second quarterly expert report compliance ratings - 12-6-11
TRANSCRIPT
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 1 of11
1.Administration, Leadership & Management TCA Expert is Richard Krause
Rationale:
All stakeholders should be represented on the task force.
Recruit community members that bring additional resources and have shown active participation/interest in Christa McAuliffe School to be
part of the task force.
Action Plan Item Tasks Description Addressing Action PlanStatus of
Compliance
Discussion
Develop a taskforce for
the implementation of the
Action Plan. Membership
should include Probation
representation, a memberof the 2010 Review
Team, LACOE teacher,
Probation Commission,
and two community
members. See agreement
for details.
1.1 Principal, Christa McAuliffe HS to identify a
LACOE teacher to serve on this taskforce.
1.2 LACOE Special Asst. to Superintendent to
request a Probation Commissioner to serve on thistaskforce.
1.3 Draft an Orientation/Taskforce
roles/responsibilities and time commitment to
distribute with recruitment memo.
1.4 Principal, Christa McAuliffe HS to contact
Brenda Bradford, Director of Learning for Life and
Dr. Paul McKenna, Mission College to determine
their willingness to serve on taskforce.
1.5 Recruit a parent of a student formerly detained
within the past six months at the site to serve on the
taskforce.
1.6 Recruit a former student (i.e., one was released
within the last six months) to serve on the
taskforce.
SC
SC
SC
SC
SC
SC
Teacher identified. Attended taskforce
meetings.
Probation Commissioner appointed.
Attended taskforce meetings.
Memo drafted and posted on LACOE
website.
Reported by Paul Landry of LACOE.
Parent recruited and attended meetings.
Student recruited but did not attend any
meetings.
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 2 of11
1.7 Livescan volunteers through Probation (within
45 days)
1.8 Post information related to the Taskforce in
break rooms, lounge and mailroom at site.
1.9 Establish an email account for each Taskforce
Member.
1.10 Draft a letter to be sent to the parent at
placement (i.e., within 10 days of placement)
1.11 Establish a website on LACOE.edu and put
Taskforce Member information on the website.
1.12 Provide Quarterly Taskforce Reports to the
LACOE Board of Education
1.13 Convene monthly Taskforce meetings for first
6 months
1.14 Convene bi-monthly Taskforce meetings for
next 6 months
1.15 Each Taskforce member meets with students
NC
SC
SC
SC
SC
PC
SC
SC
SC
Livescan volunteers not recruited. Use of
Livescan involves lengthy delays in
clearing volunteers. Current practices
effectively eliminate use of volunteers.
Information posted throughout CMYC.
Email accounts established.
Letter was developed and is routinely sent
to parents within 10 days of students
placement at CMYC.
Website established at LACOE.edu
Due to changes in personnel, one report
has been filed.
Monthly taskforce meetings held; minutes
document topics discussed and names ofattendees.
Taskforce has begun schedule of bi-
monthly meetings.
Taskforce members have interviewed
student council members and randomly
selected students.
Status of Discussion
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 3 of11
Action Plan Item Tasks Description Addressing Action Plan Compliance
(180 days), (270 days)
and
(1 Year)
[no 1.16]
1.17 Taskforce submits report to TCA Team and
parties.
1.18 Reports posted on LACOE.edu Taskforce
webpage.
PC
SC
First Taskforce report sent to all parties
several weeks late.
First Taskforce report posted on
LACOE.com
Rationale:LACOE has made substantial staffing changes at the school and is open to technical assistance from the TCA Team to further improve the
educational leadership at Christa McAuliffe High School.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop a Leadership
Restructuring Plan for
improving the Education
Leadership at Challenger.
The plan should include
leadership
responsibilities, roles,
and staffing. Provide plan
for oversight of education
administration byLACOE.
1.19 Review administrative changes made at
McAuliffe School over the past several months
(e.g., change in Regional Director, Principal,
Assistant Principals, and formation/
implementation of Oversight Committee in
Downey) with TCA Team.
1.20 Follow the LACOE-designed recruitment
process, including a search for internal candidates
and a nation-wide search and hire a highly qualifiedadministrator to serve as the Principal at Christa
McAuliffe High School.
1.21 Obtain input from TCA Team on additional
changes to leadership team and responsibilities.
Work with school staff on a restructuring plan,
including a review of work load to assess
efficiency.
SC
SC
NC
Completed review with results being
unsatisfactory; explained further in
summary.
this was done; massive changes in
education made without consultation with
TCA experts.
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 4 of11
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Implement LeadershipRestructuring Plan
(180 days)
Implement Leadership
Restructuring Plan
(270 days)
Implement Leadership
Restructuring Plan
(1 Year)
1.23 Present restructuring plan to McAuliffeSchool staff.
NC Restructuring plan not developed.
Action Plan Item Tasks Description Addressing Action PlanStatus of
ComplianceDiscussion
In consultation with the
Challenger TCA Team,
develop a staffing plan
that maximizes use of
personnel and fiscal
resources.
(90 days)
1.24 LACOE Administration and TCA Team to
review current staffing and fiscal resources.
NC TCA Team not involved in any staffing or
review of resources.
1.25 TCA Team, LACOE and Probation to discuss
potential impact/ changes to Challenger MemorialYouth Center (CMYC) education program(s) due to
Camp Assessment Unit (CAU) possibly moving to
CMYC in the first quarter of 2011 and/or potential
closure of one or more camp(s).
PC The TCA was minimally involved in
discussions of camp closures. Mostinformation about staff reductions and
staffing changes was given to the TCA
Team after the fact.
1.26 Develop a work group that includes HR to
determine staffing based on student and program
needs.
PC TCA team initiated limited discussions
with staff. The TCA held two meetings
with LACOE staff at McAuliffe School
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 5 of11
This group will also explore the following:
o Grouping Vacation Time so that allteachers and aides are on vacation at
the same time.o Limiting the use of School Business
days
o Tracking Vacation days/SB/Illnesso Exploring 10/11 month + summer
school for new hires.
1.27 Research existing models for year-round
instruction.
1.28 Strengthen educational partnerships in the
Antelope Valley for recruitment and retention of
staff.
1.29 Implement a tiered Professional Development
plan that addresses training and support for staff
based on individual needs.
PC
PC
PC
on October 26, 2011 to discuss changes
in the school calendar. Calendar changes
were also discussed with the McAuliffe
administrators and LACOE support staff
from the central office in September,October, and November during site visits.
The TCA team has done this without
input from LACOE.
This was not accomplished.
TCA Team not involved in any
professional developments planning.
LACOE
Implemented what it wanted without
consultation with TCA Team.
Rationale:Utilize the existing LACOE infrastructure in Human Resources and Personnel Commission to carry out recruitment activities.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Fill vacant positions;
develop plan to maintain
and support staff.
(180 days)
1.30 Prepare and submit Personnel Requisitions to
fill vacant positions.
1.31 LACOE Human Resources (HR) and/or
Personnel Commission (PC) to recruit and fill
SC
NC
The TCA was told that requisitions were
completed. The RIF took flexibility away
from McAuliffe.
Human resources and personnel
commission have delayed filling
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 6 of11
vacancies. vacancies resulting in inordinate use of
subs, lack of staff stability, being able to
deliver a quality education program, and
causing coordination and communications
problems with probation.Rationale:The Principal has taken action to mitigate the use of substitute teachers. The TCA Team should be apprised of these efforts. LACOE is open
to further reduce the use of substitute teachers, incorporating technical assistance ideas from the TCA Team.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop a plan to address
the frequent use of
substitute teachers.
(270 days) and (1 Year)
1.32 LACOE Administration and TCA Team to
discuss/review the detailed analysis of teacher
absences performed by Internal Audit & Analysis.
1.33 LACOE Administration and TCA Team to
discuss actions taken to date (e.g., minimizingschool business days, consolidating/managing
vacation schedules, identifying and counseling
teachers with frequent absences, utilizing cadre of
substitute teachers identified for the site) to reduce
number of substitute teachers.
1.34 Develop series of alternatives for reduction of
PC
PC
LACOE was in compliance and then out
of compliance during this reporting
period. School site absence reports were
completed but they were inaccurate and
confusing. LACOEs and Probations
reports did not match.
Reports were completed but they are
inaccurate, confusing as they do not
match those completed by probation. A
detailed analysis was performed by
Internal Audit and Analysis but LACOE
HR ignored the results. This resulted inan even further decline of the quality of
teachers and delivery of instruction.
Some discussion of absences occurred but
there were no discussions about managing
vacation schedules or minimizing business
days. There was some discussion of
maintaining a consistent cadre of long-term
(LT) subs, though LACOEs interpretation of
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 7 of11
substitute teachers. PC state regulations concerning subs hasresulted in the movement of LT subs every 30
days from one classroom to another at
McAuliffe HS
Alternatives were not discussed; nothing
was implemented.
Rationale:
The Principal has taken action to modify the bell schedule. The TCA Team should be apprised of these efforts. LACOE is open to restructurethe program, incorporating technical assistance ideas from the TCA Team.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Review school calendar;
develop a system
modeled after public
schools and many
juvenile correctional
education programs.
Structure program toensure that teachers and
other critical staff take
vacation time during
summer session, e.g., by
bringing in a different
teaching core during
summer session. (90
days)
1.35 TCA Team and LACOE Administration to
discuss and develop possible alternative school
calendars and programs with LACOE Unions.
NC Some discussion occurred but no
substantive proposals were developed.
Rationale:
LACOE is open to restructure the program, incorporating technical assistance ideas (e.g., high interest activities) from the TCA Team.
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 8 of11
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop a summer
program focused on
literacy, numeracy, andhigh interest activities
consistent with receiving
revenue limit funds,
meeting the minimum
300 minutes per day
instructional requirement,
and California education
code requirements. (180
days)
1.36 TCA Team and LACOE and Probation
Administration to discuss and develop alternative
summer school programs/contents and courseoutlines.
1.38 Recruit appropriate staff to provide summer
school programs/content.
1.39 Christa McAuliffe High School
Administration to physically check each classroomeach school morning prior to the start of school to
verify the teacher is in each classroom to monitor
and manage teacher absenteeism on a continuous
basis.
1.40 Write a protocol for the above process
NC
NC
PC
SC/NC
While discussions took place, these
changes were not part of a summer school
schedule or curriculum. They could havebeen offered any time during the current
schedule. . TCA did sign off initially;
courses were not part of structured change
in schedule.
See response to 1.36.
This has not occurred consistently.
Some checking occurs but it is
inconsistent; record keeping is
inconsistent. This area needs serious
attention.
LACOE was initially in compliance then
out of compliance on this task.
Rationale:
The Principal has taken action to mitigate and monitor late arrivals to school by teachers. The TCA Team should be apprised of these efforts.
LACOE is open to incorporating technical assistance ideas from the TCA Team.
Instructional staff should model appropriate behaviors for students. Staff behaviors set the standard for classroom instruction as well as for
students behaviors. Administrators will monitor daily attendance and hold staff accountable.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 9 of11
Ensure that on average
90% of all instructional
staff (teachers & aides)
are on campus and in
class at the start of theschool day for each camp
each month, absent
documented exigent
circumstances. (90 days)
1.41 Christa McAuliffe Principal to utilize
LACOEs progressive
discipline procedures for teachers with chronic
tardiness or absenteeism.
1.42 IA&A to review bi-monthly payroll
attendance reports.
1.43 Results/analysis of IA&A teacher attendance
reviews to be provided to TCA Team and LACOE
Administration.
PC
SC
SC
This process has been started but
implementation is slow and uneven.
IA&A has completed audits and has
shared them with the TCA Team.
1.44 Leadership Team will develop positive rulesand protocols for staff attendance to support
effective teaching and learning.
1.45 Explore vacation time being grouped so that
all teachers and aides are on vacation at the same
time.
1.46 The use of School Business days will belimited.
1.47 Clarify absenteeism calculation of average
90% with the TCA Team.
PC
NC
PC
SC
Not developed in writing for distributionto all parties.
Minimal discussion; no action taken by
LACOE.
Minimal discussion; no action taken byLACOE.
During September and October, substitute
teachers including long-term subs were
placed in McAuliffe School classrooms
44% and 43% of the time, respectively.
HR has not effectively addressed this
issue.
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 10 of11
1.48 Administrators will recognize outstanding
attendance on a monthly basis.
1.49 In depth trainings will be provided tosubstitutes to ensure continuity of curricular pacing
guide implementation.
1.50 As appropriate, permanent subs will be
assigned to the school.
1.51 Administration will monitor staff attendance
and tardiness on a daily basis.
PC
NC
PC
PC
McAuliffe principal implemented this
task in October 2011.
Not all substitutes are trained; there are
too many different subs and not sufficienttime to train them.
Sufficient numbers of long-term subs (or
permanent replacements) have not been
assigned to McAuliffe HS.
Administrators are not effective in this
area; some progress has been made during
this reporting period.
Rationale:The instructional program needs constant evaluation by administration. Professional development opportunities should be made available to
teachers for specific improvement areas. Staff who desire to work elsewhere should be provided encouragement and opportunities to transfer.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop a system to
review all current
teaching and instructional
staff. Provide
opportunities for teachingstaff to leave Challenger
and for school leadership
to selectively recruit and
hire new staff.
(90 days and 180 days)
1.52 Principal to address attendance issues in
performance evaluations.
1.53 Regional Director and Principal to periodicallymeet individually with staff to determine whether
staff are committed to McAuliffes instructional
modifications/programs and working at the site.
1.54 For staffs who indicate they desire to work
elsewhere, Regional Director and Principal to work
with LACOE Human Resources (HR) and
Personnel Commission (PC) to provide
opportunities for staff to transfer.
PC
PC
PC
This process is just beginning. It should
have started earlier this year.
This process is just beginning. There isnot enough data to support an adequate
assessment of instructional modifications
and programs.
There is a total lack of progress in this
area. HR is very ineffective in dealing
with personnel problems at McAuliffe
High School.
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Christa McAuliffe High School ActionPlan
TCA Report, November 15, 2011
Page 11 of11
1.55 LACOE HR and/or PC to recruit replacement
staff committed to work at McAuliffe.
NC HR is ineffective in responding to
personnel problems at McAuliffe HS.
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2. Data Management TCA Expert is Alice Parker
Rationale:
Student background and achievement information, personnel and fiscal resource data should be readily accessible in a minimal amount ofsystems.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop an electronic
data management
system(s) for tracking all
student educational,
background, and
transition data as well aspersonnel and fiscal
resource data.
2.1 Review current systems and funding (e.g.,
EPIC, HRS, PeopleSoft) related to student
educational, background, transition, personnel and
fiscal resource data with TCA Team Member.
2.2 Create a table/matrix that identifies the
electronic system(s) LACOE utilizes and their
relationships to each other to record data and
generate reports for areas identified within the
educational, background and transition data, as well
as personnel and fiscal resource data.
2.3 Review EPIC Training curriculum already
provided to teachers and administrators with TCA
Team Member.
SC
SC
SC
All items 2.1-2.3 while in development
and having potential are not utilized
consistently and/or are in flux due to
many personnel changes. EPIC, Datawise
and Optical Imaging are particularly
impacted by either key administratorvacancies or by no consistent staff so that
training can be conducted and staff are
prepared to utilize.
Matrix provided.
While the training is in place andavailable to staff, it needs to bereviewed at a later date to ensurethat when permanent staff are inplace it is routinely utilized.
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2.4 Review Position Control Report for Christa
McAuliffe High School with TCA Team Member.
2.5 Review Fiscal Reports and fiscal tracking
performed in Downey with TCA Team Member.
2.6 Review Transition efforts (e.g., Title I
Transition Counselors, Camp to Community
Transition Protocols (CCTP), Transition
Partnership Program School to Work) and related
documentation with the TCA Team Member.
2.7 Identify opportunities to consolidate disparate
transition information and systems (e.g., for student
transition data) into centralized system(s)/database
(e.g., EPIC/Optical Imaging).
2.8 Procure or custom develop a system/application
(e.g., Datawise) that assists teachers and
administrators to inform and modify instructional
strategies.
PC
SC
SC
SC
PC
There is a system in place which
accurately reflects positions that are open
and those filled; it does not deal with
closeness to the facility, to driving
distances for subs, etc.
Fiscal and Audits have a sound system to
provide fiscal information.
Transition counselors have strong services
for students at McAuliffe. What remains
to be reviewed are post release follow up.
the system is NOT routinely used
to inform instruction and modifycurriculum
The consolidation of disparate data
systems into EPIC and Optical Imaging
was discussed. The LACOE Audit
Division continues to seek further
integration of this system. Utilization of
it by end users will be the next test.
While Datawise has the capacity to be a
robust system/application to inform
instructional practices for teachers and
administrators, constant staff changes,
lack of understanding of the system and
poor instructional practices have not
allowed for consistent and effective use of
this system. Additionally, with one
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2.9 Integrate system with EPIC System, including
applicable interfaces and testing thereof.
2.10 Develop training curriculum and related
videos (in phases) for Datawise System.
PC
PC
individual in charge of this application,
there is concern about the ability of
LACOE to utilize the full capacity of
Datawise.
The integration of systems appears to be
stalled due to staff changing, no
systematic process for transferring
knowledge of how processes work to
other individuals prior to staff leaving,
and depending on only one or a few
individuals to hold knowledge of how
systems work. Work is continuing and the
staff at the County Office are developing
the interfaces, however there is concern
over effective use of this complex system
by end users
Training has been developed, but as
Datawise is not currently being observed
to be utilized to support instruction, work
needs to continue to make this item
compliant.
Rationale:Utilize data to measure student achievement and enhance service delivery.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Implement electronic
data management
system(s) and use data to
inform service delivery in
each area noted in the
Same Tasks as listed above:
2.11 Integrate system with EPIC System, including
applicable interfaces and testing thereof.
PC While Datawise has the capacity to be a
robust system/application to inform
instructional practices for teachers and
administrators, constant staff changes,
lack of understanding of the system and
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action plan. Use data
management system as a
vehicle for completing
action plan reports.
(180 days)
2.12 Develop training curriculum and related
videos (in phases) for Datawise System.
2.13 Build capacity for internal support staff to
provide ongoing, on-site assistance for end-users to
use the system/information.
PC
PC
poor instructional practices have not
allowed for consistent and effective use of
this system. Additionally, with one
individual in charge of this application,
there is concern about the ability of
LACOE to utilize the full capacity of
Datawise.
The integration of systems appears to be
stalled due to staff changing, no
systematic process for transferring
knowledge of how processes work to
other individuals prior to staff leaving
appear to be in place, and depending on
only one or a few individuals to hold
knowledge of how systems work.
Training has been developed, but as
Datawise is not currently being observed
to be utilized to support instruction, work
needs to continue to make this item
compliant.
Some of team are on leave, inconsistent
use due to subs.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
2.14, 2.15 Plan for generation of reports and
quarterly meetings to review data.
PC Principal and Assistant Principal are just
beginning to generate reports. Report
format needs to be finalized so that it
reflects ways to use data to improve
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2.16 Provide initial and ongoing Datawise Training
for teachers and administrators.
2.17 Use Datawise report(s) for periodic student
assessments.
2.18 Use assessment and course history information
to appropriately place students in courses and make
corrections when necessary.
SC
PC
NC
instruction. A consistent team needs to be
established since several of the current
PLC Data team members are out on
medical or other types of leave.
Training has been provided, but is not
sufficient due to the constant change to
the teaching staff. TCA Team will
carefully review this provision in Spring,
2012
Reports demonstrate that a portion of
students are taking Datawise assessments.
There is no evidence that the information
is used in instruction (in planning,
instruction, differentiation, or PLC
conversations.)
The assessment used to place continues to
be the STAR, students do not take it
seriously, there is no changing once
students are placed, OI gets misfiled and
it takes a long time to find appropriate
documents.
Rationale:Improve the systems over time. Maximize the integration of systems to consolidate information.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Identify glitches or ways
to enhance data feedback
and implement changes
to make the system(s)
more efficient,
sustainable, and effective
2.19 Capture/record system user feedback and
requested fixes/changes.
2.20 Develop changes and incorporate into the
system.
SC
SC
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and link key data fields
from personnel and fiscal
and student systems.
(270 days and 1 Year)
2.21 Develop training materials for system
changes/enhancements.
2.22 Provide training and/or other communications
(e.g., e-mail with narrative and/or panel shots) to
the system users on the system fixes, changes,
enhancements.
2.23 Review the EPIC and Datawise Systems
enhancements with the TCA Team Member.
SC
SC
NR
Recruit a data
management specialist
(in-house or otherwise) to
assist in development and
maintenance of data
management systems (45
days)
2.24 LACOE to utilize the Controllers Office
Management Information Systems (COMIS) and
Coordinator, Instructional Technologies to assist in
the development and maintenance of data
management systems.
SC
Additional LACOE staff needs to know
how to develop and maintain the data
systems. The ability to develop and
update these systems is constrained by the
limited number of individuals who know
these systems.
Train all personnel to use
elements of the data
management system
associated with their job
functions. (180 days)
2.25 Coordinator, Instructional Technologies to
provide training to staff in EPIC and Datawise.
PC/NC Staff was trained; Epic continues to be
hard to utilize, Datawise is inconsistent.
New staff need to be trained and there is a
huge concern from LACOE staff with
whom I have talked about what will
happen when the IEP goes live in Epic.
Review and refine the
adequacy of data
management system
measures. (270 days)
2.26 Review EPIC and Datawise to ensure that
appropriate staff have ability to use systems and
have access to necessary data to perform their job
functions.
NC Some staff may use the datawise test but
they do not use it for instruction.
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3. Instruction TCA Expert is Alice Parker
Rationale:Critical to educators is the use of assessment to both inform and guide instruction. Using a wide variety of assessment tools allows a teacher to
determine which instructional strategies are effective and which need to be modified. In this way, assessment can be used to improveclassroom practice, plan curriculum, and research one's own teaching practice (William Badders, Methods of Assessment).
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop a system for
intake assessment in
CORE academic areas:
English, mathematics,
social studies andscience; ensure that
teachers have access to
this information and use
it to plan differentiated
instruction.
Develop a system for on-
going progress
monitoring of student
3.1 Explore alternatives to the STAR Advantage
program to assess and place students into
appropriate classes.
3.2Procure an alternative math and reading
assessment system to replace the Star Advantage
program to assess and place students into
appropriate classes.
3.4 Explore Social Studies and Science general
knowledge assessments to ensure students are
placed into appropriate classes.
PC
PC
NR
LACOE is in the process of finalizing a
contract to utilize NWEA-MAP
assessments, particularly in ELA and
Math. It has been recommended that
these assessments be used INCLASSROOMS, not in an assessment
setting. Training will be required to help
teachers understand and utilize data from
these assessments in instructional
planning and delivery. TCA has not seen
this assessment at CMYC
LACOE reports they are continuing toreview this item and are focusing upon
ELA and Math at this time. Discussion
with the Acting Director of DIS are
ongoing about access to curricula.
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performance in CORE
academic areas;
demonstrate system is
implemented in 75% of
all classrooms. (180
days)
Implement the system for
on-going progress
monitoring of student
performance in all
academic areas;
demonstrate system is
implemented in 90% of
all classrooms. (270
days)
Prepare a brief report on
the implementation of
progress monitoring. (1
year)
3.5 Train all teachers and support staff in the use of
Datawise embedded assessments.
3.6 Assist teachers and support staff in using
Datawise assessments to monitor and inform
instruction.
3.7 Fully implement pacing guide embedded
assessments to inform instruction.
3.8 Implement Professional Learning Communities
(Instructional Learning Team), with teacher
NC
NC
PC
Training has been provided on multiple
occasions, however, the constantly
evolving placement of teachers require
that it be trained and retrained, use is
inconsistent, and fundamentals continue
to need retraining (including how to log
on, what ones password is, etc.).
Staff, due to constant changes of
personnel, do not use these assessments to
monitor and inform instruction.
Administrators can extract data from the
assessments now, and while the
assessments are not uniformly utilized by
staff and substitute staff for purposes of
informing instruction, these
administrators should be able to utilize the
data to inform improvement of targeted
instructional practices.
See 3.6. Additionally, the pacing guide
most frequently is utilized as a lesson
plan rather than for the appropriate
instructional guide to assist teachers in
understanding the scope of curriculum
and areas of content upon which they
should focus.
Work has begun here, however, as is
indicated in 3.5 and 3.6, without
consistent and fully trained staff PCLs
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facilitators, to analyze and use student formative
assessment data to differentiate instruction.
3.9 Write a report and issue to the TCA Team
Member and LACOE Administration.
NR
cannot be utilized to support either
appropriate instructional planning,
unpacking data for purposes of planning
for individual student needs, or for the
additional purposes PCLs can play in
robust instructional systems. However,
the Acting Director of DIS has provided
multiple trainings for the staff as they are
currently assigned.
The TCA have not received this report.
Rationale:Assessments anchored to important learning objectives should provide the basis for placement and differentiated instruction. Assessments are
used as indicators to identify students at risk of difficulty or in need of specialized instruction. (Reading Language Arts Framework for CA
Public Schools 2007)
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop a system for
using intake assessment
data to place students into
appropriate classes based
upon student need.
Develop a system with
probation for movement
and placement to ensure
that youth can be
efficiently and effectively
moved to different and
differentiated
instructional settings, as
3.10 Explore alternatives to the Star Advantage
program to initially identify students for placement
in Core, Strategic or Intensive ELA support classes.
PC LACOE is currently in the process of
finalizing a contract to utilize NWEA
MAP assessments for this purpose. No
policies or procedures are in place for
using NWEA for the identification of
core, strategic, or intensive supports
needed.
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needed.
Implement placement
system based upon intake
assessment. Demonstrate
that all new intakes are
place into classes based
upon the placementsystem (180 days, 270
days, and 1 year)
3.11, 3.12, LST assessment and services
3.13, 3.14, 3.15, 3.16 Meetings to set up movement
with Probation to ensure classes in SHU, CTE,
LSTs, and ELL student services
3.17 Continue to use CELDT data as an indicator
for identifying English Learners for appropriate
placement.
3.18 Utilize queries in EPIC to further identify
students needing special services (e.g. Special
Education, English Learner, Strategic ELA
Support, Intensive ELA Support, Foster Youth and
Young Parents).
SC
SC
NR
NC
Movement for purposes of differentiated
instruction cannot be reviewed at this time
as the assessment is not in place nor
functional at this time.
These items refer to the LSTs which
provide an excellent service to students.
Additionally, a librarian has been hired
and just begun to augment this work in
living units.
These items are compliant from the
standpoint that meetings were held,
systems are in place, but are staffing level
dependent, i.e. if Probation staff are
limited, students do not get to attend these
critical opportunities.
The status of EPIC is in question. It does
not appear to be moving forward quickly
enough to become a supportive tool.
Queries are not routinely utilized nor has
the system demonstrated the capacity to
further identify the groups indicated in
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3.19 Work with counselors and instructional
learning team to create an education plan that
addresses student needs.
3.20 Identify additional classroom groupings such
as dyads and triads to be used to maximize student
learning in differentiated settings.
3.21 Meet with probation staff to discuss additional
methods of moving students into different and
differentiated instructional settings as needed.
NR
PC
NR
3.18.
It is not possible to review this item since
the ILC/PLCs are not yet functional.
Special Education Coordinator has
developed a one page communication
document to support all teachers who
work with identified special education
students to have appropriate information
for instruction, but this has just occurred
and needs to be reviewed for utilization.
This is not yet consistently in place,
except for Read 180, and its use is
impeded due to teaching staff, substitutes,
and probation staff capacity. Students do
move to alternative classes after lunch
(and in one case mid morning), but the
purpose does not appear to be for
differentiation.
TCA members have been meeting with
probation staff, however, while some
agreement has recently occurred to
promote movement improvement, it is notcurrently utilized for supporting
differentiated instructional settings. DPOs
for movement to Read 180 is an issue due
to staffing needs and numbers.
Rationale:Effective schools collect classroom data around the instructional process. When instructional learning teams have a clear, objective picture of
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what is happening in the classroom, they can establish standards for practice, guide professional learning, support reflective dialogue, and
develop best practices among faculty.
Action Plan Item Tasks Description Addressing Action Plan
Status of
Compliance
Discussion
Develop an instructional
learning team for each of
the camps; identify team
leaders
3.22 Identify members of the school staff who will
serve on the Instructional Learning Team.
(Professional Learning Communities PLCs)
3.23 Determine agreed upon routines, instructional
practices and learning environments to be
consistently implemented across all classrooms.
3.24 Monitor and ensure consistent implementation
of the routines, instructional practices and learning
environments through Team walkthroughs.
3.25 Provide feedback and professional
development (P.D.) to support teachers with
continued implementation.
PC
NC
NC
NR
The members have been identified, but
with approximately 20-30% of staff being
substitutes on a daily basis, there are no
consistent core team members.
Implementation of routines, etc. cannot be
implemented until there are consistent
team members who routinely attend
PLCs. Lesson plans are now required, but
are spotty and most frequently reflect a
list of activities, not plans.
Focused Classroom Walkthrough data
reveal lack of routine, lack of evidence
based instructional practices and lack of
environments conducive to learning in
many, but not all classrooms. Planning is
now being provided to administration, but
is frequently not a lesson plan, but rather a
listing of page numbers and activities.
(See attached data charts of classroom
walkthrough information.)
RISE/TESS is currently beginning work
and coaching for staff on instructional
planning, however, see 3.24 above.
Develop a system for
peer collaboration
regarding instructional
3.26 Bell schedule allows for teacher collaborative
time on a weekly basis.
PC Bell schedule does allow this and,
consistent collaborative meetings have not
been observed.
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activities in each camp.
(180 days)
Review and refine the
system for peer
collaboration regarding
instructional activities in
each camp. (270 days)
Continue process of peer
collaboration. (1 year)
3.27 Special Education staff (e.g., Special
Education Assistant Principal and Teachers) to
collaborate on academic and behavioral progress.
Same as above
Same as above
PC
NC
NC
Special Education staff have begun the
process of collaboration, however,
common planning meetings, PLCs and
other structures to foster collaboration
across the entire system are just beginning
and again are impacted by ever revolving
staff.
Until staff are stable, PLC processes
trained and consistently utilized, data
readily available and used for
collaborative purposes, these items will
not solidify and become complaint.
Develop a framework
that links the
instructional map to
California curricular
standards and classroom
activities.
Develop benchmarks for
implementing CA
curricular standards in
each subject area (e.g., in
math, __ % of classeswill ___) (180 days and
270 days)
Provide evidence of the
implementation of CA
curricular standards in all
classes in each subject. (1
3.29 Utilize pacing plans/guides and formative
assessments, aligned to the California State
Standards for Core subjects.
Same as above.
3.30 PLC components and staff trained and
utilizing for instructional planning purposes
3.31 Develop and document a classroom walk-through protocol/tool to be used to LACOE
Administrators to verify teachers are teaching to
California State Standards, using curriculum pacing
plans/guides.
3.32 Train LACOE Administrators on the use of
the classroom walk-through protocol/tool.
NC
PC
PC
Staff are not consistent, training needs to
be continually repeated, and formative
assessments are not in place at this time.
Training has been provided, however,
until staff are stable, PLC processes
retrained and consistently utilized, data
readily available and used for
collaborative purposes, these items will
not solidify and become complaint.
Administrators are currently performing
walk-throughs to review lesson planning.
The frame for the planning is based on
TESS/RISE and while the activities are
occurring and staff are required to have
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year)
3.33 Christa McAuliffe High School and LACOE
Administrators will perform periodic classroom
walk-throughs to validate/verify implementation
of standards in all classrooms.
PC
lesson plans, the vast majority are simply
activity sheets, not planning reflecting
differentiation nor high yield instructional
strategies.
Develop curricula for
each core subject that is
aligned with the
California curricular
standards and the new
instructional map. (180
days)
Implement new curricula
in all classrooms.
Develop a classroom
monitoring tool for
evaluating the alignment
between curricula and
classroom practices. (270
days)
Use monitoring tool to
evaluate curricular
alignment in all classes.
Provide evidence that
curricular alignment is at
least 80% in all classes.
3.34 Classrooms will use state-adopted textbooks
with the pacing plans/guides and formative
assessments to inform instruction.
3.35 Christa McAuliffe High School and LACOE
Administrators will perform periodic classroom
walk-throughs to validate/verify implementation
of standards in all classrooms.
3.36 Same as above.
PC
PC
PC
State adopted texts are evident, but the
vast majority of activities observed are
activities or worksheets, formative
assessment is not yet utilized to inform
instruction and until staff are stable, PLC
processes trained and consistently
utilized, data readily available and used
for collaborative purposes, these items
will not solidify and become complaint.
Administrators are currently performing
walk-throughs to review lesson planning.
The frame for the planning is based on
TESS/RISE and while the activities are
occurring and staff are required to have
lesson plans, the vast majority are simply
activity sheets, not planning reflecting
differentiation nor high yield instructional
strategies.
Administrators are currently performing
walk-throughs to review lesson planning.
The frame for the planning is based on
TESS/RISE and while the activities are
occurring and staff are required to have
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(1 year) lesson plans, the vast majority are simply
activity sheets, not planning reflecting
differentiation nor high yield instructional
strategies.
Schedule a minimum of
two hours of professional
development on using
intake assessment to plan
differentiated instruction
in the classroom with
additional staff
development on this topic
to be scheduled at the
discretion of the TCA
Team as necessary. (90
days)
3.37 Schedule professional development on using
intake data to provide differentiated instruction.
PC Meetings have been scheduled and
training provided. However, as stated in
above items, until staff is stable and held
accountable for appropriate planning,
NWEA and other assessment tools in
place, Datawise utilized consistently to
inform instructional planning and
delivery, this item will remain non-
compliant.
Schedule a minimum of
two hours of staff
development on progress
monitoring in the
classroom with additional
staff development to be
scheduled at the
discretion of the TCA
Team as necessary. (180
days and 270 days)
3.38 Same as above. PC Progress monitoring is not utilized with
the exception of one of the special day
classes and the Read 180 settings.
Training has not occurred nor has an
appropriate set of progress monitoring
tools been determined, trained and put
into use.
Schedule a minimum of
two hours of staff
development on progress
monitoring and
differentiated instruction
in the classroom with
additional staff
Same as above. NC Training has not yet occurred.
Differentiation is not observed in
classrooms.
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development to be
scheduled at the
discretion of the TCA
Team as necessary. (1
year)
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4. Literacy TCA Expert is Peter Leone
Rationale:
Independent Reading Program
Students who read independently, especially outside of the classroom, show significant improvement in comprehension,vocabulary, spelling, and writing.Collaboration between LACOE and Probation
The definition of collaboration in Webster's dictionary is to work jointly with others or together especially in an intellectualendeavor. A second definition is that collaboration is a recursive process where two or more people or organizations work togetherin an intersection of common goals. DuFour and Eaker (1998) note that the first characteristics of a Professional LearningCommunity is developing what they call shared mission, vision, values, and goals. The question asks, Why do we exist? Whatare we here to do together? and What is the business of our business?Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement, By Richard DuFour, Robert
Eaker, Solution Tree, Bloomington, IN
Action Plan Item
Tasks Description Addressing
Action Plan
Status of
Compliance Comments
Develop a literacy
program at no fewer than2 of the 6* camps; ensurethat activities involveboth classrooms andliving units. LACOE andProbation shall work inpartnership to ensure thatthe literacy program willprovide numerousactivities to read multiple
types of texts. (90 days)
Classroom Literacy Program:
4.1 Form a Literacy Across Divisionof Student Programs (DSP) WorkingGroup, including DSP, CIS and DSIConsultants
4.2 Schedule and hold Literacy AcrossDSP Committee meetings, includingAgendas and Minutes to thesemeetings
4.3 Explore the role of ProbationOfficers (POs) in supporting studentseducation.
SC
SC
SC
A working group was developed in June 2010.
The workgroup developed course descriptionsand training for the strategic literacy course.
Meetings have been held regularly since theworking group was formed.
February 28, 2011 and ongoing; Meeting heldon 1-26-11; second meeting scheduled for 2-23-11 to bring line staff and teachers together.3-1-11 there will be a follow-up meeting.Met with Probation leaders on 1-25-11 to
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LACOE and Probationshall work in partnershipto develop a literacyprogram at no fewer than4 of the 6* camps; ensurethat activities involve theclassrooms and livingunits. (180 days)
In partnership withProbation, develop aliteracy program at all*of the camps; evaluateand revise the literacy
program at each camp.(270 days)
4.4 See Section 4 of this DetailedAction Plan for specific tasks forLACOE and Probation to develop andimplement the literacy program in theclassroom and living units.
4.5 In collaboration with the TCATeam member, document the literacyprograms implemented in all camps(i.e., in the classrooms and living
units) and enhancements that wereincorporated into the literacy programfor each camp.
4.6 Develop a Course Description forIntensive and Strategic SupportCourses
LACOE/Probation Collaboration on
Literacy in the Living Units:
4.7 Probation Officers assigned toChrista McAuliffe will be trained inthe following professional
PC
PC
SC
SC
discuss how LACOE can work with POs tosupport student literacy in dorm life. Surveyswill go out to PO line staff on 2-8-11. POs willmeet with teachers on 2-23-11 to discussliteracy concerns and ideas.
Implementation at Jarvis is belowexpectations. Support for student librarians isinadequate, regularly scheduled times forliteracy activities have not been scheduled.
Completed, October, 2010.
A survey was distributed and to ProbationOfficers to gather input on training needs theweek of February 1-4, 2011. The results weretabulated and discussed at a meeting with
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development:Literacy strategies to support
independent reading
4.8 Support for independent readingwould come through collaborationbetween the classroom teacher and theprobation officers who would workcollaboratively to monitor studentsreading.
4.9 Students would use accountabilitymeasures such as reading logs orjournals, to verify that they were
reading independently.
PC
NR
Probation in March, 2011.
Approximately 90 DPOs were trained duringthe Spring of 2011. Collaboration betweenteachers and probation officers has notoccurred.
There is no evidence that this is occurringthough staff report that reading logs weredistributed.
Action Plan Item Tasks Description Addressing
Action Plan
Status of
Compliance
Comments
Develop a program of reading
instruction using evidence-based
practices and technology.4.11 Develop a program of intensivereading support for struggling
adolescent readers performing belowthe 30th percentile on standardmeasures of reading at two camps.For Strategic Students:4.12 Develop a program of intensivereading instruction and support forstudents performing below the 30thpercentile for students at all camps
SC
SC
July 2010 and ongoing.
Completed July 2010
July 2010 and ongoing - Workgroup metthroughout 2010 and 2011.
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based on experience with the programin the first two camps that piloted theprogram. (180 days)
For Strategic Students:
4.13 Identify the standard/requirements for students that will beenrolled in the Strategic SupportCourse (e.g., STAR Score of 5.0to 6.9)
4.14 Develop a query in the StudentInformation System (EPIC)to identify students who meet therequirements for the Strategic
Support Course
4.15 Identify the number of currentlyenrolled students per site who meet therequirements for Strategic Support orIntensive Intervention Course
4.16 Identify and document thecurriculum (core and supplementalmaterials) that will be used for the
Strategic Support Course
4.17 Inventory the number ofemployed teachers per site thatcan/will teach the Strategic SupportCourse
4.18 Compare employed teachers/site
SC
SC
SC
SC
SC
SC
Completed October, 2010.
Completed.
Completed November, 2010
November 30, 2010, McDougalLittellsInteractive Reader Plus withAdditional Supportaligned to the core text.
A report titled Strategic and Intensive Reportand is in Report/Assessment folder atmylacoe.edu
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(i.e., Supply) to # of students/site thatmeet requirements for StrategicSupport and Intensive Intervention(Demand) to Identify Gaps
4.19 Train additional teachers if # ofstudents (Demand) is greater than # ofemployed English/Strategic/Intervention Teachers (Supply) per site
4.20 Purchase initial supply of coreand supplemental materials(i.e., McDougal Interactive Readerwith Additional Support) per site for
the Strategic Support Course
4.21 Purchase additional supplies ofcore and supplementalmaterials (i.e., McDougal InteractiveReader with Additional Support) persite for the Strategic Support Course
4.22 Train teachers on the use of thecore and supplemental
materials for the Strategic SupportClass in a 4-Day Institute,spread throughout the year.4.23 Incorporate the Strategic SupportCourse into the Master Calendar foreach site
4.24 Provide support for
SC
SC
SC
SC
SC
SC
Completed.
Teachers were initially trained in November,2010 with three days of workshops held onSaturdays. A fourth day was completed in theSpring, 2011. The ELS Strategic Institutebegan year 2 in November 2011.
January 31, 2011 LSTs use ScholasticReading Inventory (SRI), Scholastic PhonicsInventory (SPI), and Woodcock-JohnsonReading Assessments to compare to STAR
Advantage tests scores to see if studentrequires Intensive intervention.
Approximately $28, 000 of reading materialsincluding books for the dorm libraries havebeen purchased during the past 18 months.New book orders are scheduled to be placed inJanuary 2012.
January 31, 2011 Initial order of McDougal
Interactive Reader materials was made inapproximately November 2010.
Completed.
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implementation of the ELA StrategicSupport Course with coaching, walk-throughs and additional professionaldevelopment for teachers andadministrators.
4.25 Develop a brief report on theimplementation of the program andstudent outcomes. (1 year) Preparereport on the implementation on theintensive reading program. (270 days.
4.26 Identify the standard/requirements for students that will be
enrolled in the Intensive ReadingIntervention Course (e.g., STAR Scoreof Below 5.0) Review and refine theintensive reading program with inputfrom students. (1 year)
4.27 Develop a query in the StudentInformation System (EPIC) to identify
students who meet the requirementsfor the Intensive Reading InterventionCourse
4.28 Identify and document thecurriculum (core and supplementalmaterials) that will be used for theIntensive Reading Intervention Course
SC
SC
SC
SC
SC
Three days of Strategic Training Institute wereheld by January, 2011. On-going staffdevelopment has occurred during Wednesdaycollaborative sessions for more than a year.
November 2010 and ongoing Done.
Completed. LSTs revised the standard for
including students in the Intensive ReadingIntervention Course. All students scoringbelow 5.5 on the STAR reading inventory arenow enrolled in the course. Students haveprovided input into the reading program.
Completed. November, 2010. This customreport in EPIC is called Strategic and
Intensive Report and is in Report/Assessmentfolder.
LSTs use Scholastic Reading Inventory (SRI),Scholastic Phonics Inventory (SPI), andWoodcock-Johnson Reading Assessments tocompare to STAR Advantage tests scores to
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(i.e., Scholastic READ 180)
4.29 Inventory the number ofemployed teachers per site that
can/will teach the InterventionReading Intervention Course
4.30 Compare employed teachers/site(i.e., Supply) to # of students/site thatmeet requirements for StrategicSupport and Intensive Intervention(Demand) to Identify Gaps
4.31 Train additional teachers if # ofstudents (Demand) is greater than # ofemployedEnglish/Strategic/InterventionTeachers (Supply) per site
4.32 Purchase additional materials per
site for the Intensive InterventionCourses
4.33 Train Literacy SpecialistTeachers on the use of the intensiveintervention course curriculum,Scholastic READ 180 and System 44.
SC
SC
SC
SC
SC
see if student requires Intensive intervention.
Completed.
TCAs discussed staffing configurations with
Prior to the closing of three camps atChallenger, four LSTs served McAuliffeSchool. Three LSTs now serve the threeremaining camps.
Additional materials were ordered for each
classroom-READ 180s supplemental librarykit and extension materials. July 2011
November 2010 and ongoing CompletedDecember 2010. Teachers have been trainedin curriculum and will continue to receivefollow-up instructions and coaching to refine
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4.34 Incorporate the Strategic Supportand Intensive Reading InterventionCourses into the Master Calendar for
each site.
4.35 Provide support forimplementation of the ELA IntensiveSupport Course with coaching,classroom walk-through and additionalprofessional development for teachersand administrators.
4.36 Use Datawise formativeassessment reports to analyze andtrend student growth, incorporatingthis information into a brief report onthe implementation of the program andstudent outcomes.
4.37 Obtain input from students andincorporate into reading program.
SC
SC
SC
SC
their practice.
January 31, 2011 Completed September2010. See master schedule.
December 1, 2010 and ongoing CompletedJanuary 2011. Teachers receive regularcoaching visits from the READ 180implementation coach and CIS ContentLiteracy Consultant visits weekly as well toprovide support and monitoring.
September 30, 2011 READ 180 Data reportsclosely monitor the progress of students in theintervention program and are run quarterly toassess teacher and program effectiveness.
Completed. Discussions with students andliteracy consultants confirmed that thisoccurred.
Hire or train a reading aspecialist for each camp.This teacher must beprepared to implementeffective reading
4.38 Utilize literacy specialist teachersand literacy consultant in at least 2 ofsix camps at CMYC.*
Literacy specialist teachers duties
SC Three Literacy Specialist Teachers serve thethree camps at Challenger Two literacyconsultants have provided on-going staffdevelopment to teachers serving all campsduring this reporting period. Consultants and
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practices, conductprogress monitoring ofstudent readingperformance, and toprovide training and
support to other teachersin the camp. (90 days,180 days, 270 days, 1year)
include:
Provide intensive instruction inreading using a diagnosticprescriptive assessment modelto targeted populations; and
Gather, interpret, and manageassessment data; and
Conduct demonstrationlessons; assist with curriculumand pacing to ensure thatadopted reading materials areused as designed to supportCalifornia standardsachievement in both Corecontent area and interventioncourse; and
Demonstrate and modelresearch-based instructionalstrategies and techniques;provide formal and informalfeedback and professionaldevelopment for teachers oninstructional strategies andclassroom practices aligned toresearch- and standards-basedinstruction for all targetedpopulations.
Literacy specialist teachers required
LTS have provided school-wide inservicesessions and individual consulting on literacystrategies for youth.
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education includes:
Reading Certificate; and Multiple subject credential
and/or Single Subject; and
NCLB compliant / highly-qualified in ELA/Reading; and
Appropriate Authorization toprovide services to EnglishLanguage Learners.
4.39 Utilize literacy specialist teachersand literacy consultant in at least 4 ofsix camps at CMYC.*
4.40 Utilize literacy specialist teachersand literacy consultant in at all sixcamps at CMYC.*
SC
NA
Three literacy specialist teachers (LSTs) andtwo literacy consultants serve all three campsat CMYC.
Action Plan Item Tasks Description Addressing
Action Plan
Status of
Compliance
Discussion
Develop a system thatenables youth to haveaccess to a wide range of
reading material at twocamps (90 days)
Develop a system thatenables youth to haveaccess to a wide range ofreading material at all
4.41 In consultation with TCA Expert,hire or train an individual tocoordinate library access for all
students and to ensure student accessto a variety of multi-level reading textsacross classrooms and dorm units.
4.42 Increase the collection of booksand reading materials for library,classroom, and dorm settings.
SC
SC
A temporary staff member was hired earlyduring this reporting period to coordinate
library access and support reading inclassrooms and on the dorm units. Apermanent well-qualified media specialist washired in October 2011.
April 29, 2011 - Book drives were held in thesummer of 2010 resulted in 26 boxes of booksfor classroom libraries. These books were
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camps. Hire or select anindividual who wouldfunction as a librarianand literacy promoter forthe school and ensure
that each camp haveaccess to the library (orhave a selection oflibrary books travel toeach camp) at least twiceeach month. Theindividual shallenthusiastically promoteliteracy at the schools.Richard Krause or
another member of theTCA Team mayparticipate in theselection of theassignment and theindividual selected shallbe mutually agreed uponby that member of theTCA Team and theappropriate school site
individuals. (180 days,270 days, and 1 year)
4.43 Collaborate with Probation toensure multiple opportunities for
students to read a variety of texts.
4.44 Explore the use of mobilelibraries to rotate selections of multi-level, high interest texts across dorms.
4.45 Operation Read LACOE tocollaborate with Probation on theexpansion of Operation Read withinthe facility.
4.46 Provide classroom readingcollections that support ranges ofreading levels and reading materials tosupplement the core content areas.
4.47 Collaborate with PTA tosupplement classroom libraries, dormreading materials, and school library
collections.
4.48 Explore Everybody ReadsProgram to promote student readingand recognize reading growth acrossall student reading levels.
4.49 Promote reading through
PC
SC
PC
PC
SC
SC
sorted and collected into bins for eachclassroom for the Everyone Reads program.
Greater support for reading activities is neededon some dorm units.
Books are being circulated; the system shouldimprove with the addition of the new mediaspecialist.
Operation Read operates at CMYC. There isno evidence that it has expanded.
April 29, 2011 - Book drives held in thesummer of 2010 resulted in 26 boxes of booksfor classroom libraries. These books weresorted and collected into bins for eachclassroom for the Everyone Reads program.
McAuliffe does not have a PTA; however, theLACOE literacy specialists have procured
hundreds of donated books from localcommunity groups.
Everybody Reads has been implemented hasbeen part of the school schedule since March2011.
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interesting and exciting literacybulletin board displays around theschool.
4.50 Explore the use of technology
based reading programs.
4.51 Ensure access to readingmaterials for students with disabilitiesthrough access to specifically designedreading materials and learningactivities using a variety of resourcessuch as audible books, large printmaterials, etc.
4.52 Implement a student newspaper.
SC
SC
SC
SC
Completed, Spring 2011.
Kindle Clubs have been established as part ofthe afterschool program. Approximately 15
youth across the three camps participate.Student response to this initiative has beenvery positive.
Reading material including large print booksare available for students with disabilities.
A student newspaper has been publishedquarterly since December 2010 under the tilesBytes & Chips and McAuliffe HS News.While all students at CMYC are invited tosubmit poems, artwork, and essays, currently,students in the English, Language Arts class ofthe sponsoring LACOE teacher serve aseditors and writers of the paper. Editionswhich run from 10 to 16 pages have beenpopular with the students.
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5. Positive Behavioral Support TCA Expert is Peter Leone
Rationale:Develop and implement a behavior support system that recognizes and supports positive behavior. Counsel and hold students accountable for
inappropriate behavior. Expectations for students are clear and consistent.
Action Plan Item Tasks Description AddressingAction Plan
Status of
Compliance
Discussion
Revised dates proposed in section 5.0 need to be submitted tothe TCA Co-chairs in writing per paragraph 36 of the
Settlement Agreement.
In collaboration with Probation
and the TCA Team, develop a
system of positive behavioral
supports consistent with that
currently being developed by
the Department of Justice that
provides clear expectations,
consistent feedback, andpredictable consequences for
students behavior. Implement
the system of positive
behavioral supports at two
camps.
5.1 Positive behavior support plan
has been developed and is in initial
implementation.
5.2 A system for recognizing and
celebrating positive behavior will
include:o Positive Post Cardso Phone calls to parentso Probation Point
system
o Al Jones Storeo Student Recognition
ceremonies
o Student Recognitionassemblies
5.3 Work with Probation to clearly
define consistent consequences for
inappropriate behavior.
5.4 Provide Professional
Development on Behavioral Support
Plan
NR
NR
NR
NR
Original date for this task was May 31, 2011. The closing of
three camps at CMYC and resulting staff turnover pushed
implementation back. The TCA orally agreed to a revised date
of January 15, 2012 for the development of the plan.
LACOE and Probation staff has developed a series of activities
to recognize positive student behavior. Student recognition
ceremonies and assemblies have occurred regularly during thisreporting period. Students are honored as most improved and
student of the month from each of the classrooms. Posters
acknowledging honored students are publicly posted. The
system envisioned in 5.2 is complementary to the system of
Positive Behavior Intervention and Supports but is not the same
as the plan described in 5.1, 5.4, & 5.5. Nearly all of the tasks
described in 5.2 have been supported by LACOE; with a few
exceptions, money for incentives and special activities has not
been provided by Probation.
An unacceptably high rate of student exclusion from class
continues. DPO assigned to teachers classrooms do not
consistently respond to student behavior.
No behavioral support plan has been developed. (See 5.1
above.) Original date for compliance was May 31, 2011. TCA
will review staff development in support of the Plan in Jan.
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2012.
Review and revise as necessary,
the system of positive behavior
supports. Implement the system
in all camps. Develop
individual behavior supportplans for students who do not
respond well to the system.
Develop individual plans
through the special education
team process for eligible
students. (180 days)
5.5 In addition to the tasks
previously listed, LACOE will
collaborate with Probation to review
and revise the system of positive
behavior supports.
5.6 LACOE will identify students
(e.g., students that continue to be
referred out of class or suspended
from school, as identified by referral
and/or suspension forms or reports
from EPIC, LACOEs Student
Information System).
5.7 LACOE will collaborateProbation to develop inter-agency
behavior support plans for students
who do not respond well to the
positive behavior support system.
5.8 Referrals to the special education
team will be made for special
education students to develop or
modify the students individual
behavior plan.
5.9 Special education students
individual behavior plans will be
modified, as necessary.
NR
NR
NR
NR
NR
Original due date, June 30, 2011. Revised to June 30, 2012.
Original due date, June 30, 2011. Revised to June 30, 2012.
Original due date, June 30, 2011. Revised to June 30, 2012.
Original due date, June 30, 2011. Revised to June 30, 2012.
Original due date, June 30, 2011. Revised to June 30, 2012.
Provide report on the
implementation of the system of
positive behavior supports. (270
5.10 LACOE to work with Probation
to review positive behavior support
system implemented throughout NR Original due date, June 30, 2011. Revised to June 30, 2012.
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days) CMYC and write report on the
implementation of the system of
positive behavior supports.
Update report on the
implementation of the system of
positive behavior supports. (1year)
5.11 LACOE to work with Probation
to update the report on positive
behavior support systemimplemented throughout CMYC and
write report on the implementation
of the system of positive behavior
supports.
NC Original due date, June 30, 2011. Revised to June 30, 2012.
Recruit a behavior management
specialist to assist in the
development of the system of
positive behavioral supports.
5.12 Contract with a consultant to
provide positive classroom
management techniques and assist in
the development of the system of
positive behavior supports,
coordinated through TCA Team.
SC
Dr. Michael Nelson has visited CMYC on three occasions since
May 2011 to assist in the development of a system of Positive
Behavioral Interventions and Support (PBIS). He provided staff
development and orientation to LACOE and Probation
leadership staff in May 2011. In September 2011 he provided
three days of training to the newly formed LACOE/ProbationPBIS team. Most recently he provided staff development on
November 3 & 4 to the PBIS team.
Schedule and deliver a
minimum of two hours of staff
development to LACOE and
Probation staff on positive
behavior supports in two*
camps. With ongoing follow-
up to ensure supports are in
place and utilized. (90 days)
5.13 Schedule a minimum of two
hour training on positive behavior
supports for LACOE and Probation
staff in two camps.
5.14 Deliver a minimum of two hour
training on positive behavior
supports to LACOE and Probationstaff in two camps.
NC
NC
Original due date, June 30, 2011. Revised to March 1, 2012.
The TCA anticipates that LACOE and Probation will begin to
schedule to training soon after completing the PBIS plan in
January 2012.
Original due date, June 30, 2011. Revised to March 1, 2012.
Schedule and deliver a
minimum of two hours of staff
development to LACOE and
Probation staff on positive
behavior supports in all* camps.
With ongoing follow-up to
5.15 Schedule a minimum of two
hour training on positive behavior
supports for LACOE and Probation
staff in all camps.
NC Original due date, June 30, 2011. Revised to March 1, 2012.
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ensure supports are in place and
utilized. (180 days)
5.16 Deliver a minimum of two hour
training on positive behavior
supports to LACOE and Probation
staff in all camps.
NC Original due date, June 30, 2011. Revised to March 1, 2012.
Schedule and deliver a
minimum of two hours of
positive behavior supports in all
camps to LACOE and
Probation staff. (270 days and 1
year)
5.17 Schedule a minimum of two
hour training on positive behavior
supports for LACOE and Probation
staff in all camps.
5.18 Deliver a minimum of two hour
training on positive behavior
supports to LACOE and Probationstaff in all camps.
NA
NA
Tasks 5.17 & 5.18 repeat 5.15 & 5.16. Action Plan was
developed prior to the closing of three camps at CMYC.
Develop a report on
implementation efforts and
outcomes. (1 year)
5.19 Write and issue a report on the
implementation efforts and
outcomes on positive behavior
management techniques utilized
within CMYC.
NA Original due date was November 8, 2011. Revised to January
15, 2013.
Rationale:Student involvement and leadership are at the heart of a student centered school. The school will develop a student leadership program and an
appropriate forum for student voices.
Action Plan Item Tasks Description Addressing
Action Plan
Status ofCompliance
Discussion
Develop a student advisory
group for 2 camps; ensure that
the group meets at least twice
each month; appoint a DPO and
an education staff member as
5.20 Identify a teacher/probation
officer to serve as the primary
advisors for this program.
5.21 Work with Probation and
SC
SC
A student advisory group consisting of students from all camps
was developed at CMYC in late spring of 2011. A LACOE
teacher has been assigned as the sponsor and DPOs from each
camp attends the meetings. During the past six months, two
elections have been held to elect students to the council.
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sponsor for each student
advisory group.
School staff to identify
mentors/sponsors for each student
advisory group for two camps.
5.22 Research appropriate studentleadership activities and programs.
5.23 Schedule a calendar of
meetings and activities.
5.24 Expand the program to the
other Challenger camps*.
SC
SC
PC
Teachers have worked with students interested in running for a
seat on the council from their camp as well the positions of
president, vice-president, and secretary. Students designed
posters and speeches to their fellow students during the
campaigns.
On July 27, a member of the TCA attended a student council
meeting held during the lunch period. The meeting included
seven youth, one counselor, the sponsoring teacher, two DPOs,
and the principal.
While the initial leadership activity, the student council, is up
and running, there is ample opportunity to develop other
options for student leadership and involvement. For example,
more than youth who have received their high school diplomaspend most of their days on work crews. Their leadership
potential and ability to serve as role models for other youth is
largely untapped.
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6. Special Education TCA Expert is Alice Parker
Rationale:Special education students will be ensured FAPE and implementation of IEP goals and objectives for educational benefit.
Action Plan Item Tasks Description Addressing Action Plan
Status of
compliance
Comments
Review the specialeducation program to
determine all
misalignment with the
IDEA. Problem areasinclude access to core
curriculum, eligibility,
30-day IEP reviews,
assessment, transition,and positive behavior
support. (90 days)
6.1 TCA team member to work with Special EducationAdministration and staff at CMYC to review special education
continuum of service options in the areas of access to the core
curriculum, eligibility, 30-day IEP reviews, assessment,
transition, and positive behavioral support.
PCMeetings held each visit, options for a continuum of service areunder discussion and a more focused approach is beginning to be
implemented based on 6.2 below which includes student movement
to general education settings when student assessment shows ability
to be successful, more co-teaching is to be trained, implemented andreviewed.
Needs continue in ensuring access to core, quality instruction in
Special education settings, special education support staff (RSP,Speech and Language, etc.) going INTO classrooms, not utiliz-
ing pull out except in rare occasions, mutual planning, comm.-
unication plans and supports across classes and providers.
Compliance with eligibility, 30 day IEPs, assessment are generally a
strength.
Develop a plan foraligning with the IDEA.
Ensure that the plan
addresses access to the
core curriculum,eligibility, 30-day IEP
reviews, assessment,
transition, and positive
behavioral support.(180 days)
6.2 LACOE and TCA Team member to prepare a detaileddocument, which includes alignment of the special education
program with IDEA in each of the following areas:
Core curriculum 30-day IEP reviews Assessment Transition Positive Behavior Support
SC Alma Guerrero has developed with special education staff atMcAuliffe, an excellent special education plan. She is beginning
work to support its successful implementation. It was particularly
important that she include staff from the site, and this has been very
successful.
Implement a continuous
improvement plan for
aligning with the IDEA.(270 days and 1 year).
6.3 Implement the plan to ensure the special education
continuum of services at CMYC align to IDEA in the areas of
access to the core curriculum, eligibility, 30-day IEP reviews,assessment, transition, and positive behavioral support.
PC Again, Mrs. Guerrero, has begun the implementation of the plan, and
is working toward ensuring access to core, quality instruction in
special education settings, special education support staff (RSP,Speech and Language, etc.) going INTO classrooms, not utilizing
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pull out except in rare occasions, mutual planning, communication
plans and supports across classes and providers
Develop a plan for
screening all new
intakes to determinespecial education
eligibility.
Implement studentintake screening
procedures and Child
Find procedures. (180days, 270 days and 1
year)
Develop a plan for
implementing Child
Find in accordance withthe IDEA.
6.4 The intake screening process ensures all students are
interviewed for special education services through LACOEs
optical imaging (OI) system.
6.5 A list of all students is sent to applicable internal
stakeholders to ensure appropriate courses and services are
being implemented to the maximum extent possible.
6.6 Via questionnaire students and probation staff will beprompted to convey whether a student has a current or
previous IEP.
6.7 Parent contact information is retrieved from student andprobation to confirm special education eligibility.
6.8 Documents will be retrieved (via LACOEs Student File
Center, Optical Imaging, and district transcripts) and all IEPcomponents are reviewed by special education team for
compliance, including transition plans.
6.9 Within thirty days at camp, service providers review
student placement for least restrictive environment (LRE) and
convened an IEP meeting as needed.
6.10 A referral to the Special Education staff will be made
upon completing the third tier of the Student Planning Team
(SPT) process and or if formal special education eligibility
asse