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LE CONTE MIDDLE SCHOOLLos Angeles Unified School District!

Single Plan for Student Achievement

2016-2017Implementation

SuperintendentMichelle King

Board MembersSteven Zimmer, Board President

Dr. George McKenna IIIMonica Garcia

Scott M. SchmerelsonDr. Ref Rodriguez

Mónica RatliffDr. Richard A. Vladovic

Final Version:161711012015

LE CONTE MIDDLE SCHOOL

LE CONTE MIDDLE SCHOOLTABLE OF CONTENTS

DISTRICT AND SCHOOL INFORMATION................................................................................................................................................ 1School Identification.....................................................................................................................................................................................................1SPSA Approvals...........................................................................................................................................................................................................2Recommendations and Assurances.............................................................................................................................................................................3Funding Allocated to this School..................................................................................................................................................................................4District Mission Statement............................................................................................................................................................................................5School Mission, Vision, and Profile Description...........................................................................................................................................................7

IMPACT OF THE PREVIOUS YEAR’S SPSA AND RECOMMENDATIONS.............................................................................................9SPSA Evaluation..........................................................................................................................................................................................................9LAUSD School Review Process Recommendations.................................................................................................................................................11

COMPREHENSIVE NEEDS ASSESSMENT............................................................................................................................................12School Accountability Report Card.............................................................................................................................................................................12School Experience Survey.........................................................................................................................................................................................12School Quality Improvement Index Report Card........................................................................................................................................................12School Report Card....................................................................................................................................................................................................12Smarter Balanced Assessment..................................................................................................................................................................................12

COMPREHENSIVE NEEDS ASSESSMENT / SELF-REVIEW PROCESS..............................................................................................13GOALS...................................................................................................................................................................................................... 15

Academic Goal—100% Graduation...........................................................................................................................................................................15Academic Goal—English Language Arts...................................................................................................................................................................17Academic Goal—Mathematics...................................................................................................................................................................................22Academic Goal—English Learner Programs..............................................................................................................................................................26Culture and Climate Goal—Student, Staff, Parent and Community Engagement.....................................................................................................29Social/Emotional Goal—Attendance, Suspension/Expulsion and Non-Cognitive Skills............................................................................................32

TITLE I REQUIRED COMPONENTS FOR IMPLEMENTATION..............................................................................................................35Schoolwide Program (SWP) / NCLB 1114.................................................................................................................................................................35

LOCAL DISTRICT MONITORING............................................................................................................................................................ 382016-2017 SCHOOL LEVEL PLAN FOR USE OF TARGETED STUDENT PROGRAM (TSP) FUNDS.................................................39CORE WAIVER......................................................................................................................................................................................... 43

7 Turnaround Principles.............................................................................................................................................................................................43Communities of Practice............................................................................................................................................................................................47

ATTACHMENTS....................................................................................................................................................................................... 49

SCHOOL IDENTIFICATIONSchool Name: LE CONTE MIDDLE SCHOHOL Location Code: 8226 Local District: WEST

CDS Code

County District School1 9 6 4 7 3 3 6 0 6 1 5 0 1

For additional information on our school programs contact the following:

Principal: ROSE HINDINGER E-mail address: [email protected]

SPSA Designee: TERESA BRAY Position: TSP/CPA E-mail address: [email protected]

School Address: 1316 N. BRONSON AVE. LOS ANGELES, CA 90028 School Telephone Number: (323) 308-1700

The District Governing Board approved this Single Plan for Student Achievement on:

The Local District staff has reviewed the school plan with the principal and agreed to support and provide feedback for implementation.

JAIME MORALES

Typed name of Local District Director Signature of Local District Director Date

1

SPSA APPROVALS LOCAL DISTRICT REVIEWERS

Directions: After you have reviewed the applicable sections of the Single Plan for Student Achievement (SPSA) and determined that the SPSA meets legal requirements, check the approval box and type your name and date on the appropriate line.

X Approved by Local District English Learner Coordinator: Rafael Escamilla 04/11/2016

[Typed name of Local District English Learner Coordinator] Date

X Approved by Local District PACE Administrator: Traci L Calhoun 04/11/2016

[Typed name of Local District PACE Administrator] Date

X Approved by Local District Title I Coordinator: Oscar Salas 04/11/2016

[Typed name of Local District Title I Coordinator] Date

Note:

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

X Approved by Local District Director: Jaime Morales[Typed name of Local District Director] Date

2

RECOMMENDATIONS AND ASSURANCESThe School Site Council recommends this school plan and its related expenditures to the district governing board for approval and assures the board of the following:

1. School Site Council has developed and approved, and will monitor the plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process.

2. School plan was developed “with the review, certification, and advice of any applicable school advisory committees.”

The School Site Council sought and considered all recommendations from the following groups or committees before adopting this plan. Signatures are requested for those advisory committees/groups providing input in the development of this plan.

Committees Date(s) of recommendation

ChairpersonTyped Name Signature

English Learner Advisory Committee (ELAC) 3/3/2016 Regner Damian

Other (list)3. The content of the plan is aligned with school goals for improving student achievement.4. The plan is reviewed annually and updated, including proposed categorical expenditures of funds allocated to the school through the consolidated application,

by the School Site Council.5. Plans are reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic

programs for students covered by programs” funded through the consolidated application.6. The school minimizes the removal of identified children during regular school hours for supplemental Title I instruction (Targeted Assistance Schools only).

This school plan was adopted by the School Site Council on the following date:School plan approval appears in SSC Minutes. 3/10/2016

Date

Attested: ADELINA D’AMBRA

Typed name of SSC chairperson Signature of SSC chairperson Date

ROSE HINDINGERTyped name of school principal Signature of school principal Date

3

2016-2017 FUNDING ALLOCATED TO THIS SCHOOLThe following categorical funds were allocated to this school through the Consolidated Application and Reporting System (“CARS”). Additional funds were allocated to this school through the Local Control Funding Formula. Funds (listed under “Other”) may be allocated to the school in accordance with District policy. If the school is operating as a Schoolwide Program (SWP), the following programs are consolidated in this plan:(Delete funding sources from this list for which the school does not receive an allocation.)

Federal ProgramsElementary and Secondary Education Act:

Title I: Schoolwide Program (7S046) Amount: $ 555,830Purpose: To upgrade the entire educational program of the school.

Title I: Targeted Assistance Program (70S46) Amount: $ 0Purpose: To help educationally disadvantaged students achieve grade-level proficiency.

Title I: Parent Involvement Allocation (7E046) Amount: $ 8,965Purpose: To promote family literacy, parenting skills, and parent involvement activities.

Title III: English Language Development (7S176) Amount: $ 0Purpose: To provide professional development to teachers, administrators, and other school support staff

to improve Designated and Integrated ELD instruction for English Learners.

School Improvement Grant (SIG) Amount: $Purpose: To assist selected schools in closing the achievement gap by providing funds for innovative programs

to help at-risk students achieve grade-level proficiency.

Other Federal Funds (list and describe): Amount: $

Total amount of categorical funds allocated to this school: $ 564,795

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District Mission StatementThe teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to

educate all students to their maximum potential.Local Educational Agency (LEA) Plan GoalsThe LEA plan serves as the instructional plan for the District and is measured through the Performance Meter and aligned to the following academic goals:Goal 1: English/Language Arts and Mathematics—Proficiency for All Increasing literacy skills through the implementation of the California Standards in K-12 ELA, K-12 mathematics, and literacy in secondary History/Social Sciences, Science, and

Technical Subjects Increasing the number of students meeting or exceeding standard in grades 3-8 and grade 11 on the California Assessment of Student Performance and Progress in mathematics Implementing a multi-tiered system of support to provide targeted instruction and intervention to K-12 students based on English/language arts and mathematics dataGoal 2: English Learners—Proficiency for All Increasing English Language Development through implementation of the California English Language Development Standards Providing and administering K-12 Instructional Programs for English Learners (ELs) that include:- Structured English Immersion- Mainstream English Instructional Program- Dual Language Two-Way Immersion- Transitional Bilingual Education Program- Maintenance Bilingual Education Program- Accelerated Learning Program for Long Term English Learner Program- Secondary English Learner Newcomer Program

Using Title III funds to help ELs meet the State’s annual measurable achievement objectives and build teacher capacity in meeting the academic and linguistic needs of students in the core subject areas including English Language Development

Meeting the District’s expectation for ELs to advance in English language proficiency through Designated and Integrated English Language Development (ELD) and reclassify after five years of instruction

Promoting parent and family involvement in EL programs at the central, Local District, and school site level Enhancing the quality of language instruction in the District’s EL programs Planning and developing the tools necessary to implement high-quality comprehensive professional development designed to improve the instruction and assessment of ELs Supporting and monitoring the continued academic success of Reclassified Fluent English Proficient speakers (RFEPs)Goal 3: All students will be taught by highly qualified teachers. Placing teachers in schools, classrooms and subject areas based on teacher credentialing (Highly Qualified) Providing effective professional development to teachers in Focus, Priority and Reward schools Providing professional development to teachers on the California Standards in ELA, mathematics, History/Social Sciences, Science, Technical Subjects, and English Language

Development Providing professional development to teachers on textbook and curriculum adoptions that align with the California Standards Providing professional development for teachers and administrators to improve instruction for English learners (ELs) and Students with Disabilities (SWDs) Regularly assessing the effectiveness of professional development delivered throughout the District Supporting professional needs of teachers of English Learners through Title III support coaches Using the research base to design professional development topics and implementation Building teacher capacity to use technology to plan and strengthen instruction, and to improve student understanding and use of technology for learningGoal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning The California Department of Education no longer requires that this goal be addressed in the LEA planGoal 5: All Students will Graduate from High School—100% Graduation Providing ongoing professional development, designed specifically towards accurate student placement and construction of the master schedule Monitoring individual graduation plans to ensure all students have access to a high-quality course of study that builds toward college and career readiness Offering differentiated, evidence-based instructional support and professional development that address the unique learning needs of the District’s diverse learners, including at-risk

students, and, as appropriate, provide interventions that respond to factors that may negatively impact student learning and achievement and impede their graduating from high school college-prepared and career-ready

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2016-17 District Professional Development Priorities:1. Implementation of the California Standards in ELA, mathematics, History/Social Sciences, Science, Technical Subjects, and English Language Development2. Improve instruction through the implementation of the English Learner (EL) Master Plan3. Use of the Teaching and Learning Framework Rubrics to improve teaching and learning across the district4. Use of benchmark, progress monitoring, and diagnostic assessments (SBAC and district-developed interim assessments) to drive instruction and intervention in ELA,

mathematics, science, history and ELD

District Core Program for All Students:The District’s core program is built on the California Standards in ELA, math and ELD, and in all other subjects, grounded in evidence-based pedagogy for effective instruction. In the 2016-2017 school year the District will continue full implementation of the California Standards in all grade levels. The District focus will revolve around the alignment of curriculum, instruction, and assessment ensuring successful outcomes for all students.Curriculum focus-2016/2017 - Implementation of the California Standards in ELA and math using the District adopted texts, including digital text, effectively - Implementation of the California English Language Development Standards for English Learners - Anchoring reading and writing instruction in evidence from the text using a variety of increasingly complex texts. - Writing across genres, with a focus on argument - Providing rigorous mathematics instruction that focuses deeply on the mathematics standards for the grade-level and provides a coherent transition from one topic to another

and one grade to anotherInstructional focus-2016/2017 - Use of close reading and quality text dependent questions to support students in reading and writing instruction. - Emphasis on the Standards for Mathematical Practices - Stronger emphasis on the use of project-based learning and performance tasks to drive instruction.Assessment focus-2016/2017 - Use of a multi-tiered system of support (MTSS) based on ongoing data analysis, to inform instruction and intervention. - Use of MyData, a web-based tool that increases availability and usability of student data for LAUSD educators, in order to improve teaching and learning. - Use of benchmark, progress monitoring, and diagnostic assessments (SBAC, district-developed interim assessments, and assessments of English language development) to

drive instruction and intervention. - Use of School Quality Improvement Index to evaluate school performance in terms of student achievement using a variety of measures, both status and growth related.Schools are expected to frame their banked Tuesday professional development in 2016-2017 around the District priorities using a Plan-Deliver-Reflect-Revise model or Cycle of Inquiry and/or problem-solving process to improve outcomes for all students. The analysis of student data and work samples is used as the anchor for building professional practice.

The District will continue to support teachers and staff in the effective use of student achievement data in all subject areas. The District will further integrate the use of Performance Management both at the District and school levels in order to meet Performance Meter targets.

The District has adopted six culturally responsive and linguistically appropriate instructional strategies that are threaded throughout all PreK-12 content instruction. Instructional strategies include the use of advanced graphic organizers, explicit instruction in academic language, use of cooperative communal learning strategies, instructional conversations, contrastive analysis and making cultural connections by creating optimal learning environments.

The District will effectively implement the English Learner Master Plan for educating English Learners, Standard English Learners, and English Learners with disabilities. This plan focuses on the effective use of standards-based differentiated Designated and Integrated ELD instruction specifically designed for ELs, and standards-based instruction using SDAIE to ensure full access to the core curriculum, to meet the needs of all students including gifted and talented students, students with disabilities, and English learners.

Strong classroom management as outlined in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, preparing for transitions, and developing instruction that engages students in learning.

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SCHOOL MISSION, VISION, AND PROFILE DESCRIPTION

School Vision The students of Le Conte will become civic minded, productive members of the community and life long learners.

School Mission

The teachers, administration, and staff of Le Conte Middle School, believe in the dignity and worth of all Le Conte students.Through a college and career ready culture, we will provide a creative and nurturing environment for the academic, social emotional and technological growth of our students to meet the challenges and opportunities of the 21st century.

School Profile DescriptionDirections: Provide a brief description of your school community (the boxes below expand as needed).

1. Describe your school’s geographical, demographic, educational and economic community base:The following websites contain useful date: http://www.census.gov/ , http://www.zip-codes.com/ , http://www.city-data.com/

Le Conte is home to a School for Advanced Studies, Center for Enriched Studies Magnet, and Health, Engineering, Applied Technology Magnet. Le Conte is a in a gentrifying neighborhood of eastern Hollywood. The median Income in the neighborhood is just over $30,000 a year. About 40% of adults have not completed high school.

2. Indicate grade levels and, if applicable, school configuration (e.g., Continuation School, Sp. Ed. Center, etc.):Middle school serving sixth, seventh and eighth graders through a host school, two magnet schools and a school of advanced studies.

3. Indicate student enrollment figures:We have approximately 915 students.We are losing enrollment due to the rise in residential rents, as well as the influx of charter schools. Almost 40% of children in the neighborhood attend private schools. We also lose many of our high-performing students who to enroll at the two neighboring LAUSD middle schools that have gifted magnets.

4. Indicate poverty level (i.e., percentage of low-income students identified on the Title I ranking):Over 96% of students completed and turned in Lunch Applications. 89% of our students qualify for free or reduced lunch.

5. Identify language, racial and ethnic make-up of the student body:Almost 90% of our students speak a language other than English at home, representing 18 different countries. About 80% are Latino, most speaking Spanish at home. About 2/3 of our English Learners are LTELs.

6. Provide a description of how the school will share individual student academic assessment results in a language the parents understand,

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http://www.city-data.com/

http://www.zip-codes.com/

http://www.census.gov/

including an interpretation of those results:All communication is provided in both English and Spanish, according to the language preference indicated by the parents upon enrollment. This includes report cards, test scores and automated phone calls, as well as letters and flyers. Armenian, Korean, and Cantonese are available for parents of English Learners.Interpreting report cards and test results is a topic provided during the Transition to Middle School parent meeting. Student-led Conferences are held twice a year, after distribution of progress reports. Students are prepared to explain to their parents how they earned their report card grades, as well as other assessment results and class projects.7. Describe other important characteristics of the school (e.g., SLC, PLC):Directions: Check the box(es) next to the program(s) in which your school participates.

x Title I Schoolwide Program (SWP) Public School Choice (PSC)Title I Targeted Assistance School (TAS) L.A.’s PromiseTitle III English Language Acquisition, Language Enhancement, and Academic Achievement Partnership for Los Angeles Schools (PLAS)School Improvement Grant ReedExtended School-Based Management Model (ESBMM) Professional Learning CommunityLocal Initiative School (LIS) Small Learning CommunityPilot School Other:

CORE Waiver Status(Electronic links at http://bit.ly/1KPJY4e and http://coredistricts.org/ connect to information regarding the CORE Waiver.)

Directions: Check the box(es) next to the CORE Waiver designation(s) applicable to the school.

Priority (SIG)Priority (non-SIG) (complete 7 Turnaround Principles report)Focus (complete Communities of Practice report)Support (complete Communities of Practice report)RewardCollaborative Partner

x Other Title I Schools

Other important characteristics of the school:

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IMPACT OF THE PREVIOUS YEAR’S SPSASPSA EVALUATION

Directions: Review the applicable 2014-2015 expenditures of categorical resources to analyze the alignment of expenditures to the data and the instructional program. If the analysis of the school data indicates minimal or no growth, revisions must be made to the instructional program to ensure annual gains in student achievement. Answer the questions below to determine whether the strategies, actions/tasks and expenditures written in the SPSA have increased students’ achievement. Schools must keep copies of agendas, minutes and sign-ins as evidence that the SSC and English Learner Advisory Committee (ELAC) have reviewed and provided recommendations during the completion of the evaluation.

100% Graduation – Did the school meet the School’s Goal last year? Yes NoIf “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal.NA We did not have a goal in this category in the 2014-16 SPSA but in 2016-17, we will implement a homeroom On-Track to Graduate program. All students have an Individual Graduation Plan, will calculate their own GPAs and learn about Culmination requirements, High School Graduation requirements and A-G requirements. We will track 8th Grade High School Readiness and recognize those students who reach that goal.

English Language Arts – Did the school meet the School’s Goal last year? Yes x NoIf “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal.The percent of students receiving Ds or Fs in ELA on final semester report cards will decrease by 3%, from 16% to 13% by Spring 2014 and 2% more by Spring 2016.The percent of 6th, 7th, and 8th graders who do not pass English was 8% in 2015. But only 27% received a proficient score on SBAC. This large discrepancy between grades and SBAC scores shows that the standards in our English classes are not adequately aligned with the California standards for middle school students.We need to improve instruction by better implementing Common Core State Standards throughout the curriculum. Teachers will be working collaboratively in teams to develop rigorous lessons that incorporate the writing process, research, justifying answers and IABs as formative assessments.

Mathematics – Did the school meet the School’s Goal last year? Yes x NoIf “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal.The percent of students receiving Ds or Fs in MATH on final semester report cards will decrease by 5%, from 31% to 25% by Spring 2014 and 4% more, 25% to 21%, by Spring 2016.6th to 8th graders who do not pass Math was 11% in 2015. But only 18% received a proficient score on SBAC. This large discrepancy between grades and SBAC scores shows that the standards in our Math classes are not adequately aligned with the California standards for middle school students. Teachers need to work collaboratively to create lessons that incorporate the Common Core State Standards into the math curriculum and the IABs as formative assessment.

English Learner Programs – Did the school meet the School’s Goal last year? x Yes NoIf “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal.Decrease the percentage of LTELs by 15% from about 80% to 65% by 2016. Increase percent of ELs who pass their grade level ELA course.We surpassed the School’s Goal for decreasing the percentage of LTEL. In 2014-15, LTELs made up 42% of our EL population.One strategy that was effective was meeting with each class to explain the reclassification process so students would understand the importance of each component. We also met with small groups of students who were only one away from reclassifying. We met all the students who were just the CELDT away in September, the SRI away in October and grades away in early November. During Parent Conferences and Back-to-School night, parents were invited to individual conferences to discuss their child’s progress towards reclassification. We did the same in the second semester. In the classroom, teachers used the LTEL curriculum with more fidelity.

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Student, Staff, Parent and Community Engagement – Did the school meet the School’s Goal last year? Yes x NoIf “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal.Increase Parental Involvement opportunities from 72% as reported on the 2013 Parent Experience Survey to 85% in 2016The latest Parent Survey did not ask the question in the same way but these are the results similar questions in the 2015 survey:I feel welcome to participate at this school: 85%. This school informs parents about school activities in a timely fashion: 84%. This school encourages me to participate in organized parent groups: 71%.Increase parent awareness of parent participation opportunities using weekly Connect Ed phone calls from the principal.

100% Attendance, Suspension/Expulsion and Non-Cognitive Skills – Did the school meet the School’s Goal last year? Yes x NoIf “yes,” identify the strategies that contributed most to meeting the goal. If “no,” identify the main barriers that prevented the school from meeting its goal.Increase feelings of student safety from 82% to 90% by 2016 as reported on the school survey.Students feeling of safety dropped from 81% to 70%.Students with 96% or higher attendance will increase from 77% to 80% by 2016. Days lost to suspension will decrease to 20 by 2016.Students with 96% or higher attendance increased to 80%.Days lost to suspension dropped to 12. This was due to use of Restorative Justice techniques for conflict resolution.

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LAUSD School Review Process Recommendations

Directions: If applicable, indicate the school’s review process(es).

School Improvement Grant (SIG)WASC Recommendations WASC Accreditation Results: yearsThe following key School Review Process Recommendations will be considered by the school and addressed in the SPSA as the school writes its Single Plan for Student Achievement:

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COMPREHENSIVE NEEDS ASSESSMENTA comprehensive needs assessment incorporates several components, including data analysis related to student achievement, professional development, school-family relationships, school culture/climate, attendance, suspensions/expulsions, and non-cognitive skills. Recommendations derived from the SPSA Evaluation, LAUSD School Review Process(es), and review and analysis of the data below comprise the LAUSD Comprehensive Needs Assessment for the SPSA.

Directions: Review and analyze the data below, along with the SPSA Evaluation results, and determine actions that will help improve teaching and increase student achievement.

LAUSD School Review Process Recommendations (if applicable)

School Accountability Report Card

School Experience Survey

School Quality Improvement Index (SQII) Report Card

School Report Card

Smarter Balanced Assessment Criteria (SBAC) Examination

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COMPREHENSIVE NEEDS ASSESSMENT / SELF-REVIEW PROCESSDIRECTIONS: Check the groups or committees that participated in the plan writing process. Who was involved in the self-review/needs assessment process (e.g., SSC, teachers, advisory committees, parents, students)? Describe the school’s process for identifying areas in need of improvement and determining actions, strategies, and interventions to be implemented, i.e., what happened during the process (analysis of data, review of intervention results, examination of research-based strategies)? When did the process occur (dates)?

Who was involved? What happened? Date(s)

In October, SSC reviewed the data in from the School Experience Survey, identifying strengths and weakness. Our participation rate is excellent and our results beat LAUSD in almost every single category.

In January, SSC reviewed data from SBAC and School Report Card. We are doing an excellent job in Socio/Emotional and Safety goals. Academically we are doing poorly.

10/22/2015

1/21/2016

2/25/2015

x

School Site Council

During department meetings, after reviewing SBAC data, core grade-level teams identified goals and strategies for achieving goals. 12/12/2016

x

Departments

In October, ELAC reviewed the data in from the School Experience Survey, identifying strengths and weakness. Our participation rate is excellent and our results beat LAUSD in almost every single category.

In January, ELAC reviewed data from SBAC and School Report Card. We are doing an excellent job in Socio/Emotional and Safety goals. Academically we are doing poorly.

In March, we looked at Language data and AMAOs. Only 11% of our English Learners.

10/22/2015

1/21/2016

3/3/2015

x English Learner Advisory Committee

Teams reviewed data by grade level, reviewed data and worked collaboratively to set achievement goals for the new year and to identify strategies that could be used across the curriculum to meet those goals. 12/15/15x Grade Level Teams

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Professional Learning Community (PLC)

Small Learning Community (SLC)

Vertical Teams

Other:

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Los Angeles Unified School District2016-2017 Single Plan for Student Achievement

ACADEMIC GOAL — 100% GRADUATIONLAUSD Goal: All students will graduate from high school.I. Indicate all data reviewed to address this Academic Goal: x Student Grades School Accountability Report Card (SARC) Interim Assessment Blocks (IAB)

CELDT / AMAOs IEP Goals Data x School Quality Improvement Index Report Card School Experience Survey

School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments

MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI)

Other

II. Based upon the data reviewed, summarize the issues affecting graduation rates at your school:The High School Readiness rate for the eighth graders in 2015 was 44%.• 8th grade GPA of 2.5 or better 196/338=59%• Attendance 96% or better in 8th grade, 83%• No D’s or F’s in ELA or Math in 8th grade• Never suspended in 8th grade.The major obstacle to high school readiness is that students are reading below grade level and are therefore unable to maintain a 2.5 or better GPA.

III. State the School’s Measurable Objective*:

The percent of 8th graders who are high-school ready will increase by 11% from 44% to 55% by June, 2017 as reported in the School Report Card.

IV. Focus Areas

Describe the Evidence-based Strategy(ies) selected to achieve the School’s Measurable Objective(s) and the Actions/Tasks the school will use to accomplish the Strategy(ies).

The school’s narrative must identify and address Significant Subgroups’ needs, as applicable. If a purchase is multi-funded, indicate the related funding source(s) and percentage(s)/FTE(s) in the description below.

On what dates will

the Actions

begin and end?

[mm/dd/yy to

mm/dd/yy]

How will the school measure the

effectiveness of each Action?

Identify the title/position of staff

responsible.

What is the school

buying?

What is the

Budget Item No.?

How much

does it cost?

What is

the FTE?

What isthe

program funding source?

Lesson Planning, Data Analysis, and Professional Development

Professional Development during and/or beyond the regular assignment will be provided by counselors and administrators to teachers for a school-wide On-Track to Graduate Plan that will focus on:

Middle School Culmination Standards A-G Requirements Individual Graduation Plan High School Readiness for 8th Graders

08/07 /16to 09/30/16

Counselors and administrators will use High School Readiness School Report Card data to monitor effectiveness of the On-Track to Graduate Plan

*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified).

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Effective Classroom Instruction

Implement On-Track to Graduate Plan during Homeroom. Students keep track of their

1. GPA2. Attendance3. English and Math Grades

Counselors will work beyond the regular assignment to gather all relevant information and provide the best program for the individual needs of each student.

Provide 10 buses for four Curricular Trips to colleges, including UCLA, USC, Cal State LA, and Trade Tech to help low-income students and English Learners begin to visualize themselves in a post -secondary learning environment, which will help motivate them to succeed in high school.

After Semester and 10 week report cards

Principal will monitor implementation of Graduation Program as through Homeroom visitations.

Interventions Beyond the

Regular School Day and Other Supports

The Problem Solving Data Coordinator will provide data for On-Track to Graduate Plan, identity 8th grade students who are in danger of failing at the 5-week progress report each semester then determine the best course of intervention for students at-risk of failing. In-school tutoring, lunch tutoring and after-school tutoring will be provided by Communities in Schools tutors, Gear Up tutors, YPI tutors and LACER. Students experiencing serious emotional or family problems will be referred to outside agencies through the Student Resource Navigator.

Counselors will work beyond the regular school day for to develop Individual Graduation Plans that better meet the needs of all their low-income and English Learner students. Counselors will meet with parents and grade level teacher teams, and COST team to implement precise and focused interventions.

10/07 /16to 03/31/17

Counselors will monitor and follow through with students and families.

PROB SOLV DT CORD

PROB LOLV DT CRD DIF

13205

11760

113,405.

1,488

100.00 1.00

Title 17S046

Title 17S046

Building Parent

Capacity and Partnership to Support the Academic

Goal

The Counselors and Administrators will provide a workshop for parents of low income students and English learners on: Transition to Middle School A-G Requirements for High School Graduation Culmination Requirements

Counselors will meet with parents during Parent Conferences to go over Individual Graduation Plans.

November 2016

October 2016 & March 2017

Principal will monitor Sign In Rosters.


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ACADEMIC GOAL — ENGLISH LANGUAGE ARTSLAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.I. Indicate all data reviewed to address this Academic Goal: Student Grades x School Accountability Report Card (SARC) Interim Assessment Blocks (IAB)


x School Report Card DIBELS Math x Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments

x MyData DIBELS Interim Comprehensive Assessment (ICA) Scholastic Reading Inventory (SRI)

Other

II. Based upon the data reviewed, summarize the issues affecting student proficiency in English language arts:According to School Quality Improvement Index, in English Language Arts standard:

Only 27% of Le Conte students meet the standard on the SBAC assessments. 51% were far below the standard in reading, 49% in Writing and 34% were far below the standard in Research and Inquiry.

Students had difficulty transitioning from the familiar pencil-paper standardized testing to computer-based assessments. Classroom lessons need to be adapted to incorporate more group activities that involve reading and writing using computer-based software and Interim Assessment Blocks. Reading, Research and Literacy need to be implemented across the curriculum.


By June, 2017, will increase by 15% from 27% to 42% of students will meet the standards in ELA as measured by SBAC.

IV. Focus Areas



On what dates will

the Actions

begin and end?

[mm/dd/yy to

mm/dd/yy]

How will the school measure the effectiveness of each Action?

Identify the title/position of

staff responsible.

What is theschool

buying?

What is the

Budget Item No.?

How much

does it cost?

What isthe

FTE?

What isthe

program

funding

source?


17


To increase proficiency of at-risk students Professional Development during Bank Time Tuesdays as well as during and/or beyond the regular school day, will be focused on collaborative grade level team planning. Teachers of all subjects will work to create high quality first instruction units that that are culturally relevant and implement the California State Standards for ELA, incorporating ELD standards An articulated writing Process Annotating text and paraphrasing Finding reliable sources and citing evidence NEWSELA software and Achieve 3000 for learning to

analyze informational text

Strategies to increase access to Common Core by will also be provided by the Instructional Assistant Principal, Categorical Programs Advisor, Title III Coach and teachers on topics such as CLOSE Reading strategies Cooperative Learning structures such as Kagan Collaborative Conversation discussion techniques DOK Questioning techniques The Writing Process Intentional Talk Maximizing Student Engagement

PD time will also be to analyze student work, and to reflect, evaluate and refine instructional units.

August 2016 through June, 2017

Principal and Assistant Principal will Monitor PD evaluations and conduct regular classroom observations to ensure that every English teacher implements the strategies and lessons that were presented during professional development.


Teachers will implement lessons developed during PD grade level group meetings to enhance access to Common Core Standards for all low-income students. ELA teachers will evaluate the effectiveness of their instruction using IABs, writing samples and projects. Teachers will meet bi-monthly to analyze student work and revise instructional units.Opportunities will be provided and organized by the Categorical Programs Coordinator to release teachers to observe best practices of their colleagues during the school day as well as time to analyze student work and reflect and evaluate effectiveness of lessons

The Librarian will support the ELA Common Core standards

August 2016-June 2017


August

Principal, Instructional Specialist and APs will conduct classroom observations to ensure that every English teacher implements the lessons that were created during professional development. They will also visit Social Studies and Science classes to ensure that strategies are being


18

by providing instruction to every ELA class on The research process Finding reliable sources both online and print How to structure a research paper

The librarian will also support Access to Core by Maintaining a well-stocked and organized library with

books and periodical that appeal to every student at every reading level

Maintaining an up-to-date Media Center for research, presentations, writing

Implementing, organizing and maintaining the Homeroom Eagle Reader program to increase student reading rates and comprehension

Manage the Eagle Reader program as Administrator of the Renaissance Learning Accelerated Reader and STAR testing program.

Providing lessons on research and the use of technology Preparing a team of students to compete in the district

Battle of the Books on Saturdays Providing resource materials that will support the units of

study in core classesProvide supplemental Librarian x-time for work done beyond the regular day for parent workshops, for maintaining after-school library hours and for preparing and implementing a Battle of the Books Club.

A Spanish-speaking Library Aide will monitor students, check out books, assist with technology, and maintain the library while the librarian is presenting lessons to classes.

Provide Supplementary Instructional Materials, including classroom library sets, classroom book sets, magazine subscription renewals, composition books, to enhance and supplement the regular curriculum and increase access to grade level standards.

Incorporate in all core subjects, software technology to enhance access to the core curriculum including: Achieve3000® to provide differentiated instruction for

nonfiction reading and writing that’s tailored to each student’s Lexile® reading level.

Use Newsela a research-based software that develops grade-level vocabulary, analysis of informational text, citing evidence, and practice of the writing process in a

2016-June 2017




used across the curriculum to support and enhance literacy.

Principal and Technology Coordinator Teacher will monitor the MCSA

SUPPLENTL INSTRL MAT

40269 $26,805 Title 17S046


19

computer format.

A highly qualified Class Size Reduction secondary teacher will collaborate with ELA teacher in planning Common Core, cross-curricular instruction that incorporates ELD Standards, writing across the curriculum, research and justifying answers with appropriate sources, providing direct instruction and intervention to address the targeted needs of the students. CSR teacher must possess knowledge of multi-tiered framework/problem-solving model that differentiates instruction for socio-economically disadvantaged students and English Learners not meeting grade-level standards, especially in writing strategies.

Provide Auxiliary periods to English teachers to lower class sizes in English, enabling more focused, differentiated instruction for students at risk of not meeting grade level standards.

A Reading Development class will be offered as an elective period for at-risk students not meeting proficiency expectations. A seventh period intervention class twice a week will provide opportunities for those needing intervention in more than one subject.

The Micro-Computer Support Assistant will maintain and update Library Media Center, computer labs and classroom laptop carts to provide low-income students and English Learners with reliable access to technology and information. Assistant will also be available at all after school parent meetings, presentations and functions to set up, maintain and properly store technology at the end of the evening.

GENERAL SUPPLIES: Provide instructional materials for use in classrooms by low-income students and English Learners, including printer paper, notebook paper, colored paper, pencils, chart paper, markers, glue, scissors, colored pencils.




MICRO SUP AST

25690 $67,195 Title 1 7S046



Counselors, Categorical Programs Advisor, Intervention Coordinator and Bridge Coordinator will work collaboratively with our partners, Communities in Schools, Youth Policy Institute, GEAR UP, and LACER, to identify students not meeting grade level standards and to provide the intervention that best meets their needs;


CAT PROG ADVISOR

CRD DIF CAT PRG ADV

117360

11681

$56,704

$744

Title 1 7S046

Title 1 7S046


20

Lunch time tutoring After School Tutoring Tutoring during class

Students who do not respond to available tutoring will be referred to the COST team, where the Resource Navigator may be able to find more intensive resources, including individual counseling, family counseling or other interventions.


Building Parent


Goal

Conduct Parent Workshops on topics that include: Eagle Reader Program Newsletter

Workshops will be conducted by Administrative staff, Categorical Programs Advisor, Librarian, Instructional Coach, and outside support agencies including Gear Up, Communities in Schools

August 2016 to December 2016

School will review parent workshop evaluation forms to assess parent learning. School will examine School Experience Survey data to get feedback on parents’ feelings of being welcome and supported.


21


ACADEMIC GOAL — MATHEMATICSLAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.I. Indicate all data reviewed to address this Academic Goal: Student Grades School Accountability Report Card (SARC) Interim Assessment Blocks (IAB)


x School Report Card DIBELS Math x Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments


Other

II. Based upon the data reviewed, summarize the issues affecting student proficiency in mathematics:According to School Quality Improvement Index, on the Mathematics standards:

Only 18% of Le Conte students meet the standard on the SBAC assessments 59% were far below standard in Concepts and Procedures, 48% in Problem Solving and 31% were far below standard in Communicating Reasoning Only 4% of English Learners meet the standards on the SBAC assessments

Students had difficulty transitioning from pencil-paper standardized testing to computer-based assessments. Classroom lessons will be adapted to incorporating more group activities that involve reading and writing using computer-based software and Interim Assessment Blocks. Project Lead-the-Way will be implemented in Science classes to increase problem solving skills and the ability to justify and communicate reasoning.


By June, 2017, there will be an increase of 22% of students meeting the standards in math proficiency as measured by SBAC from 18% to 40%.

IV. Focus Areas



On what dates will

the Actions

begin and end?

[mm/dd/yy to

mm/dd/yy]




responsible.

What is the

school buying?

What is the

Budget Item No.?

How much

does it cost?

What is

the FTE?

What isthe



To increase proficiency in our low-income students and English Learners, Professional Development during Bank Time Tuesdays as well as during and/or beyond the regular school day, will be focused on collaborative grade level team planning. Teachers of all subjects will work to create high quality first instruction units, imbedding the California State Standards and incorporating


Principal, Instructional Specialist and APs will monitor the PD evaluations, will conduct classroom observations to ensure that every math teacher


22

ELD standards Project Based lessons from Connected Math and CPM Modeling with Mathematics Constructing viable arguments Use of appropriate tools. Using writing to explain mathematical process. Use of IABs as a formative assessment

Strategies to increase access to Common Core by will also be provided by the Instructional Assistant Principal, Categorical Programs Advisor, Title III Coach and teachers on topics such as

Cooperative Learning structures such as Kagan Collaborative Conversation discussion techniques DOK Questioning techniques Intentional Talk Maximizing Student Engagement

PD time will also be to analyze student work, and to reflect, evaluate and refine instructional units.

Math teachers will be given the opportunity to attend conferences and trainings to increase understanding of the Common Core Standards and effective techniques for at-risk and English learners. These include California Mathematics Council, Greater Los Angeles Math Council, and Los Angeles City Teachers Mathematics Association.



implements the strategies that were presented during professional development


Maintain lower class sizes by providing a highly qualified Class Size Reduction teacher who will plan and deliver appropriate Core Standards instruction in Science that develops critical thinking and problem solving. CSR Teacher will provide direct instruction and intervention to address the targeted needs of the students. CSR teacher must possess knowledge of multi-tiered framework/problem-solving model that differentiates instruction for socio-economically disadvantaged students and English Learners not meeting grade-level standards.

Provide Auxiliary periods to 3 Math teachers to lower class sizes in Math enabling more focused, differentiated instruction for students at risk of not meeting grade level standards.

Teachers will implement units and lessons designed in grade level teams incorporating the Common Core Standards and CPM Mathematics to increase proficiency levels in lessons that




Principal and APs will conduct classroom observations to ensure that every math teacher implements the lessons that were created during professional development


23

Include project based learning Incorporate cooperative learning strategies Are culturally responsive Incorporate IABs as an assessment tool

Teacher Release Day will fund opportunities, organized by the Categorical Programs Coordinator, to release teachers to observe best practices of their colleagues during the school day as well as time to analyze student work and reflect and evaluate effectiveness of lessons

A Math Tutorial class will be provided as an elective period for Socio-economically disadvantage and at-risk students not meeting proficiency expectations. A seventh period intervention class twice a week will provide opportunities for those needing intervention in more than one subject.

Implement Project Lead the Way in science classes, a curriculum that aligns with Common Core State Standards in ELA and math by using project based learning and research to solve problems and support critical thinking, offering socio-economically disadvantaged students a pathway to the study of math, science and engineering.

Instructional Materials that enhance and support instruction in math classrooms will be provided for Socio-economically Disadvantaged at-risk students to critical thinking, student engagement, problem solving such as Connected Math books, CPM books and software, calculators, math manipulatives.

Contract Services for Toshiba to provide teacher-created supplemental materials to enhance and enrich the regular curriculum providing a pathway for success for Socio-economically Disadvantaged at-risk students





Principal and Aps will conduct classroom visits to monitor the instruction of intervention classes

Principal and Aps will conduct classroom visits to monitor implementation of Project Lead the Way



Problem-Solving Data Coordinator will assist teachers in identifying students at-risk of failing using IABs, STAR testing. Categorical Programs Coordinator will work with outside support agencies and Gear Up to provide tutoring during and after school.

August 2016 and March 2017

Principal will after-school monitor Data Coordinator activities

Building Parent


Conduct Parent Academic Night that includes on topics that include:

Graphic organizers to Solve Math Problems Bringing ELD Standards to the Math Classroom Finding Math Everywhere

August 2016 and March 2017

Principal will after-school monitor presentations and activities


24

Goal Invite parents to visit math classes for project-based lessons.


25


ACADEMIC GOAL — ENGLISH LEARNER PROGRAMSDesignated and Integrated English Language Development (ELD)

LAUSD Goal: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

I. Indicate all data reviewed to address this Academic Goal: Student Grades School Accountability Report Card (SARC) Interim Assessment Blocks (IAB)

x CELDT / AMAOs IEP Goals Data x School Quality Improvement Index Report Card School Experience Survey

x School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments


Other

II. Based upon the data reviewed, summarize the issues affecting English learners’ proficiency in the core curriculum: AMAO1: English Learners making Adequate progress on CELDT rose from 54% to 56% AMAO2: English Learners achieving proficiency on CELDT in less than 5 years is 11.5%. More than five years is 44.6. Percent of English Learners who are Long-term dropped from 66% to 42%. English Learners reclassifying to Fluent English Proficiency rose from 22% to 26.7% English Learners scoring Proficient on SBAC ELA was only 11%

Progress was made in reclassifying LTELs through implementation of the LTEL curriculum with greater fidelity.


By June, 2017, the percent of Long-Term English Learners will decrease by 5%, from 42% to 37%.By June, 2017, the percent of English Learners making adequate progress on the CELDT will increase by 6%, from 56% to 62%.

IV. Focus Areas


The school’s narrative must identify and address English Learners’ needs. If a purchase is multi-funded, indicate the related funding source(s) and percentage(s)/FTE(s) in the description below.

On what dates will

the Actions

begin and end?

[mm/dd/yy to

mm/dd/yy]




responsible.

What is the

school buying?

What is the

Budget Item No.?

How much

does it cost?

What is

the FTE?

What isthe



26


The Title III Instructional Coach, along with the Targeted Support Provider will work with core content teachers during Bank-Time Professional Development as well as after-school PD to: Integrated ELD, incorporate ELD Standards into the core

subject curriculum.

Facilitate PD on increasing access to core for English Learners through such strategies as Constructive Conversation Skills (create, clarifying, fortifying, negotiating), cooperative group structures to increase student engagement as well as using graphic organizers like thinking maps and sentence frames.

Train teachers to use Data to inform instruction

Provide Substitutes to release teachers to attend district training on incorporating EL standards in the core curriculum.

Provide PD time beyond the regular school day for teachers of LTELs and ELs to collaboratively plan lessons to increase the percentage of English Learners making English progress and achieving English proficiency, English Language Development (AMAO 1 and 2)

August 2016 through June 2017

Principal and Assistant Principal will Monitor PD evaluations and observe lesson delivery, ensuring the incorporation of ELD standards into the core curriculum.


A Targeted Student Support Provider, with differential Identify and monitor ELs Monitor instruction and intervention services for ELs and

ensure proper placement Implement reclassification processes and procedures.The TSP will provide lessons to students in ELD classrooms to help them understand the English Learner program and the process to reclassify. The TSP will also meet with students individually and in small groups to target areas of weakness and how to improve.

Teachers, with the assistance of the TSP and Title III Coach, will implement the High Point and LTEL curriculum with fidelity while incorporating Writing Strategies, group projects and literacy across the curriculum.

Art teachers from Barnsdall Arts and Wallis Annenberg Center will provide art teachers to integrate fine arts into the social studies curriculum, enhancing instruction and providing greater access to the core curriculum for at-risk English

August 2016- June 2017

Lessons in September before CELDT testing.


Principal will monitor the activities of the TSP through observation, and through the Principal’s Portal.

Principal will conduct classroom observations during lessons from outside


27

Learners.

Instructional Materials that enhance and support instruction in math classrooms will be provided for Socio-economically Disadvantaged at-risk EL students to enhance critical thinking, student engagement, problem solving such as Connected classroom library book sets, software.

Contract Services for Toshiba to provide teacher-created supplemental materials to enhance and enrich the regular curriculum providing a pathway for success for Socio-economically Disadvantaged at-risk EL students.

artists.



TSP will identify Long-Term English learners who are at-risk of failing English and/or Math to work with outside support agencies and Gear Up tutors during and after school.

TSP will manage after-school targeted Intervention for EL/LTELs who are close to reclassifying and for those who have remained at the same overall CELDT level for two or more years. After-school intervention will also target students who only need SRI to reclassify and will focus on raising those Lexile reading scores.

October 2016 and March 2017 after the first 5 week progress report.

Principal will monitor after-school classes to ensure that appropriate instruction is taking place.

Building Parent


Goal

TSP Advisor will present Parent Workshops on topics that include:

Parent Workshop for English Learners Master Plan for English Learners Reclassification Process LTEL Student-Parent Meetings twice a year

During Parent Conferences, TSP will meet individually with parents and students to inform parents of their child’s progress towards reclassification.

September 2016 and April, 2017

October 2016 and March 2017

Principal and coordinator will review parent workshop evaluation forms to assess parent learning. School will examine School Experience Survey data to get feedback on parents’ feelings of being welcome and supported.


28


CULTURE and CLIMATE GOAL — STUDENT, STAFF, PARENT AND COMMUNITY ENGAGEMENTLAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.I. Indicate all data reviewed to address this Academic Goal: Student Grades School Accountability Report Card (SARC) Interim Assessment Blocks (IAB)

CELDT / AMAOs IEP Goals Data School Quality Improvement Index Report Card X School Experience Survey

x School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments


Other

II. Based upon the data reviewed, summarize the issues affecting culture, climate, and engagement for students, staff, parents and community:The parent completion rate continues to be high, reaching 82%. Le Conte outperforms the district in almost every category.We have not been able to establish a vibrant Parent Center. Only 63% of parents said that the parent center offers useful resources.We need to work collaboratively with outside agencies to establish a welcoming and useful parent center.


Increase parents’ use of parent center. Increase the percent of parents who agree that the parent center provides useful resources from 61% to 70% by June, 2017.

IV. Focus Areas



On what dates will

the Actions

begin and end?

[mm/dd/yy to

mm/dd/yy]




responsible.

What is the

school buying?

What is the

Budget Item No.?

How much

does it cost?

What is

the FTE?

What isthe


Student, Staff, Parent

Engagement

Conduct Parent Workshops and Professional Development for all stake-holders on topics that include:

School Report Card School Experience Survey

Increase stake-holder engagement by having personnel available to increase communication and a welcoming atmosphere by providing:

Bilingual Community Representatives who will serve as community liaisons to increase parent involvement, focusing on increasing communication between the school and parents. The Community Rep will maintain

August 2016 to April, 2017

Administration,CPA, Librarian, Title III Instructional CoachPrincipal will monitor effectiveness of workshops through evaluations, meetings/agendas/ sign-ins and responses on School Experience Survey.

COMMUNITY REP.

21720 8,785.00 Title 17E046


29

the Parent Center by creating a welcoming environment, make phone calls, distribute written communications, and other Master Plan program related services.

An Office Technician who will ensure that parents’ needs are met in a friendly, efficient and timely manner and will help maintain information and records for at-risk students.

Clerical Overtime to provide technical support for activities held beyond the school day including parent conferences, Battle of the Books, after school intervention, Literacy Night.

Custodial Overtime to provide support for activities held beyond the school day including parent conferences, Battle of the Books, after school intervention, Literacy Night and other family & extra-curricular events.

Workshops will be conducted by Administrative staff, Categorical Programs Advisor, TSP Advisor, Librarian, Instructional Coach, and outside support agencies including Gear Up, Communities in Schools

Parent Conference Attendance to send parents of ELs to EL Program-related conferences, including CABE, NABE and ELD Accountability Institute to empower parents to become an integral part of their children’s education and learn strategies on how to support ELD and academic instruction at home..

Le Conte will team with parent representative and outside agencies to provide parent training at least six times a year during and beyond the regular day on following topics: Provide PD on the following topics:

Title 1 Program English Learner Program The Middle School Years Use of Technology High School Planning for College.

IMA-provide instructional materials and supplies for parent trainings including paper, pens, notebooks and folders.

Non-Cap Equipment to provide a projector, and laptop for the Parent Center to be used for presentations in ELAC meetings and workshops and desktop computers to be available for use by parent in the parent center.

CPA/TSP will monitor Community Reps.


30

Student, Staff, Parent

CommunicationBesides Progress Reports, EL Monitoring and RFEP monitoring letters, In late summer, provide a New Student Orientation for

incoming students and parents. Provide an Orientation to Middle School on Back-to-

School Night to explain the grading system and report card policy.

Provide a Le Conte Showcase along with Back-to-School Night, to inform parents and new students about the programs, clubs, electives, sports and community services that we have (referrals to health care, nutrition, mental health referrals)

Parent Support Staff provide monthly reports on student progress to the SSC and ELAC

Use online grading system to publish grade books as well as communicate with parent about their child’s progress

Provide a calendar of events for the year in August and post it on the school website

Post school events on the school’s marquees as well as on the Le Conte Facebook page

School updates via PA System three times a week. Weekly Le Conte Communicator


31


SOCIAL / EMOTIONAL GOAL — ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLSLAUSD Goal: 100% AttendanceI. Indicate all data reviewed to address this Academic Goal: Student Grades School Accountability Report Card (SARC) Interim Assessment Blocks (IAB)

CELDT / AMAOs IEP Goals Data X School Quality Improvement Index Report Card x School Experience Survey

School Report Card DIBELS Math Smarter Balanced Assessment Criteria (SBAC) Publisher’s Assessments


Other

II. Based upon the data reviewed, summarize the issues affecting student attendance, suspension/expulsion, and non-cognitive skills:Student and staff attendance rate is over 96%. 83 % of our students are present at least 96% of all school days, up from70% and surpassing the LAUSD at 80%. Chronic Absenteeism was decreased from 16% to 7%. The PSA counselor monitors student attendance and recognizes good attendance and rewards students on a monthly basis byThe suspension rate is low, .07% with only 12 days lost to suspension.Students who feel safe on school grounds decreased to 70% from 82%. We are now short of the district’s target of 88%. Cutbacks have led to fewer adults on school grounds during lunch and recess.73% of students feel happy to be at this school but only 61% of students feel like they are a part of the school.


Increase the feeling of belonging to the school by students by 19 % from 61% to 80%. Increase feeling of safety to by 10% from 70% to 80%.

IV. Focus Areas



On what dates will

the Actions

begin and end?

[mm/dd/yy to

mm/dd/yy]




responsible.

What is the

school buying?

What is the

Budget Item No.?

How much

does it cost?

What is

the FTE?

What isthe


Professional Development

The Intervention Coordinator, with differential, who will work collaboratively with the Counselors, Categorical Programs Coordinator, PSA and Resource Navigator, will implement a school-Wide Positive Behavior Support Program. Bank Time Tuesday PD time will be used train staff on the Positive Behavior Support system and engaging at-risk students


Principal and Assistant Principals will monitor the implementation of SWPBSP and its activities .


32

Social / Emotional

Interventions

Intervention Coordinator will lead the Positive Behavior Support Team. The team will

Use Restorative Justice for conflict resolution Identify and recognize excellence in academics and

citizenship Use data to identify students who are at risk of failure. Develop and monitor behavior plans and contracts

specific to the student based on data and maintain records on ISTAR and ISIS Discipline Module

Meet with grade level interdisciplinary teams to facilitate the development and behavior and learning plans for struggling students

Involve parents of at-risk students in the plans to increase the likelihood of success

Team teach Positive Behavior Support lessons in key homerooms

Utilize the COST team for students who need more support

Refer families to community resources Work with at-risk students and parents beyond the regular

school day to increase access to grade level standards

Provide x-time for Intervention coordinator to work beyond the school day for collaborative lesson planning, parent meetings, and COST team meetings to meet individual needs of at-risk, low-income students and English Learners.

A Nurse, 5 days a week will: Provide students and families with health-related

counseling and referrals to community resources when needed

Staff development on Stress Management, Recognizing Depression

Participate on COST team

A Pupil Services Advisor will Monitor attendance through MISIS and MyData,

identifying students who have several absences Investigate causes of poor attendance through parent

contact including home visits, and identify services that may help mitigate attendance problems

Involve parents in the plans to increase the likelihood of success

Meet with grade-level interdisciplinary teams to facilitate




Principal and Assistant Principals will monitor the activities of the Intervention Coordinator through MISIS Referrals and Interventions, phone logs,

Principal will monitor nurse activities through logs/updates

Principal will monitor PSA activities through leadership meetings/ home visitation logs, phone logs, in-house conferences

INTRVN SUP COORD C1T

INTRVN/PREV SUPC DIFF

ITIN NURSE(4 DAYS)

ITIN COUNS PSA C(3DAYS)

118761

11759

11772

12106

115,091

1,488

$90,724

$71,069

.80

.60

Title I, 7S046

Title I, 7S046

Title I, 7S046

Title I, 7S046


33

the development of plans to increase attendance Collaborate with intervention coordinator when

appropriate Involve parents through calls, home visits, social and

community services and operate as a liaison between school and families of at-risk students

Coordinate incentive programs to increase student attendance including PA announcements, monthly homeroom competitions for improved/perfect attendance, monthly giveaways, and student recognition through certificates and bulletin boards.

A Student Resource Navigator will arrange for outside agencies to provide school based counseling and other health services on the school’s campus and ensuring than an MOU is in place. Monitor and track student referrals through the school’s computer data system, MATRIX. Assist parent with Health Insurance enrollment and determine eligibility for health coverage. Coordinate with Intervention Coordinator, PSA, CPA and

counselors to for referrals to community resources Participate on COST team

X-time will be used to provide time beyond the school day for out-of-classroom personnel to monitor student academic needs to Ensure proper grade-level and language classification

placement Ensure access to appropriate intervention services Ensure students are making adequate academic progress Monitor High school readiness Facilitate matriculation from elementary and transition to

high school



Building Parent

Capacity and Partnership to Support the

Social / Emotional

Goal

Workshops will be conducted by Administrative staff, TSP Advisor, Librarian, Instructional Coach, and outside support agencies including Gear Up, Communities in SchoolsConduct Parent Workshops on topics that include:

The Importance of Attendance Recognize Excellent Attendance Anti-Bullying Assembly


Principal will monitor PSA activities through leadership meetings/ home visitation logs, phone logs, in-house conferences


34

TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 (PI—Section 1116)COMPONENTS FOR IMPLEMENTATION

1. Comprehensive needs assessment: Describe how the school will evaluate the effectiveness of the program in meeting the goals and make necessary modifications. Describe the comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

To determine whether or not school objectives were met, a report will be compiled [i.e., AYP (AMOs), AMAOs, and MCDs]. Strategies to achieve the goals will be measured for effectiveness through data and the completion of the SPSA Evaluation. The evaluation will serve as the indicator to make any significant changes to the instructional program. Modifications will be made if the strategies identified in the Goal pages have not provided results or sustained improvement. The comprehensive needs assessment is addressed in Section II of all Goal pages.

2. Schoolwide reform strategies: Describe the instructional strategies and initiatives in the comprehensive plan that are based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

Schoolwide reform strategies are described in Section IV of all Goal pages.

2a. Describe the strategies to be utilized to meet the educational needs of historically underserved populations (migrant students, homeless students, American Indian students, and foster youth).

The following strategies will be utilized to meet the educational needs of Migrant Students: Address the needs of migrant students in the Single Plan for Student Achievement. Ensure that the Migrant Education Program (MEP) Family Work Questionnaire is part of the enrollment packet. Complete the Intervention Services Survey. Conduct the initial assessment of the migrant student using the MEP Individual Learning Plan (MEP ILP). Arrange a Parent/Teacher conference to discuss the student’s MEP ILP. Record the MEP ILP in the student’s cumulative record. Implement the Migrant Education Purple Folder. Monitor documentation requirements for migrant students. Address the individual student’s needs through the recommended services noted on the MEP ILP. Provide an in-service on the Migrant Education Program. (Please contact the MEP Office for assistance with in-service). The Principal will designate a certificated staff member to be the MEP school contact person. The contact person will be the:

TSP(certificated position/title)

The following strategies will be utilized to meet the educational needs of Homeless Students: Ensure that the Student Residency Questionnaire is included in every school enrollment packet. Make sure that The Student Residency Questionnaire is also disseminated annually to account for students who become homeless after initial enrollment. Assure that any Student Residency Questionnaires identifying homeless students are faxed to the Homeless Education Program for services immediately upon receipt. Each principal shall designate an administrator to serve and be responsible as the School Site Homeless Liaison or oversee a designee to ensure that procedures related to

homeless students are implemented appropriately. The designated person will ensure adherence to current District policy regarding the enrollment of homeless children and

35

youth in schools and ensure that these students receive services at the school site and from The Homeless Education Program. The school designee is the:


The following strategies will be utilized to meet the educational needs of American Indian Students: The Title VII Student Eligibility certification form will be included in the school’s enrollment packet and the contact person to assure that American Indian students receive

services is the:


The following strategies will be utilized to meet the educational needs of Foster Youth: A Foster Youth Achievement Counselor will be assigned to each school by the District to conduct a comprehensive academic assessment for each foster youth, develop an

individual success plan, provide ongoing intensive case management, ensure equitable access to resources, advocate for the educational rights of foster youth, and promote school stability. The principal designates a contact person at each school as the Foster Youth Liaison. The school designee is the:


3. Instruction by highly qualified teachers: Describe how the District ensures that all teachers of core academic subjects and instructional paraprofessionals meet the qualifications required by section 1119.

The District provides an annual report to the California Department of Education and the Los Angeles County Office of Education regarding all teachers and/or paraprofessionals that do not meet NCLB requirements. In addition, the District develops plan(s) of action to remedy non-compliance issues related to any individual(s) found not meeting NCLB requirements. In addition, the District conducts an ongoing assignment monitoring audit cycle of all schools to ensure that all teachers and paraprofessionals are correctly assigned. A complete assignment monitoring audit cycle takes place over a four-year period. Each year, twenty-five percent of District schools are audited. By the end of the four-year cycle, all District schools have been audited and the cycle repeats.

4. High-quality and ongoing professional development: Describe the high-quality and ongoing professional development provided for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.

High quality and ongoing professional development is described in Section IV of all Goal pages at the rows entitled “Professional Development.”

5. Strategies to attract highly qualified teachers to high-need schools: Describe the strategies used by the District to attract high-quality, highly qualified teachers to high-need schools including recruitment efforts to ensure that core academic subject areas are staffed with high-caliber teachers.

LAUSD maintains an aggressive and far reaching recruitment plan. On June 30, 2010, all non-compliant elementary teachers were subject to Reduction in Force. Current hiring practices limit hiring to credentialed and intern candidates only. Principals are increasingly selective in their hiring practices, seeking only to interview and select those candidates who are in compliance with NCLB. The District is continuing to offer a Verification Process for Special Settings (VPSS) program to assist secondary special education teachers and alternative school teachers to become NCLB compliant in all subjects taught.

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literacy services.

Strategies to increase parental involvement are described in Section IV of all Goal pages at the rows entitled “Building Parent Capacity and Partnership to Support the Academic Goal,” as well as throughout the Culture and Climate Goal pages.

7. Measures to include teachers in decisions regarding the use of academic assessments: Describe how teachers are included in the decisions regarding the use of academic assessments that provide information on and that improve student achievement and the overall instructional program.

Teachers are involved in the following activities that facilitate their inclusion in decisions regarding the use of academic assessments: Training on the use of MyData to determine the progress of their students on periodic assessments and annual assessment scores Development of Units of Study incorporating Common Core State Standards incorporating Writing Across the Curriculum and IABs The development of assessments based on their lessons Collaboration among grade levels and departments on the assessment results and developing lessons Providing intervention for students not meeting grade-level standards on the assessments

8. Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: Describe activities taken to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective, timely additional assistance which include measures to ensure that students' difficulties are identified on a timely basis and provided sufficient information on which to base effective assistance. Describe how the school provides increased learning time to underperforming students outside the school day. (Include intervention programs provided before school, during the school day, after school, and on Saturdays.)

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely assistance are described in Section IV of the 100% Graduation Goal, English Language Arts Goal, Mathematics Goal, and English Learner Programs Goal pages at the rows entitled “Interventions Beyond the Regular School Day and Other Supports,” and in Section IV of the Social/Emotional Goal pages at the row entitled “Social/Emotional Interventions.”

9. Coordination and integration of Federal, State, and local services and programs: Describe how the school will coordinate and integrate federal, state, and local services and programs.

The school site council, in collaboration with the school’s stakeholders, will coordinate federal, state, and local services and programs to ensure resources are allocated based on student needs. Low-achieving, at-risk students not meeting grade-level standards will receive the appropriate supplemental support based upon a rigorous analysis of all pertinent subgroup and individual student data. These include students in target populations of all programs in the SWP plan. Supplemental academic support will include, without exception, student interventions.

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LOCAL DISTRICT MONITORING

Directors provide ongoing monitoring of the Single Plan for Student Achievement (SPSA) and support through:

Joint analysis of data Evaluation of the strategies described in the plan Observation of instruction Observation of professional development that supports the strategies identified in the school plan Providing actionable feedback on professional development implementation and implementation of identified strategies Overseeing the budget Ensuring that the school administrator communicates regularly with stakeholders on the progress made towards achieving

SPSA goals

Directors review and approve the Single Plan for Student Achievement (SPSA) and school site budgets throughout the school year. Directors conduct performance dialogues with their network principals to review the academic progress of all students and focus on monitoring implementation of the Single Plan for Student Achievement and analysis of student data as evidence of school progress.

Directors may describe additional services and support provided to the school’s instructional program in the box below:

The Director, and other LD-West Support Team members as appropriate, will work with the principal and support staff to: Identify areas requiring additional support based on student data (school-wide and by disaggregated subgroups) from sources

including MyData, Interim Assessments and Student Marks Progress Reports. Evaluate the effectiveness of the school’s Single Plan for Student Achievement (SPSA / school improvement plan as a means of

reaching its SMART goals in light of ongoing data & guide principal in making program adjustments as indicated. Determine professional development activities required to target assessed needs. Provide principal coaching to enhance instructional leadership expertise through principal network meetings, school visits with

instructional rounds, and at one or more school-based professional development activities. Provide professional development support through the availability of Content Area Coordinators and Specialist assigned to assist

with the implementation of Common Core demo lessons, assistance with Common Core lesson planning, and training of teachers in the new Common Core Standards.

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Los Angeles Unified School District2016-2017 School-level Plan for Use of Targeted Student Program (TSP) Funds

Program Budget Codes:10183 (TSP School Allocation)10397 (TSP Per Pupil School Allocation)10400 (TSP Supplemental & Concentration Grant)10405 (TSP Supplemental & Concentration Grant Parent)

Name of School Local District Principal

Le Conte Middle School West Rose Hindinger

Total Student Enrollment % of Low-Income Students

% of English Learner Students

% of Foster Youth Students

Total Amount of TSP Funds Allocated to the

School920 89% 24% >1% 10183 $ 260,350.00

10397 $10400 $ 277,855.0010405 $ 7,447.00Total $ 545,652.00

Directions: Briefly describe, if applicable, the services being provided that are aligned to the District’s LCAP goals and indicate the amount of TSP funds that support those services. Specify the targeted subgroup(s) as low-income students, English learners, RFEPs, and/or foster youth.

Description of Services that address: 100% GraduationBudgeted priorities should be based upon the school’s analysis of the following disaggregated data of low-income, English learners, RFEPs, and foster youth:

- Individual Graduation Plan (IGP) completion rate 27% according to School Survey- Percentage of students on track to graduate 44%

Amount of TSP Funds

Targeted Student Group(s):

Low-income, EL, RFEP, and/or Foster Youth

Related District-wide SY16-17 LCAP Targets

(proposed)

Counselor and Administrator will provide professional development during and/or beyond the regular assignment to core teachers for a school-wide On-Track to Graduate Plan that will focus on:

Middle School Culmination Standards A-G Requirements Individual Graduation Plan High School Readiness for 8th Graders

So that On-Track to Graduate program can be implemented during Homeroom.

COUNS SEC$113,405.00

(10400)

AST PRN$ 51,210.00

(10183)

Low-Income, EL, RFEP and Foster Youth

Graduation Rate: 71%

Percentage of students on track to graduate:50%

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Provide 10 buses for four Curricular Trips to colleges, including UCLA, USC, Cal State LA, and Trade Tech to help low-income students and English Learnrs begin to visualize themselves in a post -secondary learning environment, which will help motivate them to succeed in high school.

$5,000.00(10183)

Low-Income, EL, RFEP and Foster Youth

Description of Services that address: Proficiency for AllBudgeted priorities should be based upon the school’s analysis of the following disaggregated data of low-income, English learners, RFEPs and foster youth:- SBAC English language arts and mathematics proficiency rates ELA 27%; Math 18%- EL reclassification rate 26.7%- Rate of ELs making annual progress on CELDT 56%;- Rate of ELs demonstrating proficiency in English 11.5% < 5 years; 44.6% > 5 years- Decrease in long-term English learners (LTELs) 42%

Amount of TSP Funds




(proposed)

A Librarian The librarian will support Access to Core by Maintaining a well-stocked and organized library with books and periodical that appeal to every

student at every reading level Maintaining an up-to-date Media Center for research, presentations, writing Implementing, organizing and maintaining the Homeroom Eagle Reader program to increase

student reading rates and comprehension Manage the Eagle Reader program as Administrator of the Renaissance Learning Accelerated

Reader and STAR testing program. Providing lessons on research and the use of technology Preparing a team of students to compete in the district Battle of the Books on Saturdays Providing resource materials that will support the units of study in core classes

Auxiliary Pay for 3 8th grade ELA classes and 3 8th grade Math classes to lower class size and provide differentiated instruction

Teacher x time and Replacement Time: To increase proficiency in our low-income students and English Learners, Professional Development during Bank Time Tuesdays as well as during and/or beyond the regular school day, will be focused on collaborative grade level team planning. Teachers of all subjects will work to create high quality first instruction units that that are culturally relevant and implement the California State Standards for ELA, incorporating ELD standards An articulated writing Process Annotating text and paraphrasing Finding reliable sources and citing evidence NEWSELA software and Achieve 3000 for learning to analyze informational text CLOSE Reading strategies Collaborative Conversation discussion techniques DOK Questioning techniques Maximizing Student Engagement

$114,573(10400)

$107,544(10400)

TCHR X TM(10183)$20,00

TCH PD REG(10183)

$10,000

Low-income, EL, RFEP, and Foster Youth



EL reclassification rate: 20%

Rate of ELs making annual progress on CELDT: 62%

Decrease in long-term English learners: 22%

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Analyze student work, reflect, evaluate and refine instructional units

A Targeted Student Support Provider, with differential Identify and monitor ELs Monitor instruction and intervention services for ELs and ensure proper placement Implement reclassification processes and procedures Provide lessons to students in ELD classrooms Meet with students individually and in small groups to target areas of weakness.Art teachers from Barnsdall Arts and Wallis Annenberg Center will provide art teachers to integrate fine arts into the social studies curriculum, enhancing instruction and providing greater access to the core curriculum for at-risk students and English Learners.

Software to develop reading comprehension including Achieve 3000, NEWSELA and Renaissance Learning Accelerated Reader

Overtime for Clerical, Micro Support Assistant, CoordinatorZ-time Counselors, Clerical and Administrators

GENERAL SUPPLIES: Provide instructional materials for use in classrooms by low-income students and English Learners, including printer paper, notebook paper, colored paper, pencils, chart paper, markers, glue, scissors, colored pencils.

TSP$61,309(10183)

CNT INSTR SV$2000

(10183)

SFTWR LC MNT$35,000(10183)

$11,350$10,628

$25,000

EL, RFEP, and Foster Youth





Description of Services that address: 100% AttendanceBudgeted priorities should be based upon the school’s analysis of the following disaggregated data of low-income, English learners, RFEPs and foster youth:- Percentage of students with a 96% attendance rate 83%- Percent of students missing 16 days or more in a school year 7%

Amount of TSP Funds




(proposed)

Itinerate Pupil Services Counselor

A Student Resource Navigator will work with PSA to monitor attendance, arrange for services to help motivate students to attend school, like transportation, clothing, and if necessary,findoutside agencies to provide school based counseling and other health services on the school’s campus and ensuring than an MOU is in place. Monitor and track student referrals through the school’s computer data system, MATRIX. Assist parent with Health Insurance enrollment and determine eligibility for health coverage. (2 Days)

$29,478(10183)


Percentage of students with a 96% attendance rate: 72%

Percentage of students missing 16 days or more in a school year: 9%

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Description of Services that address: Parent, Community and Student Engagement

Budgeted priorities should be based upon the school’s analysis of the following disaggregated data of low-income, English learners, RFEPs, and foster youth:- Percentage of parent participation on School Experience Survey 82%- The responses from parents and students participating in the surveyOnly 63% responded that the parent center provides useful information.

Amount of TSP Funds




(proposed)

Bilingual Community Representatives who will serve as community liaisons to increase parent involvement, focusing on increasing communication between the school and parents. The Community Rep will maintain the Parent Center by creating a welcoming environment, make phone calls, distribute written communications, and other Master Plan program related services.

Clerical Overtime to provide technical support for activities held beyond the school day including parent conferences, Battle of the Books, after school intervention, Literacy Night.

$7,447.00(10405)

$5000.00(10183)

Low-income, EL, RFEP

Low-income, EL, RFEP

Percentage of parent participation on School Experience Survey: 45%

Description of Services that address: School SafetyBudgeted priorities should be based upon the school’s analysis of the following disaggregated data of low-income, English learners, RFEPs, and foster youth:- Suspension rate 0.7%- Expulsion rate 0.1%- Extent to which the school is implementing the Discipline Foundation Policy 84% Students feeling safe on campus dropped from 80% to 70%.

Amount of TSP Funds




(proposed)

Intervention Coordinator x-time for will Work with at-risk students and parents beyond the regular school day to increase access to

grade level standards Involve parents of at-risk students in the plans to increase the likelihood of success

$1,925(10183)


Suspension rate: .7%

Expulsion rate: .03%

Extent to which the school is implementing the Discipline Foundation Policy: 79%

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7 TURNAROUND PRINCIPLES[To be completed by CORE Waiver PRIORITY SCHOOLS (Non-SIG) only]

Directions: If a required component of the 7 Turnaround Principles has already been addressed in the SPSA, indicate where in the SPSA the description can be found by filling in the right column with the Goal and Focus Area(s) (e.g., “Mathematics – Professional Development”) or SPSA section (e.g., “Comprehensive Needs Assessment / Self Review Process”). If a required component has not been addressed in the SPSA, provide a description of how the school will implement the component in the boxes below.

7 Turnaround Principles Goal and Focus Area(s) orSPSA section

Principle #1 – Provide strong leadership(Schools do not address Principle 1. This section is to be completed by the District.)

A. Describe the process for the LEA’s review of school leader effectiveness and replacement of leader if deemed necessary through review before the start of the 2016-17 school year.

(This section is to be completed by the District.)

B. Describe the process and evidence that the LEA developed to ensure new instructional leader hires of Non-SIG priority schools meet the following hiring criteria: (1) has a track record of increasing student growth on standardized test scores as well as overall student growth, as well as in subgroups in the school; (2) exhibits competencies in: driving for results, problem-solving, and showing confidence to lead; (3) has a minimum of 3 years’ experience as a principal; (4) has experience supervising implementation of multiple programs at the school level, including but not limited to special education, Title I, and ELL.


C. Provide LEA evidence that: (1) there is a program in place that supports the leadership team in their instructional and management skill development; (2) the new principal has been granted sufficient operational flexibility (including staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates; (3) LEA administrator roles have been refined to more directly support and monitor classroom instruction through the development of systems and processes (e.g., observation protocols) for teachers and administrators to analyze and monitor student data and classroom instruction.


Principle #2 – Ensure that teachers are effective and able to improve instructionA. What is the process for analyzing data and root causes to identify actions, strategies, and

interventions pertaining to teachers within the school improvement plan? Goal and Focus Area(s) orSPSA section

B. How will PD related to low-performing area(s) be provided to teachers and administrators? Goal and Focus Area(s) orSPSA section

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C. How will walk-through protocols include teacher support implemented? Goal and Focus Area(s) orSPSA section

D. Describe your school’s planned participation in professional learning provided by CORE. Goal and Focus Area(s) orSPSA section

E. Describe the school’s process for hiring an instructional coach to engage teachers in school-based, job-embedded professional learning.

Goal and Focus Area(s) orSPSA section

Principle #3 – Redesign the school day, week or year to include additional timefor student learning and teacher collaboration

A. Describe the plan the school is creating to maximize instructional time in core subjects including English Language Arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.


B. How will the school explore and capitalize on opportunities outside of the regular student day to enhance student learning? (could include after-school, before-school, lunch time, or extended year)


C. Describe the school’s process to ensure that extended learning time is available to all students. Goal and Focus Area(s) orSPSA section

D. What steps will be taken by the school to evaluate the effectiveness of the extended learning time? How will the effectiveness of the extended learning time be evaluated?


Principle #4 – Strengthen school’s instructional programA. What actions will the school take to implement curriculum fully aligned to the Common Core

Standards?Goal and Focus Area(s) or

SPSA section

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B. Describe the school’s process for scheduling continuous, data-based curriculum review. Goal and Focus Area(s) orSPSA section

C. Describe the school’s process for supporting instruction with pacing guides, curriculum maps and/or sample instructional strategies.


Principle #5 – Use data to inform instruction and for continuous ImprovementA. What actions will the school take to develop and implement a short-term action plan to achieve the

goals in the school improvement plan?Goal and Focus Area(s) or

SPSA section

B. Describe the development of a leadership team and whether the team will meet at least monthly to develop and implement short-term action plans and monitor implementation of the school improvement plan.


C. What will be the process for designing a local data system which included multiple-levels of assessments and informed programmatic/instructional decisions?


D. What will be the process for facilitating data-driven conversations in learning communities? Goal and Focus Area(s) orSPSA section

E. What will be the process for training and supporting teachers’ data use through formal and informal PD? What will be the process for differentiating PD for new teachers?


Principle #6 – Establish a school environment that improves school safety and disciplineand addresses other nonacademic factors that impact student achievement

A. What will be the process for developing a sustained and shared philosophy, mission, and vision? Goal and Focus Area(s) orSPSA section

B. Describe how the school will maintain facilities that support a culturally responsive and safe environment.


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C. Describe how the school will analyze teacher attendance and develop a plan for improvement, if needed.


D. Describe how the school will analyze student attendance and develop a plan for improvement, if needed.


E. What will be the process for identifying students who are at-risk of not graduating and developing a plan of action to support those students?


F. What will be the process for analyzing student discipline referrals and developing a plan for improvement, if needed?


Principle #7 – Provide ongoing mechanisms for family and community engagementA. What will be the process for developing and implementing a plan for student, family and

community engagement?Goal and Focus Area(s) or

SPSA section

B. Provide evidence of efforts to increase effective parental and community involvement. Goal and Focus Area(s) orSPSA section

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COMMUNITIES OF PRACTICE[To be completed by CORE Waiver FOCUS and SUPPORT SCHOOLS only]

California State AMO and School Quality Improvement Goal

School:

Le Conte Middle School

LEA: Los Angeles Unified School DistrictYear: 201

Current Year AMOs Yes NoDid the school meet this year’s California attendance target?Did the school meet this year’s testing participation target?Did the school meet their California graduation rate target? (if applicable)Did the school meet this year’s School Quality Improvement Index Goal (CORE AMO)?

Prior Year AMOs Yes NoDid the school meet the prior year’s (2012-13) API growth target?Did the school meet the prior year’s (2012-13) API achievement target?Did the school meet the prior year’s (2012-13) graduation rate target? (if applicable)Did the school meet the prior year’s School Quality Improvement Index Goal?

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COMMUNITIES OF PRACTICE(To be completed by CORE Waiver FOCUS and SUPPORT SCHOOLS only)

Directions: If a required component has already been addressed in the SPSA, indicate where in the SPSA the description can be found by filling in the right column with the Goal and Focus Area(s) (e.g., “Mathematics – Professional Development”) or SPSA section (e.g., “Comprehensive Needs Assessment / Self Review Process”). If a required component has not been addressed in the SPSA, provide a description of how the school will implement the component in the boxes below.

Communities of Practice Components Goal and Focus Area(s) or SPSA section

A. Describe the school’s process for self-review and needs assessment to identify actions, strategies, and interventions to be implemented within the school improvement plan. (Data must include AMOs and the School Quality Improvement Index Report.)

B. Describe specific interventions, training methodologies, and/or trainings that worked well, and those that did not.

C. Describe the school’s process for addressing and prioritizing the needs of the specific subgroups that caused the school to be identified as a Focus or Support school.

D. Describe the school’s process for reporting the progress of Communities of Practice work to the School Site Council.

E. Describe your school’s planned participation in three full “Plan, Do, Study, Act” (PDSA) cycles of inquiry to be provided by CORE.

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A TTACHMENTS

Attach the following materials

Submit with Plan: SSC Approval of SPSA

Include copies of agenda, minutes, and sign-ins verifying approval of the SPSA. [Documentation (i.e., agendas, sign-ins, and minutes) must remain at the school site for five years.]

Include any written parent comments of dissatisfaction with the SPSA (SWP). Analysis of School Experience Survey for Parents (applies to New Schools only) Electronic copy of SPSA in Microsoft Word format

Submit to Principal’s Portal: Annual Title I Meeting SSC Certification Form Safe School Plan Principal Certification Form Parental Involvement Policy School Parent Compact

Retain at the School: Small Learning Community Plan SSC Certification Form GATE Plan Grants Include plans for any grants received by the school. Safe School Plan LAUSD Public School Choice Proposal

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the following categorical - 1.cdn.edl.io web viewthe district’s core program is built on the...

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