2% / 28.9% / 30.6%
Met Target / Yes / Yes / Yes / Yes / No / Yes
AMAO 3: Els AYP / Yes / Yes / Yes / Yes / Yes /
Met ELA Target / Yes / Yes / Yes / Yes / Yes
Met Math Target / Yes / Yes / Yes / Yes / Yes
The need for improved student achievement is abundantly clear based on a review of high-stakes assessment data:

A need to continue to increase achievement in Mathematics: Just over half (51%) of the 10th grade students in 2008 scored Proficient or higher on the California High School Exit Exam (CAHSEE). Just under half (47%) of all students in grades 9-11 scored Far Below Basic or Below Basic on the California Standards Tests (CST) in Mathematics (Algebra I, Geometry, Algebra II, HS Summative Math ).

A need to continue to increase achievement in English/Language Arts: Just over half (52%) of the 10th grade students in 2008 scored Proficient or higher on the CAHSEE. 2008 CST scores of students in grades 9-11 show that just over one-quarter (28%) scored in the two lowest proficiency levels, with another 30% performing at Basic in English/Language Arts.

A need to continue to close the achievement gap separating the performance of Hispanic/Latino students (the largest ethnic/racial group in WUHSD) from that of White students (the second largest ethnic/racial group). Achievement gaps are greater among all special populations (Economically Disadvantaged, English Learner, and Students with Disabilities). The 2008 Academic Performance Index for White students (793) is currently 75 API points above the Hispanic students’ API (718) and 100 API points above the API for Economically Disadvantaged students (693).

In response, WUHSD has established three measurable student outcome goals for all schools:

Increase the high school graduation rate.
Increase the proportion of students eligible for transition to a public four-year college or university in California (i.e., A-G eligibility rate).
Decrease the percentage of students failing classes (i.e., increase the percentage of students “ontarget” for graduation based on credits earned).

These goals compliment the District’s commitment to improved student achievement on the CAHSEE, the chief accountability measure used to calculate Adequate Yearly Progress (AYP). In particular, WUHSD is committed to closing the achievement gap that separates the achievement of Hispanic/Latino students from that of White students. Success will be defined as progress toward comparable scores of these two racial/ethnic groups on each of the three measures above as well as high stakes assessments such as CAHSEE and the CST. WUHSD is implementing improvements to the instructional program intended to narrow the achievement gap that separates the performance of special populations (Economically Disadvantaged, English Learners, and Students with Disabilities) from schoolwide rates of achievement.

Incorporate scientifically based research strategies that strengthen the core academic program in schools served by the LEA.

Please describe the specific strategies that you will use and how you will accomplish this. / Persons Involved/Timeline / Related Expenditures / Estimated Cost / Funding Source
WUHSD will use a variety of research-based strategies to strengthen the academic core program, including those listed below:

Pyramid of Interventions Implement a comprehensive and systematic strategy of interventions (Pyramid of Interventions) which requires all schools to implement

Freshman First Day – a 9th grade orientation and acclimatization process before the start of school that is designed to start freshman off on the best possible footing
Expanded SummerBridge programs that provide supplemental support to incoming 9th graders based on prior patterns of academic achievement including a Guided Study class for SummerBridge participants during the regular school year
Campus Watch, a comprehensive system of “safety nets” that, through articulation with middle school districts, identifies struggling students, refers these students to appropriate programs/services, and monitors student progress, including outreach to parents

Development of a tiered structure of interventions and programs to ensure students are provided with targeted and intensive intervention based upon individual needs
Each site will have an Intervention Specialist assigned to coordinate the tiered intervention activities

/ Dir Student Support
Principals
Intervention Spec
by August 2010 / $10,000
$5,000 / General Fund
General Fund

Other Academic Intervention Programs. In addition to the targeted and intensive intervention infrastructure through the Pyramid of Interventions, WUHSD provides:

A Reading intervention class targeting 9th graders two or more grade levels behind in terms of reading ability.
Achieve Maximum Potential (AMP) Reading Program for students with disabilities who are functioning between grades 2 and 6 in reading is available at each comprehensive high school at two levels, as a class students are directed to take.
Reading Skills for Life Program will be added to the course offerings, for students with disabilities who are assessed to read below the 2nd grade level. This phonics based program is designed to bring the reader to a level that allows functional reading for life.
Speech and Language Specialists will provide consultative support to reading programs on each comprehensive high school in the area of phonemic awareness, semantics, and morphology, as these areas relate to reading difficulties.
WUHSD embeds English/Math Standards Review courses into the school day for 10th-12th grade students who may not or did not pass the CAHSEE.

/ Dir Curriculum
Coord Spec Ed
Principals
by August 2010 / $12,000
$21,000
$15,000
$5,000 / General Fund
IMF
Spec Ed Funds
IMF
Spec Ed Funds
Title I
General Fund

Data Driven Instruction and Departmental Planning.

Targeted and intensive professional development will be provided to administrators and teachers on how to use data to analyze student learning, to develop teaching strategies and to determine who will receive support from interventions.

WUHSD requires all core academic departments to administer, score, and analyze formative assessment data on a quarterly basis.
Department Chairs and a minimum of 8 Course leads per site facilitate the data analysis process. Professional development for course-alike peers is conducted on a semi-annual basis through the Best Practices Meetings.
Continued professional development of staff on the analysis and use of data is provided through on-site trainers of both EADMS and Zangle, the new student information system.
Pay It Forward Professional Development of Department Chairs and Course Leads resulting in more effective course-alike meetings with analysis of data that drives instruction
Inclusion of regularly scheduled collaborative time within the school day to ensure timely analysis of student performance data

/ Dir Curriculum
Dir Educ Technology
by August 2010 / EADMS
Course Leads
Best Practices
EADMS OST
Zangle Tchr / $37,000
136,000
10,000
2,000 / Title II
General Fund
General Fund
EETT
General Fund

Targeted and intensive professional development will be provided to administrators and staff on effective instructional strategies for English Learners.

Secondary Academic Language Tools (SALT)

Institutes provide secondary educators with the tools and skills necessary to analyze the academic language demands of course-specific texts and materials. SALT supports teachers in designing effective instruction that meets those demands. SALT Participants learn how to:
Conduct a detailed analysis of the linguistic demands of classroom texts and materials
Provide purposeful instruction in vocabulary
Monitor comprehension on a consistent basis
Backward plan from State Standards

EDGE Materials: Targeted and intensive professional development will be provided to administrators and staff in how to use EDGE materials to incorporate pedagogy responsive to the needs of English Learners.

/ Dir Cat Program
Horizons Directors
By August 2010 / EDGE / 65,000 / EIA Funds
Title I Funds
EL Materials

Proactive Parental Involvement – Continue to empower parents and encourage them to have an active voice in support of their child and the instructional program through Parent Partnership, Annual Parent Survey, Teleparent, increased grading periods (every 5.5 weeks), Parent Portal (Zangle), VMA mailings, and a wide variety of Parent meetings (e.g., AVID, Puente, DLAC, OASIS)

/ Dir Student Support
Dir Educ Technology
By August 2011 / Teleparent
VMA
Zangle SIS / 42,000 / General Fund
Title II

Targeted and intensive professional development will be provided to administrators and staff on effective instructional strategies for Students with Disabilities, including the following:

EL/Special Ed Collaborative Training: Targeted and intensive professional development will be provided to administrators and staff on effective collaboration models, legal requirements, and the use of CELDT for serving students with disabilities who are English Learners.

Training to develop stronger team teaching relationships between general education teachers and Special Educators to bring the best of standards-based curriculum together with effective teaching strategies, accommodations and modifications to achieve student success in general education.

Training for general education teachers to increase knowledge and skills relating to the processing styles of students with disabilities who are enrolled in the general education curriculum.

Training of teachers on effective instructional strategies that facilitate appropriate social skills so that students with disabilities remain in the academic general education classrooms. In addition, School-wide positive behavior intervention training is required as a pilot project at two comprehensive high schools with the goal of reducing suspensions, reducing discipline transfers and keeping students engaged and successful in the curriculum at their home high school. Discipline transfers are disruptive and often fracture the student’s ability to make positive connections at school and remain engaged in academic learning.

Implementation of the VPSS model for Special Education teachers to increase the number of highly qualified teachers, particularly in the area of Mathematics.

/ SpEd Coordinator
Dir Cat Programs
By January 2010
SpEd Coordinator
Dir Staff Development
by August 2011
SpEd Coordinator
Dir Staff Development
by August 2011
SpEd Coordinator
Dir Staff Development
by August 2011
Dir Personnel
Dir Staff Development
Curr & Asmnt Coach
by August 2010 / $5,000
20,000
8,000
43,000
$18,000 / Title I
Title I PI
Title II
Title I PI
Title II
Title I PI
Title I PI
Title II

Identify actions that have the greatest likelihood of improving student achievement in meeting state standards.

Please identify those actions.(See DAS, Standards-based Curriculum, Instruction & Assessment, pp. 3-5) / Persons Involved/Timeline / Related Expenditures / Estimated Cost / Funding Source
To supplement the research-based strategies outlined above, WUHSD has committed to the following additional actions in order to assist schools in moving students towards mastery of state standards:

Utilize the Adopted McDougal-Littellmaterials for all ninth and tenth grade Language Arts and Algebra, Geometry, and Algebra II, along with auxiliary materials to meet the needs of English Learners and Special Education students.

/ Dir Curriculum
Cur & Assessment Coach
By August 2010 / $20,000 / Title I PI
Title II

Data Training. Continued training in the effective use of data to identify and address needs in specific areas (e.g., Math, Reading, Special Education, and English Learners). The training allows District and site-based stakeholders to review student assessment data, design appropriate academic interventions, develop curriculum, plan professional development and recommend policy changes related to teaching and learning. This training will continue to occur in many different forums, including Administrators’ Annual Retreat, Curriculum Improvement Teams, Best Practices Meetings, Bilingual Advisory Groups, School Site Councils, and other events when stakeholders review data.

/ Dir Accountability
Cur & Assessment Coach
By August 2010 / 40,000 / General Fund
Title I
Title II
EIA

Counselors Transformation of the Counselor position into proactive instructional partners eleven months of the year through the use of data-driven decisions as evidenced in AB1802 counseling, appropriate placement of students into the most rigorous course of study, development of four-year plans, and a comprehensive Parent Partnership program in the summer.

/ Dir Student Support
by August 2010 / General Fund

Horizon Directors The assignment of one FTE per site to provide support to the instructional program for students at-risk and EL students.

/ Dir Cat Program
by August 2010 / Title I
EIA

Focusing Technology Use and Support. Prioritize the provision of technology and technology support (technical support and maintenance) stakeholders have the greatest need for accessing student-level achievement and assessment data. WUHSD’s aim is to provide user friendly, accessible web-based student-level disaggregated data as well as electronic access to formative assessment data, daily attendance and course grades.

/ Dir Information Technology
Dir Educ Technology
by August 2010 / EADMS
Zangle / 37,000 / General Fund
Title II

Paraprofessional Support. WUHSD will establish a comprehensive district-wide strategy for paraprofessionals including hiring, placement at school sites, professional development, on-going support and monitoring

/ Coordinator Special Ed