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Sample Elementary School

Los Angeles Unified School DistrictElementary School Edition

Single Plan for Student Achievement

2005 – 2006Resource Guide

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TABLE OF CONTENTS

Foreword........................................................................................................................................................................... ii

SECTION 1: Procedural Guidelines...................................................................................................1

SECTION 2: School, Family and Community Partnerships Resources..........................................8The Keys to Successful School, Family and Community Partnerships.....................................................................8Measure of School, Family and Community Partnerships........................................................................................10School, Family and Community Partnerships Feedback Tool Template.................................................................20School, Family and Community Partnerships Feedback Tool Sample....................................................................22Resources to Increase Parental Involvement.............................................................................................................26

SECTION 3: Resources to Complete Action Plans.........................................................................27Sample Mathematics Action Plan................................................................................................................................ 27Sample English/Language Arts Action Plan...............................................................................................................29Sample English Language Development Action Plan...............................................................................................31Sample Least Restrictive Environment Action Plan..................................................................................................33Sample Partnerships, Support Services, and Organization Action Plan.................................................................35Sample Science Action Plan........................................................................................................................................ 37Science Action Plan...................................................................................................................................................... 39

SECTION 4: Content Area Toolkits..................................................................................................41Mathematics.................................................................................................................................................................. 41English/Language Arts................................................................................................................................................. 62English Language Development.................................................................................................................................. 85Least Restrictive Environment.................................................................................................................................... 98Science........................................................................................................................................................................ 105

SECTION 5: Sample Responses for Compliance Items...............................................................115Gifted and Talented Education (GATE)..................................................................................................................... 115English Language Development (ELD).....................................................................................................................116Least Restrictive Environment (LRE)........................................................................................................................ 119Title I: Targeted Assistance Schools (TAS)..............................................................................................................120Title I: Schoolwide Program Schools (SWP)............................................................................................................121School and Library Improvement Schools (SLI)......................................................................................................122Title IV, SDFSC and TUPE.......................................................................................................................................... 123

SECTION 6: Additional Resources.................................................................................................125Acronyms and Specialized Terms............................................................................................................................. 125Identification of the Source for Data Sets.................................................................................................................127Resource Links........................................................................................................................................................... 128

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FOREWORD

This Resource Guide provides the process and supporting materials to assist with the development of each school site’s Single Plan for Student Achievement (SPSA). This document was created because schools expressed a need for two things: (1) to have examples of WHAT were the effective research-based and practice-validated efforts and (2) to learn HOW successful procedures can be used for engaging the entire school community in developing, implementing, and evaluating plans that result in student gains. We are grateful that students, educators, and the school community shared their expertise to make this reference guide possible.

Included in this Guide you will find the following collection of resources and strategies to assist schools as they prepare their SPSA:

Procedural Guidelines which provide a systematic process for guiding schools through the process of preparing the SPSA.

Resources to support the completion of the School, Family and Community Partnerships section.

Sample Action Plans which provide examples of what schools are to develop. Content Area Toolkits which will support professional development efforts and can be used to

identify specific educational practices for inclusion in the Action Plans for the SPSA. Selected hardcopies of important reference documents Links to support materials and bulletins

Additionally, you have been provided with a compact disc that contains all of these documents so that you can enter information directly from your computer.

We are hopeful that you take advantage of the practical suggestions contained in this Guide. In so doing, you will hopefully feel comfortable in using your school’s SPSA as a “living document” to drive decision-making about the expenditure of human and fiscal resources which are aligned with collectively determined priorities. As a result, you will have an explicit course of action to guide your school community with the enhancement of educational services to continuously improve student achievement of standards.

ROWENA LAGROSA, Deputy Superintendent, Educational Services

RONNI M. EPHRAIM, Chief Instructional Officer, Elementary

ROBERT COLLINS, Chief Instructional Officer, Secondary

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SECTION 1: PROCEDURAL GUIDELINES

Step 1

Section I: School Information

a. Read the Introduction which contains a synopsis of each Single Plan for Student Achievement (SPSA) Section.

b. Establish “Required Councils and Advisory Committees” (Bulletin No. BP-1231). Conduct orientation and election of School Site Council (SSC), Compensatory

Education Advisory Committee (CEAC), English Learners Advisory Committee (ELAC) and other required advisory committee members.

Conduct training on role and responsibilities of SSC and other required advisory committees.

Provide oral and written translation to parents at all meetings.

Review working rules/bylaws for committees.

Notify school community regarding participation in SPSA plan writing process.

c. Identify programs that will be consolidated into the SPSA on the Program Identification page.

d. Complete School Site Council Composition page. Review Committee Recommendations and Assurances but do not sign until the

SPSA is adopted by SSC.

e. Attend Local District training on the SPSA .

f. Establish timelines for completion of SPSA.

g. Develop or revise the School Vision and Mission.

h. Develop School Profile Description * Schools identified for Program Improvement must include required

elements of NCLB, including why the school is in Program Improvement status in the School Profile Description.

i. School Accountability Report Card (SARC): Attach the most recent version to the SPSA in Section IX.

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Step 2Section II: School Data

a. Review and analyze student academic achievement data.

Describe key findings on the Conclusions from School Data Analysis page. These key findings will provide information needed to develop Action Plans in Section V of the SPSA.

b. Review and analyze the student and staff data.

c. Describe areas for improvement and identify needed resources that the school will utilize to support needed improvements on the Conclusions from Student and Staff Data Analysis page. (Areas for improvement described in this section may be used to provide information for the “Partnerships, Support Structures and Organization Action Plan” in Section V of the SPSA.)

Step 3Section III: Governance, Leadership and School Organization

Provide descriptions in the guiding questions about the school’s governance, leadership, and school organization. (Findings described in this section may be used to provide information for the “Partnerships, Support Services and Organization Action Plan” in Section V of the SPSA.)* Schools identified as Program Improvement Year 4 and 5 must insert the

school’s approved restructuring plan.

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Step 4Section IV: School, Family and Community Partnerships

a. Parents assist in the completion of the “School, Family, and Partnership” component.

b. Refer to Section 2 in the Resource Guid e , “School, Family and Community Partnerships Resources.” The “School, Family and Community Partnerships Resources” are essential for

the completion of this section. This resource contains the Measures of School, Family, and Community Partnerships which serves as the tool for designing a parent involvement plan.

c. Review the following from the “Parent Involvement Toolkit”: Epstein’s six Types of Parent Involvement, the Measure of School, Family, and

Community Partnerships tool, and the Sample Feedback Summary Tool.

d. Use the Measure of School, Family, and Community Partnerships tool to design a survey to provide data for the identification of priority focus areas from each of the six types of parent involvement. List the six priorities on the “Feedback Summary” in Section IV of the SPSA.

e. Use the “Feedback Summary” to provide responses on the Family, School and Community Partnership Analysis page in Section IV. Responses from this page will provide the goal for the Partnerships, Support Services and Organization Action Plan in Section V.

f. Review and revise the school’s parent involvement policy.

Insert revised parent involvement policy into the SPSA.

g. Review and revise the school’s School-Parent Compact.

Insert the revised School-Parent Compact into the SPSA.

A suggested process for accomplishing this Step is to utilize the Toolkits included in the Resource Guide. The Toolkits provide responses schools can select to assist in the development of the Action Plans to design “Objectives” based on the “Analysis of Current Education Practice Key Findings”. The Toolkits provide support in the development of the strategies and activities needed to achieve the objectives.

Step 53

Section V: Action Plans

a. Use the process identified below to develop Action Plans for Mathematics, English/Language Arts, English Language Development, Least Restrictive Environment:

Review content “Goals” identified in Action Plans. Review Sample Action Plans from the Resource Guide as examples. Assess current educational practice using data and discussion questions.

Determine “Key Findings” for each section. Review Conclusions from School Data Analysis and the Analysis of Current

Educational Practice Key Findings from the content area “Toolkits” to develop two to three Objectives for the Action Plans. These will be the focus for instructional improvement.

With the content area “Toolkits” as a guide, develop “Strategies/Activities”, including professional development, the school will use to accomplish the “Objectives” developed on the previous Action Plan page.

b. Use the Conclusions from Student and Staff Data Analysis and responses/findings from the Governance, Leadership and School Organization page to develop any necessary objectives and strategies for areas of improvement for the Partnerships, Support Services and Organization Action Plan.

c. Refer to Step 4e. to develop a Family, School and Community Partnership “Objective(s)” for inclusion in the Partnerships, Support Services and Organization Action Plan.

d. Science If the school chooses to identify “Objectives”, “Strategies/Activities”, and

“Resources” in the area of Science, refer to the Optional Science Action Plan, Sample Science Action Plan, and Science Toolkit provided in the Resource Guide.

** Because of the limited availability of test data, these resources are only available for Grade 5 and High School.

Follow the same procedure outlined in Section a. above to develop “Objectives” to include on the Science Action Plan.

If the school chooses to use the optional Science Action Plan, please insert it in Section V of the SPSA.

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Step 6Section VI: Compliance Items

a. Review and complete Compliance Item pages for the following programs:

Gifted and Talented Education

English Language Development and K-12 Access to Grade Level Content

Least Restrictive Environment

Title I, EIA-SCE, and SLI and Components for Implementation

Title IV, SDFSC and TUPE

b. Determine whether or not the school is in compliance. In areas of non-compliance, determine the actions, needed to achieve compliance. Refer to Sample Responses for Compliance Items in the Resource Guide.

Step 7Section VII: Monitoring

a. Develop “School Monitoring Plan”:

The SSC has the responsibility to establish a monitoring committee to validate the implementation of the Action Plans and share the findings with the SSC. Suggested committee activities include reviewing Action Plans, identifying individuals responsible for site monitoring of each Action Plan, reviewing evidence for completion of Action Plans, and recording outcomes of the Action Plans in the monitoring comments section. Schools should be prepared to share results with Local District staff.

b. The Monitoring form gives directions and guidelines for schools and Local District administrators to use in order to validate the implementation of the Action Plan and share findings.

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Step 8Section VIII: Budget

a. Directions: Check SFP website for correct budget pages and download and insert them into Section Eight (http://www.lausd.k12.ca.us/lausd/office/instruct/sfp/)

b. Implement budget planning process. Review and discuss the Action Plans in Section V in order to identify needed

contracted instructional services, budget resources (e.g. position or account title, professional development, substitute release time, contracted instructional services, advisory committee expenses, etc.)

Prepare a list of identified budget resources that are aligned to student academic needs reflected in the Action Plan pages. On your list include the page number in the SPSA where the need for the item to be budgeted was established.

Information is shared by the school administrator and School Site Council (SSC) with parent committees and school staff to receive input.

Ensure all Action Plan “Objectives” identified in the SPSA are incorporated in accordance with recommendations from parent committees and school staff.

Identify possible funding source(s) needed to implement the Action Plan items and prioritize. Note that English learners who are not mastering grade level content standards are also Title I participants

Notify parent committees and school staff of program allocations.

Complete budget pages using the Actions Plans with possible funding sources.Should funds be insufficient to budget all identified Actions Plan items, use the prioritized list to establish precedent should additional revenue become available.

Complete the Budget Justification pages. Every budgeted resource will need to be addressed on the justification pages. Describe the services, including those provided by funded individuals and for whom the services are intended (subgroup). Refer to the Program and Budget Handbook for further information.

Complete the Categorical Funding Allocated to the School page.

Insert Categorical Programs Funding Source Budget page.

c. Finalize budget and record votes in the SSC minutes.

Complete the Assurances, Budgets, and Justifications cover page.

Review the Committee Recommendations and Assurances page and obtain appropriate signatures.

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http://www.lausd.k12.ca.us/lausd/office/instruct/sfp/

Step 9Section IX: Attachments

a. Attach a copy of the Parents Rights to Know Letter.Section 1111 of NCLB requires that parents of students attending Title 1 schools be notified of their right to request and receive timely information on the professional qualifications of their children’s classroom teachers. Please refer to Referendum E-1408 for detailed information and sample response letters. The LAUSD Parent/Student Handbook also contains information on parental rights.

b. Attach a copy of the School Accountability Report Card (SARC). Section 1111 of NCLB requires that parents receive district and school-level report cards that include information regarding school identified for program improvement and a comparison of the achievement of district students on statewide assessments with other students in the state. This document can be downloaded from the LAUSD or California Department of Education websites. Please refer to http://www.lausd.net. The SARC will be made available in January 2006 which will include data from the 2004 – 2005 school year.

c. Attach SBM/LEARN Governance Plan and/or Waivers.Schools not in the plan writing cycle must write a Governance Plan to be attached to the SPSA and submit for approval by May 15th. Waiver requests will be reviewed and approved by the Local District.

d. Attach grants.Grants that receive funding need to be attached.

e. Attach GATE plan.

f. Academic Performance Survey (APS) (If the school had a SAIT audit, attach the APS including corrective actions.)

Please include the Plan Writing Checklist (located in the compact disc) when the school plan is submitted to the local district.

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http://www.lausd.net/

COLLABORATING WITH THE COMMUNITY: Coordinate community resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.


SECTION 2: SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS RESOURCES

THE KEYS TO SUCCESSFUL SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS

EPSTEIN’S SIX TYPES OF INVOLVEMENT

LAS

TYPE 1

PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.

COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.TYPE 2

VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.

LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions.

DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, actions teams, and other parent organizations.

TYPE 3

TYPE 4

TYPE 5

TYPE 6

School, Family, and Community Partnerships by J.L. Epstein et al., © 2002 Corwin Press, Inc.

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COLABORANDO CON LA COMUNIDAD: Coordinar los recursos y servicios comunitarios para los estudiantes, las familias, y la escuela con los negocios, agencias y otros grupos y proporcionar servicios a la comunidad.

SECCION 2: RECURSOS Y ASOCIACIONES DE LA ESCUELA, FAMILIA Y LA COMUNIDAD

LAS CLAVES PARA LAESCUELA, FAMILIA Y SOCIEDADES COMUNITARIAS EXITOSAS

SEIS TIPOS DE PARTICIPACION SEGUN EPSTEIN

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TIPO 1

COMO SER UN BUEN PADRE: Ayudar a las familias con destrezas de como ser un buen padre y como ayudar a los padres a entender el desarrollo del nino y los adolescentes y fijar condiciones en el hogar que apoyan a los ninos como estudiantes en cada edad y nivel de grado. Ayudar a las escuelas a entender a las familias.

COMUNICARSE: Comunicarse con las familias acerca de los programas escolares y el progreso del estudiante por medio de comunicaciones efectivas de la escuela al hogar y del hogar a la escuela.

TIPO 2

VOLUNTARIOS: Mejorar el reclutamiento, entrenamiento, trabajo y horarios para involucrar a las familias como voluntarios y entrevistas en la escuela o en otros lugares para apoyar a los estudiantes y los programas escolares.

APRENDIENDO EN EL HOGAR: Involucrar a las familias con sus hijos para aprender actividades en el hogar, incluyendo la tarea y otras actividades y decisiones relacionadas con el plan de estudios.

TOMANDO DECISIONES: Incluir a las familias en las decisiones escolares, el gobierno y el apoyo por medio del PTA/PTO, los concilios escolares, comites, equipos de accion y otras organizaciones de padres.

TIPO 3

TIPO 4

TIPO 5

TIPO 6

Sociedades de la escuela, la familia y la comunidad, por J.L. Epstein et al., © 2002 Corwin Press, Inc.Fotocopia es permisible para uso de la escuela local solamente.

MEASURE OF SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPSKaren Clark Salinas, Joyce L. Epstein, & Mavis G. Sanders, Johns Hopkins University,

Deborah Davis & Inge Aldersbaes, Northwest Regional Educational Laboratory

This instrument is designed to measure how your school is reaching out to involve parents, community members, and students in a meaningful manner. The measure is based on the framework of six types of involvement. At this time, your school may conduct all, some, or none of the activities or approaches listed. Not every activity is appropriate at every grade level. The selected items show that your school is meeting challenges to involve all families in many different ways that will improve the school climate, strengthen families, and increase student success in school. Your school may be conducting other activities for each type of involvement. These may be added and rated to account for all major partnership practices that your school presently conducts.

Directions: Carefully examine the scoring rubric below before rating your school on the six types of involvement. As you review each item, please circle the response that comes closest to describing your school. A score of 4 or 5 indicates that the activity or approach is strong and prominent. A score of 1, 2, or 3 indicates that the activity is not yet part of the school’s program or needs improvement. The results provide information on the strength of current practices of partnership and insights about possible future directions or needed improvements in your school’s partnership program.

Scoring Rubric:

1 – Never: Strategy does not happen at our school.

2 – Rarely: Occurs in only one or two classes. Receives isolated use or little time. Clearly not emphasized in this school’s parental involvement plan.

3 – Sometimes: Occurs in some classes. Receives minimal or modest time or emphasis across grades. Not a prevalent component of this school’s parental involvement plan.

4 – Often: Occurs in many but not all classes or grade levels. Receives substantive time and emphasis. A prevalent component of this school’s parental involvement plan.

5 – Frequently: Occurs in most or all classes or grade levels. Receives substantive time and emphasis. A highly prevalent component of this school’s parental involvement plan.

School, Family, and Community partnerships by J. L. Epstein et al., © 2002 Corwin Press, Inc.Photocopying permissible for local school use only.

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I. PARENTING: Help all families establish home environments to support children as students.

Our School:Rating

Never Rarely Sometimes Often Frequently

1. Conducts workshops or provides information for parents on child or adolescent development.

1 2 3 4 5

2. Provides information, training, and assistance to all families who want it or who need it, not just to the few who can attend workshops or meetings at the school building.

1 2 3 4 5

3. Produces information for families that isclear, usable, and linked to children’ssuccess in school.

1 2 3 4 5

4. Asks families for information about children’s goals, strengths, and talents.

1 2 3 4 5

5. Sponsors home visiting programs or neighborhood meetings to help families understand schools and to help schools understand families.

1 2 3 4 5

6. Provides families with information on developing home conditions or environments that support learning.

1 2 3 4 5

7. Respects the different cultures represented in our student population.

1 2 3 4 5

Other Type 1-Parenting activities: 1 2 3 4 5

1 2 3 4 5


II. COMMUNICATING: Design effective forms of school-to-home and 11

home-to-school communications about school programs and children’s progress.

Our School:Rating


1. Reviews the readability, clarity, form, and frequency of all memos, notices, and other print and nonprint communications.

1 2 3 4 5

2. Develops communications with parents who do not speak or read English well, or need large type.

1 2 3 4 5

3. Provides written communication in the language of the parents and translators as needed.

1 2 3 4 5

4. Has clear two-way channels for communications from home to school and from school to home.

1 2 3 4 5

5. Conducts a formal conference with every parent at least once a year.

1 2 3 4 5

6. Conducts annual survey for families to share information and concerns about student needs, reactions to school programs, and satisfaction with their involvement in school and at home.

1 2 3 4 5

7. Conducts an orientation for new parents. 1 2 3 4 58. Sends home folders of student work weekly or

monthly for parent review and comment. 1 2 3 4 5

9. Provides clear information about the curriculum, assessments, achievement levels, and report cards.

1 2 3 4 5

10. Contacts families of students having academic or behavior problems.

1 2 3 4 5

11. Develops school’s plan and program of family and community involvement with input from educators, parents, and others.

1 2 3 4 5

12. Trains teachers, staff, and principals on the value and utility of family involvement and ways to build positive ties between school and home.

1 2 3 4 5

13.

Builds policies that encourage all teachers to communicate frequently with parents about curriculum plans, expectations for homework, and how parents can help.

1 2 3 4 5

14.

Produces a regular school newsletter with up-to-date information about the school, special events, organizations, meetings, and parenting tips.

1 2 3 4 5

Other Type 2-Communicating activities: 1 2 3 4 5

1 2 3 4 5


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III. VOLUNTEERING: Recruit and organize parent help and support.

Our School:Rating


1. Conducts an annual survey to identify interests, talents, and availability of parent volunteers in order to match their skills and talents with school and classroom needs.

1 2 3 4 5

2. Provide a parent or family room for volunteers and family members to work, meet, and access resources about parenting, childcare, tutoring, and related topics.

1 2 3 4 5

3. Creates flexible volunteering opportunities and schedules, enabling employed parents to participate.

1 2 3 4 5

4. Schedules school events at different times during the day and evening so that all families can attend.

1 2 3 4 5

5. Reduces barriers to parent participation by providing transportation and child care, and by addressing the needs of English language learners.

1 2 3 4 5

6. Trains volunteers so they use their time productively. 1 2 3 4 57. Recognizes volunteers for their time and efforts. 1 2 3 4 58. Encourages families and the community to be involved

with the school in variety of ways (assisting in classroom, giving talks, monitoring halls, leading activities, etc.).

1 2 3 4 5

Other Type 3-Volunteering activities: 1 2 3 4 5

1 2 3 4 5

IV. LEARNING AT HOME: Provide information to families about how to help students at home with homework and other curriculum-related activities, decision, and planning.

Our School:Rating


1. Provides information to families on how to monitor and discuss schoolwork at home.

1 2 3 4 5

2. Provides information to families on required skills in all subjects.

1 2 3 4 5

3. Provides ongoing and specific information to parents on how to assist students with skills that they need to improve.

1 2 3 4 5

4. Makes parents aware of the importance of reading at home, and asks parents to listen to their child read or read aloud with their child.

1 2 3 4 5

5. Assists families in helping students set academic goals and select courses and programs.

1 2 3 4 5

6. Schedules regular interactive homework that requires students to demonstrate and discuss what they are learning with a family member.

1 2 3 4 5

Other Type 4-Learning at Home activities: 1 2 3 4 5

1 2 3 4 5


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V. DECISION MAKING: Include parents in school decisions to develop leaders and representatives.

Our School:Rating


1. Has active PTA, PTO, or other parent organization. 1 2 3 4 52. Includes parent representatives on the school’s advisory

council, improvement team, or other committees. 1 2 3 4 5

3. Has parents represented on district-level advisory council and committees.

1 2 3 4 5

4. Involves parents in organized, ongoing, and timely ways in planning, reviewing, and improving school programs.

1 2 3 4 5

5. Involves parents in revising school and district curricula. 1 2 3 4 56. Includes parent leaders from all racial, ethnic,

socioeconomic, and other groups in the school. 1 2 3 4 5

7. Develops formal networks to link all families with their parent representatives.

1 2 3 4 5

8. Includes students (with parents) in decision making groups.

1 2 3 4 5

9. Deals with conflict openly and respectfully. 1 2 3 4 510. Asks involved parents to make contact with parents

who are less involved to solicit their ideas and report back to them.

1 2 3 4 5

Other Type 5-Decision Making activities: 1 2 3 4 5

1 2 3 4 5

VI. COLLABORATING WITH THE COMMUNITY: Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.

Our School:Rating


1. Provides a resource directory for parents and students with information on community services, programs, and agencies.

1 2 3 4 5

2. Involves families in locating and using community resources.

1 2 3 4 5

3. Works with local businesses, industries, libraries, parks, museums, and other organizations on programs to enhance student skills and learning.

1 2 3 4 5

4. Provides “one-stop” shopping for family services through partnership of school, counseling, health, recreation, job training, and other agencies.

1 2 3 4 5

5. Opens its building for community use after school hours. 1 2 3 4 56. Offers after-school programs for students with support

from community businesses, agencies, and volunteers. 1 2 3 4 5

7. Solves turf problems of responsibilities, funds, staff, and locations for collaborative activities to occur.

1 2 3 4 5

Other Type 6-Collaborating with the Community activities: 1 2 3 4 5

1 2 3 4 5

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Indicador de los Grupos de Colaboración entre la Escuela,la Familia y la Comunidad

Karen Clark Salinas, Joyce L. Epstein & Mavis G. Sanders, Universidad John HopkinsDeborah Davis & Inge Aldersbaes, Northwest Regional Educational Laboratory (Laboratorio Educativo Regional

del Noroeste)

Este instrumento está diseñado para medir los esfuerzos que su escuela está realizando para hacer participar a los padres de familia, a los miembros de la comunidad y a los estudiantes. Esto se basa en los parámetros de los seis tipos de intervención. En este momento, su escuela puede llevar a cabo, todas, algunas o ninguna de las actividades o enfoques que se enlistan. No todas las actividades son apropiadas para cada grado. Los conceptos seleccionados muestran que su escuela está superando retos para hacer participar a todas las familias en muchas maneras distintas que mejorarán el entorno escolar, fortalecerán a las familias e incrementarán el éxito estudiantil en la escuela. Tal vez su escuela realice otras actividades para cada tipo de intervención, las cuales se pueden agregar y calificar para que constituyan todas las prácticas principales de los grupos de colaboración que actualmente lleva a cabo su escuela.

Instrucciones: Examine cuidadosamente la siguiente rúbrica de calificaciones antes de asignarle una calificación a su escuela en lo seis tipos de participación. A medida que revise cada concepto, por favor encierre en un círculo en la respuesta que se acerque más a la descripción de su escuela. Una calificación de 4 ó 5 indica que la actividad o el enfoque son fuertes y prominentes. Un resultado de 1, 2, ó 3 indica que la actividad aún no forma parte del programa de la escuela o que necesita mejorarse. Los resultados proporcionan información sobre los puntos fuertes de las prácticas actuales de los grupos de colaboración y las perspectivas sobre las posibles futuras direcciones o las mejoras necesarias que se necesitan llevar a cabo en el programa de grupos de colaboración de su escuela.

Rúbrica de calificaciones:

1. Nunca: No se lleva a cabo la estrategia en nuestra escuela.

2. Rara vez: Solamente se lleva a cabo en una o en dos clases. Se usa aisladamente o durante un período corto de tiempo. No se enfatiza claramente en el plan de participación de padres en esta escuela.

3. Algunas veces: Se lleva a cabo en algunas clases. Se le da énfasis o se le dedica un período de tiempo mínimo o moderado en todos los grados. No es un componente frecuente del plan de participación de padres de esta escuela.

4. Con frecuencia: Ocurre en muchas pero no todas las clases o grados. Recibe énfasis y tiempo sustanciales. Un componente frecuente del plan de participación de los padres de esta escuela.

5. Frecuentemente: Ocurre en la mayoría o en todas las clases o grados. Recibe tiempo y énfasis sustanciales. Un componente altamente frecuente del plan de participación de los padres de esta escuela.

5108/cgg Translated by the LAUSD Translations Unit


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I. COMO SER BUENOS PADRES: Ayudar a todas las familias a establecer ambientes hogareños para apoyar a los niños como estudiantes.

Nuestra Escuela:Clasificación

Nunca Raramente Algunas veces A Menudo Frecuentemente1. Conduce talleres de trabajo o

provee información para los padres sobre el desarrollo de un niño o adolescente.

1 2 3 4 5

2. Provee información, entrenamiento y ayuda a todas las familias que lo deseen o que lo necesitan, no solo a los pocos que pueden asistir a los talleres de trabajo o juntas en el edificio escolar.

1 2 3 4 5

3. Produce información para las familias que está clara, usable y que enlaza el éxito con los niños en la escuela.

1 2 3 4 5

4. Pide información a las familias acerca de las metas, puntos fuertes y talentos de los niños.

1 2 3 4 5

5. Patrocina programas de visita al hogar o a sesiones del barrio para ayudar a las familias a entender las escuelas y ayudar a las escuelas a entender a las familias.

1 2 3 4 5

6. Provee a las familias con información sobre cómo desarrollar las condiciones del hogar o el medio ambiente que apoyan el aprendizaje.

1 2 3 4 5

7. Respeta las diferentes culturas representadas en nuestra problación estudiantil.

1 2 3 4 5

Otras actividades de Tipo 1-de cómo ser buenos padres: 1 2 3 4 5

1 2 3 4 5


17

II. COMUNICANDO: Formas de comunicaciones de diseño efectivo de la escuela al hogar y del hogar a la escuela acerca de los programas escolares y el progreso de los niños.

Nuestra Escuela: Clasificación

Nunca RaramenteAlgunas veces

A menudo Frecuentemente

1. Revisa el interés, claridad, forma y frecuencia de todos los memos, avisos y otras comunicaciones impresas y no impresas.

1 2 3 4 5

2. Desarrolla las comunicaciones con los padres que no hablan o leen bien el Inglés, o que necesitan un tipo más grande.

1 2 3 4 5

3. Proporciona comunicación escrita en el idioma de los padres y traductores como sea necesario. 1 2 3 4 5

4. Tiene medios de comunicación abiertos para comunicarse del hogar a la escuela y de la escuela al hogar.

1 2 3 4 5

5. Conduce una conferencia formal con cada padre de familia cuando menos una vez al año. 1 2 3 4 5

6 Conduce encuestas anuales para que las familias compartan información y preocupaciones acerca de las necesidades de los estudiantes, reacciones a los programas escolares y la satisfacción con su participación en la escuela y en el hogar.

1 2 3 4 5

7. Conduce una orientación para los nuevos padres. 1 2 3 4 58. Envía al hogar los “folders” del trabajo semanal o

mensual del estudiante para que los padres lo revisen y hagan comentarios.

1 2 3 4 5

9. Proporciona información clara acerca del plan de estudios, evaluaciones, niveles de aprovecha-miento y boletas de calificación.

1 2 3 4 5

10. Se comunica con las familias de los estudiantes que tengan problemas académicos o de comportamiento.

1 2 3 4 5

11. Desarrolla el plan escolar y programas de la familia y la participación de la comunidad con ideas de los maestros, padres de familia y otros.

1 2 3 4 5

12. Entrena a los maestros, el personal y los directores sobre el valor y la utilidad de la participación de la familia y las maneras para construir relaciones positivas entre la escuela y el hogar.

1 2 3 4 5

13. Construye políticas que animan a todos los maestros a comunicarse frecuentemente con los padres acerca de los planes del plan de estudios, expectativas para la tarea y cómo los padres pueden ayudar.

1 2 3 4 5

14. Produce un boletín regular de la escuela con información al día acerca de la escuela, eventos especiales organizaciones, juntas y consejos sobre cómo ser buenos padres.

1 2 3 4 5

Otras actividades de Comunicación Tipo 2.1 2 3 4 5

1 2 3 4 5


18

III. VOLUNTARIOS: Reclutar y organizar la ayuda y apoyo de los padres.

Nuestra Escuela:

ClasificaciónNunca Raramente Algunas

vecesA

menudo Frecuentemente

1. Conduce una encuesta anual para identificar los intereses, talentos y disponibilidad de los padres voluntarios a fin de igualar sus destrezas y talentos con las necesidades de la escuela y el salón de clases.

1 2 3 4 5

2. Proporciona un salón familiar para los voluntarios y miembros de la familia para trabajar, conocer y tener acceso a los recursos acerca de cómo ser buenos padres, cuidado de niños, tutoría y temas relacionados.

1 2 3 4 5

3. Crea oportunidades y horarios flexibles para los voluntarios permitiéndoles participar a los padres que trabajan. 1 2 3 4 5

4. Eventos escolares con horarios a diferentes horas del día y la noche para que todas las familias puedan asistir. 1 2 3 4 5

5. Reduce las barreras a los padres que participan proporcionando transportación y cuidado de niños y tratando las necesidades de los estudiantes de Inglés.

1 2 3 4 5

6. Entrena a los voluntarios para que usen su tiempo productivamente. 1 2 3 4 5

7. Reconoce a los voluntarios por su tiempo y esfuerzos. 1 2 3 4 58. Anima a las familias y a la comunidad a participar con las

escuelas en una variedad de maneras (ayudando en el salón de clases, dando conferencias, observando, los pasillos, dirigiendo actividades, etc.).

1 2 3 4 5

Otras actividades de Voluntarios de Tipo 3:1 2 3 4 5

1 2 3 4 5

IV. APRENDIENDO EN EL HOGAR: Proporciona información a las familias sobre cómo observar y tratar el trabajo de la escuela en el hogar.

Nuestra Escuela:


veces A menudo Frecuentemente

1. Proporciona información a las familias sobre cómo observar y discutir el trabajo escolar en el hogar. 1 2 3 4 5

2. Proporciona información a las familias sobre las destrezas requeridas en todas las materias. 1 2 3 4 5

3. Proporciona continua y específica información a los padres sobre cómo ayudar a los estudiantes con destrezas que ellos necesitan para mejorar.

1 2 3 4 5

4. Hace que los padres tengan conocimiento de la importancia de leer en el hogar y pide a los padres que escuchen a sus niños leer o que lean en voz alta con su niño.

1 2 3 4 5

5. Ayuda a las familias a ayudar a los estudiantes a fijar sus metas académicas y a seleccionar cursos y programas. 1 2 3 4 5

6. Programa tareas interactivas regulares que requieren que los estudiantes demuestren y discutan con un miembro de la familia lo que ellos están aprendiendo.

1 2 3 4 5

Otras actividades de Tipo 4 para aprender en el Hogar: 1 2 3 4 5


19

V. TOMANDO DECISIONES: Incluye a los padres en las decisiones escolares para desarrollar líderes y representantes.

Nuestra Escuela:


vecesA

menudo Frecuentemente

1. Tiene PTA, PTO activo, u otra organización de padres. 1 2 3 4 52. Incluye representantes de padres en el concilio consejero

escolar, equipo de mejoramiento u otros comités. 1 2 3 4 53. Tiene padres representados en el concilio consejero a nivel

del distrito y los comités. 1 2 3 4 54. Involucra a los padres en organizadas, continuas y

oportunas maneras de planificar, revisar y mejorar los programas escolares.

1 2 3 4 5

5. Involucra a los padres en revisar el plan de estudios escolar y del distrito. 1 2 3 4 5

6. Incluye padres líderes de todas las razas sociales, étnicas, socio-económicas y otros grupos en la escuela. 1 2 3 4 5

7. Desarrolla “redes” formales para enlazar a todas las familias con sus representantes de padres. 1 2 3 4 5

8. Incluye a los estudiantes (con los padres) en los grupos que toman decisiones. 1 2 3 4 5

9. Trata abierta y respetuosamente con los conflictos. 1 2 3 4 510. Pide a los padres que están participando para tener

contacto con los padres que están menos involucrados para solicitar sus ideas y hacer un reporte para ellos.

1 2 3 4 5

Otras actividades de tipo 5 para Tomar Decisiones:1 2 3 4 5

1 2 3 4 5

VI. COLABORANDO CON LA COMUNIDAD: Identificar e integrar los recursos y servicios de la comunidad para reforzar los programas escolares, prácticas de familia y el aprendizaje y desarrollo del estudiante.

Nuestra Escuela:


veces A menudo Frecuentemente

1. Proporciona un directorio de recursos para los padres y estudiantes con información sobre los servicios de la comunidad, programas y agencias.

1 2 3 4 5

2. Involucra a las familias en localizar y usar los recursos de la comunidad. 1 2 3 4 5

3. Trabaja con los negocios locales, industrias, bibliotecas, parques, museos y otras organizaciones sobre los programas para aumentar las destrezas y el aprendizaje del estudiante.

1 2 3 4 5

4. Proporciona las compras de “one stop” para servicios para la familia por medio de la sociedad de la escuela, a, asesoramiento, salud, recreación, entrenamiento de trabajo y otras agencias.

1 2 3 4 5

5. Abre sus edificios para uso de la comunidad después de las horas de clase. 1 2 3 4 5

6. Ofrece otros programas para después de la escuela para estudiantes con el apoyo de los negocios de la comunidad, agencias y voluntarios.

1 2 3 4 5

7. Resuelve problemas de territorio de responsabilidades, fondos, personal y lugares para que ocurran actividades colaborativas.

1 2 3 4 5

Otras actividades de Tipo 6 Colaborando con la Comunidad: 1 2 3 4 5


20

SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPSFEEDBACK TOOL TEMPLATE

Directions: This Template can be used to create a school-specific “Feedback Tool.” Using the “Measures to Increase School, Family and Community Partnerships” document, choose questions for Our School under each of the six Types of Involvement. Then determine what Evidence exists that work is being done in these areas. Once the “Feedback Tool” has been created, parents, students, and staff should score the school in the Rating section. The results of the “Feedback Tool” should be compiled in the Feedback Summary page of the SPSA. The next resource provided is a completed “Feedback Tool Sample” which provides a model of this completed Template.

Type of Involvement-PARENTING: Help all families establish home environments to support children as students.

OUR SCHOOL: EVIDENCE RATINGNever Barely Sometimes Often Frequently

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Type of Involvement-COMMUNICATING: Design effective forms of school-to-home and home-to-school communications about school programs and children’s progress.


1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Type of Involvement-VOLUNTEERING: Recruit and organize parent help and support.OUR SCHOOL: EVIDENCE RATING

Never Barely Sometimes Often Frequently1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

21

SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPSFEEDBACK TOOL TEMPLATE

Type of Involvement-LEARNING AT HOME: Provide information to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning.


1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Type of Involvement-DECISION MAKING: Include parents in school decisions to develop leaders and representatives.


1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Type of Involvement-COLLABORATING WITH THE COMMUNITY: Identify and integrate resources and services from the community to strengthen school program, family practices, and student learning and development.


1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

22

SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPSFEEDBACK TOOL SAMPLE

Directions: This is a model of what a completed “Feedback Tool” can look like after questions for Our School have been chosen and Evidence has been provided. Some Evidence should come from “Tenet 4 of the Culturally Responsive and Relevant Education Action Plan” which is found just after this document. Respondents should refer to the Evidence and chose an appropriate Rating for the school. The results of the “Feedback Tool” should be compiled in the Feedback Summary page of the SPSA.

Type of Involvement-PARENTING: Help all families establish home environments to support children as students.


Asks families for information about children’s goals, strengths, and talents.

Report cards and periodic assessment data are used to help students set goals for themselves that are shared with parents. Parents have signed and returned the goals to their child’s teacher.

1 2 3 4 5

Respects the different cultures represented in our students populations.

Parents are provided with continuous current information on culturally responsive teaching. (g)

1 2 3 4 5

Type of Involvement-COMMUNICATING: Design effective forms of school-to-home and home-to-school communications about school programs and children’s progress.


Sends home folders of student work monthly for parent review and comment

Student work is sent home regularly and returned with parents signatures.

1 2 3 4 5

Contacts families of students having academic or behavior problems.

Two-way communication has been established. 1 2 3 4 5

Trains teachers, staff, principals on the value and utility of family involvement and ways to build positive ties between home and school.

Teachers, staff, and principal have received training on the value and utility of family involvement and ways to build positive ties between home and school.

1 2 3 4 5

23


Type of Involvement-VOLUNTEERING: Recruit and organize parent help and support.


Schedules school events at different times during the day and evening so that all families can attend.

Meetings are scheduled outside the school day i.e. evenings and Saturdays.

1 2 3 4 5

Trains volunteers so they use their time productively. Volunteers are trained to be useful in the classroom. 1 2 3 4 5

Encourages families and the community to be involved with the school in a variety of ways (assisting in classroom, giving talks, leading activities, monitoring halls, etc.)

Teachers listen to parents and provide relevant feedback information to issues raised by parents, and parents share their ideas, concerns, and strategies for improving the way schools function on behalf of their children. (h)

1 2 3 4 5

Type of Involvement-LEARNING AT HOME: Provide information to families about how to help students at home with homework and other curriculum related activities, decisions, and planning.


Provides information to families on required skills in all subjects.

Training for parents by literacy and mathematics coaches on how to help their children with grade level reading and mathematics have been provided. (b)

1 2 3 4 5

Provides ongoing and specific information to parents on how to assist students with skills that they need to improve.

Specific parent training and practices that positively influence student achievement and attendance have been provided. (i)

1 2 3 4 5

Makes parents aware of the importance of reading at home and asks parents to listen to their child read or read aloud with their child.

Parent involvement through systematic communication that establishes positive home and school partnerships through regular scheduled newsletters, student letters, internet, etc. has been implemented. (j)

1 2 3 4 5

Schedule regular interactive homework that requires students to demonstrate and discuss what they are learning with a family member.

Organized means for parents, teachers, students and administrators to work collaboratively to improve student achievement have been designed. (c)

1 2 3 4 5

24


Type of Involvement-DECISION MAKING: Include parents in school decisions to develop leaders and representatives.


Involves parents/community in revising school curricula.

A plan to communicate curricular matters to parents to ensure that the parents know what the school plans are for their children has been developed and implemented. (f)

1 2 3 4 5

Asks involved parents to make contact with parents who are less involved to solicit their ideas and report back to them.

Leadership skills through recruiting and training parents to become leaders, and then organizing them to reach out to other parents in order to advance the curriculum of the home have been provided. (k)

1 2 3 4 5

Develop a school wide collaborative process requiring periodic meetings of principal, teachers, school staff, parents and community members supported by human and fiscal resources.

Successful decision making from meetings of parents, school staff, and principals that lead to ongoing collaborative structure resulting in joint actions, programs and projects to improve the school have been established.

1 2 3 4 5

Type of Involvement-COLLABORATING WITH THE COMMUNITY: Identify and integrate resources and services from the community to strengthen school program, family practices, and student learning and development.


Provides a resource directory for parents and students with information on community services, programs, and agencies.

A directory which includes acronyms has been created and distributed. 1 2 3 4 5

Solves turf problems and responsibilities, funds, staff, and locations for collaborative activities to occur.

Extra organizational sensitivity training to parents on neutral ground has been provided. 1 2 3 4 5

25


Tenet 4 of the Culturally Relevant and Responsive Education Action Plan

In June of 2000 the LAUSD Board of Education approved a resolution that called for an Action Plan to eliminate the disparities in educational outcomes for African American and all other students. Tenet 4 of the Culturally Responsive and Relevant Education Action Plan states that parents should be given the opportunity and tools to become the most effective educational advocates for their children. To this end, schools should continue to engage parents in the education of their children through improved communication between schools, staff, and parents, utilizing the cultural knowledge and experience of parents to support the learning of African American and all other students. The list below provides examples of Evidence that should be included in the “Feedback Tool”.

a. Develop a parent advisory group with training sessions and leadership guidance for parents.

b. Provide training for parents by literacy and mathematics coaches on how to help their children with grade level reading and mathematics.

c. Encourage and organize means for parents, teachers, students and administration to work collaboratively to improve student achievement.

d. Survey parents regarding how the school can best communicate with them.

e. Take the culture and language of parents into full account in order to achieve the desired needs and performance targets.

f. Implement a plan to communicate curricular matters to parents to ensure that the parents know what the school plans are for their children.

g. Provide parents with continuous current information on culturally responsive teaching.

h. Implement periodically, as a first step, parent-teacher, teacher-parent themed “teach-ins” for teachers to listen, learn, and provide relevant feedback information to those issues raised by parents; parents will share their ideas, concerns and strategies for improving the way schools function on behalf of their children.

i. Provide specific parent training in the following areas: parent practices that positively influence students’ achievement and attendance.

j. Increase parent involvement through effective systematic communication that establishes positive home and school partnerships through regularly scheduled newsletters, student letters, internet, etc.

k. Increase parent leadership skills through recruiting, training parents to become leaders, and then organizing them to reach out to other parents in order to advance the curriculum of the home.

l. Conduct meetings with parents and community groups to plan parent involvement workshops.

26

RESOURCES TO INCREASE PARENTAL INVOLVEMENT

Title AuthorSchool, Family, and Community Partnerships: Your Handbook for Action Epstein, Joyce LSchool and Family Partnerships: Preparing Educators and Improving Schools Epstein, Joyce LEducation in the Middle Grades: National Practices and Trends Epstein, Joyce LPromising Programs in the Middle Grades Epstein, Joyce LThe Quality of School Life Epstein, Joyce LFriends in School Epstein, Joyce L

Organizations WebsitesCalifornia State PTA www.capta.orgCalifornia Association of Compensatory Education (CACE) www.agencyinfo.org/cace Southern California Comprehensive Assistance Center (SCCAC) http://sccac.lacoe.edu California Department of Education: No Child Left Behind www.cde.ca.gov/nclb/index.aspCalifornia Department of Education: Family, School, Community Partnerships http://www.cde.ca.gov/ls/pf/pf/Parental Information and Resource Center (PIRC) http://www.pirc-info.netFamily Involvement Network of Educators http://www.finenetwork.orgNational Coalition for Parental Involvement in Education http://www.ncpie.orgNo Child Left Behind http://www.ed.gov/nclb/landing.jhtmlU.S. Department of Education (Click on "Recursos en Espanol" for a Spanish version of the Web site.) http://www.ed.govCalifornia Department of Education: Educational Resources www.cde.ca.govEducational Resources Information Center (ERIC) www.eric.ed.govNational Information Center for Children and Youth with Disabilities http://www.nichcy.orgNational Institute for Literacy (NIFL) http://www.nifl.gov

27

http://www.nifl.gov/

http://www.nichcy.org/

http://www.eric.ed.gov/

http://www.cde.ca.gov/

http://www.ed.gov/

http://www.ed.gov/nclb/landing.jhtml

http://www.ncpie.org/

http://www.finenetwork.org/

http://www.pirc-info.net/

http://www.cde.ca.gov/ls/pf/pf/

http://www.cde.ca.gov/nclb/index.asp

http://sccac.lacoe.edu/

http://www.agencyinfo.org/cace

http://www.capta.org/

Sample Elementary SchoolSECTION 3: RESOURCES TO COMPLETE ACTION PLANS

SAMPLE ACTION PLANMathematics—Elementary School

Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines. Review the LEA and AYP goals below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually. FOR SCHOOLS IN PROGRAM IMPROVEMENT: Objectives must address the specific academic needs of the subgroup that failed to meet the AYP Goals.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting LEA and AYP Goals.

LEA Goal: AYP Goal: All students will reach high standards, at a minimum attaining

proficiency or better in mathematics by 2013-14. All students will graduate from high school.

Modified Consent Decree Goal: The percentage of students with disabilities in grades 2 – 11

participating in the CST whose scores place them in the combined rankings of Basic, Proficient, and Advanced will increase to at least 24%.

For 2005-06 through 2006-07 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in Mathematics will equal or exceed 26.5%.

The school will achieve a 95% participation rate for all state assessments.

AMAO Goal: 70%+ of English learners will score in the appropriate

performance range on the CST for Math according to the District Progress Benchmarks for English Learners.

Analysis of Educational Practice Key Findings: Identify two or three Key Findings in priority order to achieve identified Goals.

Objectives:Develop two to three Objectives that address the Key Findings and will be the focus for instructional improvement. Number the Objectives for alignment with column one on the following page.

Sample Responses:1. Evidence exists that there is a lack of adherence to uninterrupted

instructional minutes (50 – 60 minutes).

2. Parents lack sufficient training in order to assist their child at home in mathematics.

Sample Responses:1. Students will receive 50 – 60 minutes of uninterrupted

instructional time daily.

2. Parents will receive training to help their child at home in the mathematics concepts taught at school.

SAMPLE SAMPLE

28

Sample Elementary SchoolSAMPLE ACTION PLAN

Mathematics—Elementary School

Strategies/Activities to achieve Objectives:Curriculum, Instruction and Assessment Practices that Support Rigorous Teaching and Learning

Objective Number

Strategy/Activity(include Professional Development) Outcomes/Evidence

Targeted Students

Person(s) Responsible for

Reporting for Monitoring

Implementation

Start Date

EndDate

Estimated Cost(s)

ResourcesSources of

FundingALL

Title

I –

EL

SP. E

D.

1. Students will receive 50 – 60 minutes of uninterrupted mathematics instruction daily.

Student will become proficient on the periodic assessments due to time spent actively thinking about mathematics or doing mathematics.

X Administrators Math coach

2. Provide parent training in mathematics concepts to help parents assist their child with homework assignments.

Students will become proficient on the periodic assessments with the additional help provided at home.

X CoordinatorsAdministrators

SAMPLE SAMPLE

29


English/Language Arts—Elementary School

Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines. Review the LEA and AYP goals below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually. FOR SCHOOLS IN PROGRAM IMPROVEMENT: Objectives must address the specific academic needs of the subgroup that failed to meet the AYP Goals.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting LEA and AYP Goals.

LEA Goal: AYP Goal: All students will reach high standards, at a minimum attaining

proficiency or better in reading by 2013-14. All students will graduate from high school.

Modified Consent Decree Goal: The percentage of students with disabilities in grades 2 – 11

participating in the CST whose scores place them in the combined rankings of Basic, Proficient, and Advanced will increase to at least 27%.

For 2005-06 through 2006-07 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in English/Language Arts will equal or exceed 24.4%.


AMAO Goal: 70%+ of English learners will score in the appropriate performance

range on the CST for English/Language Arts according to the District Progress Benchmarks for English Learners.



Sample Responses:1. Groups of students stay static and teachers do not meet

individual needs during Independent Work Time (IWT).

Sample Responses:1. Professional development strategies for the flexible grouping of

students according to needs will be provided to maximize the effectiveness of Work Time (IWT) and to raise student achievement.

2. Based on conclusions of staff credential data, there are a large number of new teachers as well as many teachers in alternative certification programs needing training and support in scaffolding strategies.

2. Literacy coach will provide new teachers training and support in scaffolding learning to assist them in understanding how to close the achievement gap in their classrooms.

SAMPLE SAMPLE

30


SAMPLE ACTION PLANEnglish/Language Arts—Elementary School


Objective Number


Targeted Students



Implementation

Start Date

EndDate

Estimated Cost(s)

ResourcesSources of

FundingALL

Title

I –

EL

SP. E

D.

1. Professional development in how to assess student needs and create flexible grouping during IWT will be implemented.

Improved achievement on periodic assessments

X Literacy Coach

2. Professional development for new teachers in scaffolding techniques will be provided on a monthly basis.

Improved achievement on periodic assessments.

X Literacy Coach

SAMPLE SAMPLE

31

Sample Elementary School SAMPLE ACTION PLAN

English Language Development—Elementary School

Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AMAO (Annual Measurable Achievement Objectives) guidelines. Review the LEA and AMAO goals below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting LEA and AMAO Goals.

LEA Goal: AMAO Goal: All English learners will become proficient in English within 5-6

years of instruction. 70%+ of English learners will progress one ELD level per year. 70%+ of English learners will score an overall ELD level of 4 or 5 on

the CELDT after 4-5 years of ELD instruction.



Sample Responses:1. There is limited evidence of the use of state approved ELD

curriculum, such as Into English!, schoolwide with English learners for a minimum of 30-45 minutes daily.

Sample Responses:1. Teachers will use Into English! to teach vocabulary, language

forms and functions, and develop oral and written fluency in English to assure English learners will progress one ELD level per year.

SAMPLE SAMPLE

32


SAMPLE ACTION PLANEnglish Language Development—Elementary School


Objective Number

Strategy/Activity(include Professional

Development)Outcomes/Evidence



Implementation

Start Date

End Date

Estimated Cost(s)

ResourcesSources of Funding

1. Professional development in the use of Into English! for daily ELD will be provided twice each semester.

English learners will progress one ELD level per year.

EL Coordinator Literacy Coach

SAMPLE SAMPLE

33


Least Restrictive Environment (LRE)—Elementary School

The Modified Consent Decree (MCD) requires MCD/LRE goals from every K – 12 comprehensive school. The MCD Goal has been provided as a targets for guiding the actions and resources to improve student achievement in accordance with the MCD. Review the MCD/LRE goal below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually.

Schools are to use the District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting the MCD/LRE Goal.

District’s Overall MCD/LRE Goal to exit MCD: 73% of students with SLD or SLI and 52% of students with all other disabilities will participate in general education classrooms for 40% or

more of their day by June 2006.

Analysis of Educational Practice Key Findings: Identify two or three Key Findings in priority order to achieve identified Goal.


Sample Responses:1. There is limited professional development in the effective use of

scaffolding techniques and accommodations or modifications to provide students with disabilities access to all content areas.

Sample Responses:1. All teachers will receive professional development in instructional

activities that provide multiple means of representation, engagement and expression in order to provide students with disabilities with access to grade level content standards.

SAMPLE SAMPLE

34


SAMPLE ACTION PLANLeast Restrictive Environment (LRE)—Elementary School


Objective Number




Implementation

Start Date

End Date

Estimated Cost(s)

ResourcesSources of Funding

1. Professional development on multiple means of instructional activities will be provided two times a year.



SAMPLE SAMPLE

35


SAMPLE ACTION PLANPartnerships, Support Services, and Organization—Elementary School

Having identified your schools’ major Goal(s) for improving School, Family and Community Partnerships on the Analysis page, prioritize Objective(s) below. Additionally review “Conclusions from Supplemental Data Analysis” and “Governance, Leadership, and School Organization” pages and, if necessary, develop Objective(s). These are actions that will be the focus for instructional improvement and should be reviewed annually.

School, Family and Community Partnerships Goal: Student and Staff Data Goals: School Organization Goal: All schools will have effective school,

family community partnerships. All students will receive instruction from

staff who are “highly qualified” according to NCLB guidelines.

All schools will have effective support structures to address student needs that impact learning.

All schools will be organized to support the academic and language needs of students.

Objectives:Develop two to three Objectives that address the Goals and will be the focus for instructional improvement. Number the Objectives for alignment with column one on the following page. School, Family and Community Partnerships:

1. Feedback provided through the School, Family and Community Partnerships Analysis indicates that parents are not provided with training on how to help their children with grade level reading and mathematics. The school will utilize the literacy and mathematics coaches to provide parent training on how to support their children at home.

Student and Staff Data:

2. School attendance data indicates that student attendance is below 95%. Therefore, there is a need for supplemental PSA Counselor time to increase student attendance. To address this issue, PSA Counselors will conduct parent counseling groups and professional development for staff to inform them of procedures for identification and support services for at-risk students.

School Organization: 3. Based on conclusions from staff qualification data, findings show that seventeen teachers do not have EL authorization. Additional information indicates that ten of these teachers are not enrolled in a program to acquire EL certification. School administration will provide enrollment information for teachers to acquire EL certification.

SAMPLE SAMPLE

36


SAMPLE ACTION PLANPartnerships, Support Services, and Organization—Elementary School


Objective Number


Targeted Students

Person(s) Responsible for Reporting for Monitoring

Implementation

Start Date

EndDate

Estimated Cost(s)

ResourcesSources of

FundingALL

Title

I –

EL

SP. E

D.

1

2

2

3

The literacy and mathematics coaches will conduct training for parents on how to complete interactive homework with their children.

Parents will participate in counseling groups with the PSA Counselor to help improve attendance of identified at-risk students.

The PSA Counselor will conduct staff training in how to identify students needing attendance counseling, and what will be provided to at-risk students to improve attendance.

Bilingual coordinator will contact the appropriate unit in the Office of Human Resources to provide teachers with up-to-date information regarding enrollment in classes to become authorized to teach English learners.

Agendas Sign-in records

Improved student attendanceLogs

Improved student attendanceAgendasSign-in records

All teachers at the school will have EL authorization.

X

X

X

X

PrincipalLiteracy coachMath coach

PSA CounselorPrincipal

PSA CounselorPrincipal

Bilingual Coord.Principal

SAMPLE SAMPLE

37


Science—Fifth Grade (Optional)

A Goal has been provided as a target for guiding the actions and resources to improve student achievement in accordance with Federal AYP (Adequate Yearly Progress) guidelines. Review the AYP goal below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting the AYP Goal.

AYP Goal (5% of the API goal is calculated from science assessments. API is a part of the AYP calculation):The percentage of students scoring proficient or above on the California Standards Tests and the required NCLB science assessments will increase annually.



1. There is a lack of instructional time designated to science instruction. 1. Teachers will plan their instructional time to judiciously include the teaching of standards based science.

2. Teachers need professional development in a variety of instructional practices, which engage students in thinking and acting like a scientist.

2. Teachers will receive professional development on strategies, which allows for investigation and experimentation as well as direct instruction.

SAMPLE SAMPLE

38


SAMPLE ACTION PLANScience—Fifth Grade (Optional)


Objective Number


Targeted Students



Implementation

Start Date

EndDate

Estimated Cost(s)

ResourcesSources of

FundingALL

Title

I –

EL

SP. E

D.

1.

2.

Instructional time will include the teaching of standards based science.

Provide teachers with professional development on strategies, which allow for investigation and experimentation as well as direct instruction.

Students will become proficient on the periodic assessments due to time engaged in science instruction and experiences.

Students will develop critical thinking skills and become proficient on the science periodic assessment as result of the change in teacher practice.

X

X

Administrators

AdministratorsSpecialist/ExpertsLeadership Cadre

SAMPLE SAMPLE

39


ACTION PLANScience—Fifth Grade (Optional)

A Goal has been provided as a target for guiding the actions and resources to improve student achievement in accordance with Federal AYP (Adequate Yearly Progress) guidelines. Review the AYP goal below and use the Toolkit and School Data Analysis to identify Key Findings for improvement. Then, write the two to three Objectives that are the most critical to achieving improved learning results for all students. These are actions that will be the focus for instructional improvement and should be reviewed annually.

Schools are to use District’s “Diagnostic Periodic Assessments” on an on-going basis to monitor growth towards meeting the AYP Goal.

AYP Goal (5% of the API goal is calculated from science assessments. API is a part of the AYP calculation):The percentage of students scoring proficient or above on the California Standards Tests and the required NCLB science assessments will increase annually.



40

Sample Elementary SchoolACTION PLAN

Science—Fifth Grade (Optional)


Objective Number

Strategy/Activity(include Professional

Development)Outcomes/Evidence

Targeted Students



Implementation

Start Date

EndDate

Estimated Cost(s)

ResourcesSources of

FundingALL

Title

I –

EL

SP. E

D.

41


SECTION 4: CONTENT AREA TOOLKITS

ELEMENTARY MATHEMATICS TOOLKITThis tool is designed to provide a process for teams or grade levels to accomplish the following:

I) Review Goals, II) Analyze Data, III) Analyze Current Educational Practice and determine Key Findings to prioritize for inclusion in the Elementary Math “Action Plan.”

I. REVIEW GOALSLEA Goal AYP Goal

All students will reach high standards, at a minimum attaining proficiency or better in mathematics by 2013-14.

All students will graduate from high school.

For 2005-06 through 2006-07 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in Mathematics will equal or exceed 26.5%.


Modified Consent Decree Goal AMAO Goal The percentage of students with disabilities in

grades 2 – 11 participating in the CST whose scores place them in the combined rankings of Basic, Proficient, and Advanced will increase to at least 24%.

70%+ of English learners and reclassified (RFEP) students will score in the appropriate performance range on the CST for Math, according to the District Progress Benchmarks for English Learners.

II. ANALYZE DATA

DISTRICT PROVIDED DATA: CST Three-Year Scoring by Performance Bands CST Distributed by Performance Bands for All

Subgroups CAPA Table CST Content Strand by Subgroup

ADDITIONAL DISTRICT PROVIDED DATA for AMAO GOAL:(Download from PERB Office website on www.lausd.net) CST Mathematics Gains by ELD Level for

Elementary CST Performance Level Data by Years in LAUSD for

SCHOOL PROVIDED PERIODIC ASSESSMENT DATA: Student-level item analysis

report Classroom-level item analysis

report

FOR AMAO GOAL: EL Monitoring Roster Reclassified (RFEP) Monitoring

41


A. SUBJECT AREA PERFORMANCE LEVEL RESULTS

California Standards Test (CST)Three-Year Scoring by Performance Band

Mathematics2003 2004 2005

AdvancedProficientBasicBelow BasicFar Below BasicTotal Not Meeting State Standards (Percentage of students scoring at Basic, Below Basic, Far Below Basic)

42


B. STUDENT ACHIEVEMENT DATA – DISTRIBUTION OF PERFORMANCE BANDS BY GRADE LEVEL – All Subgroups

2005 California Standards Test (CST) in Mathematics Distribution of Scores by Performance Bands – All Subgroups

Grade 2 Grade 3 Grade 4 Grade 5Schoolwide# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicAfrican American Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicHispanic Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicSocioeconomically Disadvantaged Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicEnglish Learner Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicStudents with Disabilities Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Proficient, Advanced, & Basic% Below Basic% Far Below Basic

43


C. CAPA Table

2005 California Alternate Performance Assessment (CAPA) in MathematicsDistribution of Performance Bands by Assessment Level

Level 1 Level 2 Level 3 Level 4 Level 5Schoolwide# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below Basic

44


D. CALIFORNIA STANDARDS TEST (CST) CONTENT STRAND BY SUBGROUP

2005 California Standards Test (CST) Content Strand Data for All Subgroups – Grade 2

MathematicsPlace Value, Addition & Subtraction

Multiplication Division & Fractions

Algebra & Functions

Measurement & Geometry

Statistics Data Analysis & Probability

Schoolwide# ItemsAverage Number CorrectAverage % CorrectAfrican American# ItemsAverage Number CorrectAverage % CorrectHispanic# ItemsAverage Number CorrectAverage % CorrectSocioeconomically Disadvantaged# ItemsAverage Number CorrectAverage % CorrectEnglish Learners# ItemsAverage Number CorrectAverage % CorrectStudents w/ Disabilities# ItemsAverage Number CorrectAverage % Correct


MathematicsPlace Value, Fractions & Decimals

Addition, Subtraction, Multiplication

& Division

Algebra & Functions


StatisticsData Analysis & Probability


45



MathematicsDecimals.

Fractions & Negative Numbers

Operations & Factoring

Algebra & Functions


Statistics, Data Analysis & Probability



MathematicsEstimation, Percents & Factoring

Operations with Fractions & Decimals

Algebra & Functions




46



MathematicsRatios,

Proportions, Percentages,

Negative Fractions

Operations & Problem

Solving with Fractions

Algebra and Functions

Measurement and Geometry

StatisticsData Analysis & Probability


47


E. CONTENT STRAND ANALYSIS BY SCHOOL REPORTThe previous reports list the average score and percent correct for students by subgroup on each content strand. Also see the released test items for this subject area AND the content standards for the strands and objectives assessed.Complete this chart using strand level reports, content standards and released test items.

Grade 2STRENGTHS: Identify the strands on which a relatively high percentage of correct answers (70%) were selected.

Items and Description Knowledge and Skills required by strand Key Findings

Place Value, Addition & Subtraction





WEAKNESSES: Identify the items on which a relatively low percentage of correct answers (30%) were selected.


Place Value, Addition & Subtraction





OTHER OBSERVATIONS: Identify strands on which subgroup performance differences were apparent or other observations of significance.

Items and Description Knowledge and Skills required by strand Notes

48


The previous reports list the average score and percent correct for students by subgroup on each content strand. Also see the released test items for this subject area AND the content standards for the strands and objectives assessed.Complete this chart using content strand reports, content standards and released test items.



Place Value, Fractions & Decimals

Addition, Subtraction, Multiplication & Division

Algebra & Functions





Place Value, Fractions & Decimals

Addition, Subtraction, Multiplication & Division

Algebra & Functions





49





Decimals, Fractions & Negative Numbers


Algebra & Functions





Decimals, Fractions & Negative Numbers


Algebra & Functions





50





Estimation, Percents & Factoring


Algebra & Functions





Estimation, Percents & Factoring


Algebra & Functions





51





Ratios, Proportions, Percentages & Negative Fractions

Operations & Problem Solving with Fractions






Ratios, Proportions, Percentages & Negative Fractions

Operations & Problem Solving with Fractions






52


III. ANALYZE CURRENT EDUCATIONAL PRACTICE

A. ALIGNMENT OF CURRICULUM, MATERIALS AND INSTRUCTION TO STANDARDS AND RESEARCH-BASED PRACTICE

1. Curriculum and Materials: The district has provided the following tools and supports for alignment of curriculum and instructional materials to standards with the expected implementation:

Tools and Supports for Alignment of Curriculum and Materials to Standards

Expected Implementation

Instructional Guides for grades K-5 to parallel Scott Foresman Harcourt Scott Foresman/Addison Wesley

(Matemáticas)

Curriculum Guide for Students with Severe Disabilities is used to guide instruction for students participating in the CAPA assessment.

State adopted standards-based material is the foundation for mathematics instruction.

Teachers provide Content-Based ELD (CB-ELD), SDAIE and/or primary language (L1) Instruction/Support during the math block.

Students are engaged in activities that access prior knowledge to support the mathematics they are learning.

Students are engaged in critical thinking and investigative activities with multiple entry points that promote dialogue and sharing of strategies.

Grade-level standards and curriculum are the foundation for instruction in special education programs.

Questions for Discussion:

a. How are these tools and supports being used by your grade level to support alignment of curriculum and instructional materials to standards?

b. In which areas are “expected implementation” practices being achieved?

c. In which areas do these tools and supports need to be improved to support underperforming subgroups?

d. In areas where “expected implementation” is not being achieved, what are some of the barriers or causes? (Use samples below or others.)

Sample Barriers to Expected Implementation Teachers are not using district approved standards-aligned Instructional

Guides and materials. Teachers are not providing Master Plan Services (CB-ELD, SDAIE,

and/or L1 Instruction/Support to create reasonable access to grade level math content standards.

Students are not given adequate time to address district curriculum and use approved materials.

Evidence exists that there is a lack of adherence to uninterrupted instructional minutes (50 – 60 minutes).

Special education teachers are not trained in the use of district curriculum.

53

Sample Elementary Schoole. What other work has been done/is being done by members of your grade level to achieve alignment and

what is the status?

54

Analysis of Current Educational Practice Key Findings


2. Instruction: The following describes instructional practices specific to your area that increase rigorous teaching and learning for students along with barriers to implementing those rigorous practices:

Sample Practices that Increase Rigor Sample Barriers Provide materials that build a conceptual

understanding that leads to abstract thinking and application.

Explicit connection of all instructional materials to the California Content Standards.

All teachers of ELs are appropriately authorized to use CB-ELD, SDAIE, and L1 Instruction/Support methodologies to teach grade level math content.

Provide material that supports teachers’ content knowledge and includes strategies for meeting the needs of all learners including English Learners, Standard English Learners, and students with disabilities.

Use of differentiated instruction, scaffolds, and appropriate accommodations or modifications to support students with disabilities in accessing core curriculum.

Provide integration opportunities for students with disabilities supported through co-planning and co-teaching.

Teachers incorporate culturally relevant and responsive pedagogy into rigorous classroom instruction.

Ineffective implementation of research-based instructional materials.

Using ineffective resources, which are not aligned to the content standards and do not engage students in problem-solving, critical thinking, and other high-level activities.

SEI students not meeting the District Progress Benchmarks for English Learners for math do not receive additional ELD intervention services.

English learners do not receive appropriate Master Plan Services (e.g., CB-ELD, SDAIE, and L1 Instruction/Support) for their ELD level.

Ineffective use of scaffolding strategies to provide access to grade level content for ELs.

General education teachers have not received training on the effective use of accommodations or modifications for students with disabilities.

All teachers have not received training on culturally relevant and responsive education.

Questions for Discussion:a. Which “practices that increase rigor” are most evident in the classrooms in your

grade level? (Use examples above or others.)

b. What are some of the barriers to implementing more of these practices? (Use samples above or others.)

c. In which areas do instructional practices need to be improved to support underperforming subgroups?

d. What other work has been done/is being done by members of your grade level to improve rigorous teaching and learning and what is the status?

55



B. AVAILABILITY OF STANDARDS-BASED INSTRUCTIONAL MATERIALS APPROPRIATE TO ALL STUDENT GROUPS

The system has provided the following standards-based materials to support the learning needs of specific student groups with the expected implementation:

Instructional Materials Expected ImplementationState-approved standard-based textbooks adopted by the district for grades K-5:

Scott Foresman Houghton-Mifflin Scott Foresman/Addison Wesley

(Matemáticas)

Supplemental materials in the L1 and L2 are available to support the academic needs of ELs.

Evidenced-based supplemental materials to support students with disabilities in first instruction in content standards.

Other research-based instructional materials aligned to the mathematics content standards, including use of manipulatives and resources that support problem-solving.

Teachers are familiar with grade-level specific content standards.

Basic Bilingual/Dual Language teachers use state-approved primary language textbooks and materials.

All teachers serving ELs use state-approved, standards-based grade level math and supplemental textbooks and materials.

Teachers use standards to guide sequence of instruction.

Classroom practice reflects the comprehensive use of the Mathematical Instructional Guide, which provides aligned assessments, lessons, and content standards in ten week segments.

Special education teachers, including those providing services through a special day class, use standards-based grade level math and supplemental materials.

Questions for Discussion: 1. How are these instructional materials being used by your grade level to ensure that the learning needs of your

students are being met?

2. In which areas are “expected implementation” practices being achieved?

3. In which areas do the instructional materials need to be improved to support underperforming subgroups?

4. In areas where “expected implementation” is not being achieved, what are some of the barriers or causes? (Use samples below or others.)

Sample Barriers to Expected Implementation Model lessons are not developed for all the standards and accompanied with samples of

student work. Model lessons are not developed integrating appropriate Master Plan Services (e.g., CB-ELD,

SDAIE, and L1 Instruction / Support) to differentiate and create access to grade level math for ELs.

Supplemental materials in L1 and L2 are not available to support the academic needs of ELs. Teachers are unfamiliar with content standards for specific grade level. Approved textbooks are taught in sequence without regard to the standards that should be

taught and assessed during a specific 10-week period. Ineffective use of research-based instructional materials, which are aligned to the standards. Model lessons for teaching diverse learners including students with disabilities and Standard

English Learners are not developed. Limited use of accommodations or modifications for students with disabilities.

56

Sample Elementary School5. What other work has been done/is being done by members of your grade level to ensure that appropriate

instructional materials are available and being used and what is the status?

57



C. ALIGNMENT OF STAFF DEVELOPMENT TO STANDARDS, RESEARCH-BASED INSTRUCTIONAL PRACTICES, ASSESSED STUDENT PERFORMANCE AND PROFESSIONAL NEEDS

The system has provided the following professional development aligned to standards, research-based instructional practices, and assessed student performance with the expected implementation:

Professional Development Expected Implementation Mathematics coaches support teaching and

learning in grades K-5

Professional development (e.g. Mathsolutions, LUCIMATH, Developing Number Concepts) aligned with the mathematics content standards to increase the content and pedagogical knowledge of teachers and coaches

Thinking Maps professional development is offered at the school site to support ELs academic instructional needs

School sites offer ongoing Master Plan services e.g., CB-ELD, SDAIE, and L1 Instruction/Support) professional development to ensure that teachers are able to provide reasonable access to the math curriculum for ELs.

Use of data to inform instructional practices and professional development needs

Use of additional resources to build the capacity of the coaches and teachers

Effective use of differentiated instruction to meet the needs of all students.

Professional development focused on the effective use of accommodations or modifications of instruction provided for all staff who support students with disabilities.

Professional development in effective collaborative practices to support students with disabilities.

Professional development based on the research on learning styles of diverse student populations

Mathematics coaches are in classrooms supporting the teacher through demonstration lessons, observation of classroom practice with feedback, etc.

Implementation in the classroom of pedagogical and content knowledge acquired from ongoing professional development.

Teachers implement their learning from the Thinking Maps professional development.

Teachers provide grade level access to ELs by implementing CB-ELD, SDAIE, and/or L1 Instruction/Support during the math block.

Teachers work together collaboratively to reflect on practice and plan instruction in on-going forums.

Effective use of contractual time (e.g. banked time, common planning, grade level meetings, etc.) to provide quality professional development.

General and special education teachers collaborate and co-teach to support students with disabilities in content instruction.

58


Questions for Discussion: 1. Has everyone in your grade level received this professional development?


3. How, specifically, has this professional development impacted teaching practice and student learning results?

4. In which areas does the professional development need to be improved to support underperforming subgroups?


Sample Barriers to Expected Implementation The lack of differentiated staff development for teachers with different abilities in math. There is lack of training in the analysis of CST (Math) by performance band and time in

district to identify ELs not meeting reasonable expectations using the District Progress Benchmarks for English Learners.

Professional development is not offered at the school site in second language acquisition learning and strategies.

The need for additional staff development for teachers in the use of manipulatives to support rigorous mathematical reasoning.

The need for professional development in the use of scaffolds, accommodations, and modifications.

There is a lack of understanding of the collaborative process to support students with disabilities in accessing content classes and curriculum.

Math coaches need training on effective practices for educating students with disabilities.

Professional development is not offered at the school site on culturally relevant and responsive education.

6. What other professional development has been provided and what has been the impact?


59


D. SERVICES PROVIDED BY THE REGULAR PROGRAM TO ENABLE UNDERPERFORMING STUDENTS TO MEET STANDARDS

The system has provided the following services for the regular program to enable underperforming students to meet standards with the expected implementation:

Services to the Regular Program Expected Implementation Targeted classroom intervention based on

ongoing formative assessment occurs at all grade levels

English learners and RFEP students are provided appropriate intervention services when they do not meet reasonable expectations using the District Progress Benchmarks for English Learners

Students in grades 4 and 5 who are at risk of not meeting standards-based promotion criteria participate in standards-based intervention program during intersession and summer school

Targeted support through the use of the learning center, pull-out services or special day programs.

Strategies that address all learners

Eligible students are enrolled in intervention receive extra hours of instruction

Teachers have been trained in intervention programs

All teachers of ELs provide rigorous standards-based math instruction differentiated by ELD level using CB-ELD, SDAIE, and/or L1 Instruction/ Support methodologies

Students with disabilities participate in general education intervention programs when they do not meet reasonable benchmarks

Monitoring of ELs and RFEP students’ academic achievement is on-going to ensure academic progress and to provide intervention services when appropriate.


1. How are these services being used to support underperforming students in your subject areas and what are the results?


3. How do the services to support underperforming subgroups need to be improved to support underperforming subgroups?


Sample Barriers to Expected Implementation Lack of time for teachers to meet and analyze student assessment data to inform

instruction. Lack of CST data analysis by performance band and time in district to identify ELs

not meeting reasonable expectations using the District Progress Benchmarks for English Learners.

Lack of on-going communication between parents and teachers regarding student progress.

Teachers are not adequately qualified to provide English learners access to grade level Math content.

Inconsistent monitoring of ELs and RFEP students’ academic progress for providing intervention services when appropriate.

Lack of time for teachers to co-plan for collaborative instruction.

60


5. What other services has been provided and what has been the impact?


61


E. USE OF STATE AND LOCAL ASSESSMENTS TO MODIFY INSTRUCTION AND IMPROVE STUDENT ACHIEVEMENT INCLUDING HOW PARENTS ARE INFORMED ABOUT THEIR CHILD’S ACADEMIC PROGRESS REGARDING MASTERY OF GRADE LEVEL STANDARDS AND PERFORMANCE EXPECTATIONS

The system has provided the following assessments to modify instruction and improve student achievement including how parents are informed about student academic progress and expectations with the expected implementation:

Assessments to Modify Instruction and Improve Student Achievement Including how Parents are Informed about Student

Academic Progress and ExpectationsExpected Implementation

Formative quarterly periodic assessments are administered in grades K-5 and are analyzed to inform instruction for all students including ELs, SELs and students with disabilities.

Parents are informed of their child’s academic progress through parent conferences, Back to School Night, progress reports, report cards, the STAR Report, and other locally designed tools.

Arrangements are made to provide translation for parents of ELs during parent conferences.

Ongoing progress monitoring strategies are used to direct instruction and intervention for students with disabilities.

Teachers uses a variety of assessment tools such as:o daily checks for individual understanding,o periodic benchmark assessments, student work

products, etc.

The student performance data is used to inform classroom practices and staff development topics.

Students are engaged in ongoing effective practices such as explaining thinking and justifying answers orally and in writing.

Classrooms are organized to allow for flexible small and large group instruction and student-to-student interaction

English Learner performance data is used to inform classroom practices and staff development topics.

Progress monitoring strategies are used at least weekly for students with disabilities not meeting benchmarks.


1. How are these assessments being used to modify instruction, improve student achievement and inform parents about their child’s progress in achieving standards?


3. How can the implementation of assessments be improved to support underperforming subgroups?


Sample Barriers to Expected Implementation Contractually-designated time to meet and analyze student assessment data is not used effectively by

staff. Teachers are not trained to support and identify student weaknesses in mathematics Math Coaches need conferencing/ planning time to meet with teachers one-on-one after student

assessment during the day. Lack of parent communication regarding student academic progress and effective school outreach to

parents Math coaches need training on effective practices for educating students with disabilities.

62

Sample Elementary School5. What other tools and supports for assessing student learning have members of your grade level developed or

used and what has been the impact?

.


63


ELEMENTARY ENGLISH/LANGUAGE ARTS TOOLKITThis tool is designed to provide a process for teams or grade levels to accomplish the following:

I) Review Goals, II) Analyze Data, III) Analyze Current Educational Practice and determine Key Findings to prioritize for inclusion in the Elementary English/Language Arts “Action Plan”.

II. REVIEW GOALSLEA Goal AYP Goal

All students will reach high standards, at a minimum attaining proficiency or better in English/Language Arts by 2013-14.

All students will graduate from high school.

For 2005-06 through 2006-07 the percentage of students scoring proficient or above on the California Standards Tests and the California Alternate Performance Assessment in English/Language Arts will equal or exceed 24.4%.


Modified Consent Decree Goal AMAO Goal The percentage of students with

disabilities in grades 2 – 11 participating in the CST whose scores place them in the combined rankings of Basic, Proficient, and Advanced will increase to at least 27%.

70%+ of English learners and reclassified (RFEP) students will score in the appropriate performance range on the CST for English Language Arts, according to the District Progress Benchmarks for English Learners.

II. ANALYZE DATA



ADDITIONAL DISTRICT PROVIDED DATA for AMAO GOAL:(Download from PERB Office website on www.lausd.net) CST English Language Arts Gains by ELD Level for

Elementary CST Performance Level Data by Years in LAUSD for

Elementary

SCHOOL PROVIDED PERIODIC ASSESSMENT DATA: Student-level item analysis

report Classroom-level item analysis

report

FOR AMAO GOAL: EL Monitoring Roster Reclassified (RFEP) Monitoring

62



California Standards Test (CST)Three-Year Scoring by Performance Band

English/Language Arts2003 2004 2005


63


C. STUDENT ACHIEVEMENT DATA – DISTRIBUTION OF PERFORMANCE BANDS BY GRADE LEVEL – All Subgroups

2005 California Standards Test (CST) in English/Language Arts Distribution of Scores by Performance Bands – All Subgroups

Grade 2 Grade 3 Grade 4 Grade 5Schoolwide# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicAfrican American Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicHispanic Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicSocioeconomically Disadvantaged Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicEnglish Learner Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicStudents with Disabilities Grade 2 Grade 3 Grade 4 Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Proficient, Advanced, & Basic% Below Basic% Far Below Basic

64


C. CAPA Table

2005 California Alternate Performance Assessment (CAPA) in English/Language ArtsDistribution of Performance Bands by Assessment Level

Level 1 Level 2 Level 3 Level 4 Level 5Schoolwide# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below Basic

65


D. CALIFORNIA STANDARDS TEST (CST) CONTENT STRAND BY SUBGROUP


English/Language ArtsWord Analysis &

Vocabulary Development

Reading Comprehension

Literary Response& Analysis

Written Conventions Writing Strategies









66

Sample Elementary School2005 California Standards Test (CST)

Content Strand Data for All Subgroups – Grade 4English/Language Arts

Word Analysis & Vocabulary

Development










Written Conventions

Writing Strategies


67







Written Conventions

Writing Strategies


68


E. CONTENT STRAND ANALYSIS BY SCHOOL REPORTThe previous reports list the average score and percent correct for students by subgroup on each content strand. Also see the released test items for this subject area AND the content standards for the strands and objectives assessed.Complete this chart using content strand reports, content standards and released test items.



Word Analysis and Vocabulary Development


Literary Response and Analysis

Written Conventions

Writing Strategies

WEAKNESSES: Identify the strands on which a relatively low percentage of correct answers (30%) were selected.





Written Conventions

Writing Strategies



69








Written Conventions

Writing Strategies






Written Conventions

Writing Strategies



70








Written Conventions

Writing Strategies

Writing Applications

WEAKNESSES: Identify the strands on which a relatively low percentage of correct answers (30%) were selected / constructed.





Written Conventions

Writing Strategies

Writing Applications



71








Written Conventions

Writing Strategies






Written Conventions

Writing Strategies



72








Written Conventions

Writing Strategies






Written Conventions

Writing Strategies



73



B. ALIGNMENT OF CURRICULUM, MATERIALS AND INSTRUCTION TO STANDARDS AND RESEARCH-BASED PRACTICE


Tools and Supports for Alignment of Curriculum and Materials to Standards


The majority of schools in the district are implementing the state adopted Open Court Reading Program.

The, English Learner Support Guide is implemented to meet the instructional needs of ELs and SELs.

Bilingual Waiver to Basic and Dual Language Program classrooms utilize either Foro Abierto Para Lectura in grades K-3 or Lectura in grades K-2 as their core curriculum. The Foro Abierto Para Lectura or Spanish Open Court Program is aligned to the standards with a similar percentage as its English counterpart

Students with disabilities on district curriculum receive grade level OCR instruction in all settings.

Curriculum Guide for Students with Severe Disabilities is used to guide instruction for students participating in the CAPA assessment.

Teachers use the Teacher's Edition to prepare and deliver explicit content.

Teachers implement the program as it is designed.

Teachers use the English Learner Support Guide to prepare and deliver Content-Based ELD (CB-ELD), SDAIE and/or primary language (L1) Instruction/Support during the ELA block.

Student engagement and accountable talk is evident.

Query is at a rigorous level to promote thinking.

Teachers of students with disabilities use grade level OCR as first instruction.

Teachers of SELs use Mainstream English Language Development (MELD) strategies and the English Learner Support Guide (ELSG) to support acquisition of academic English and access to OCR.

Questions for Discussion: a. How are these tools and supports being used by your grade level to support alignment of curriculum and

instructional materials to standards?




Sample Barriers to Expected Implementation Teachers are not using district approved standards-aligned pacing plan and

materials. Teachers are not using the English Learner Support Guide to scaffold and

differentiate ELA instruction for ELs and SELs. Students are not given adequate time to address district curriculum and use

approved materials. Special education teachers are not using grade level OCR or have not been

trained in all grade levels they serve. Teachers do not use MELD strategies or the ELSG to support student

learning.

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Sample Elementary Schoole. What other work has been done/is being done by members of your grade level to achieve alignment and

what is the status?

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Sample Practices that Increase Rigor Sample Barriers Low-levels of pedagogy should be identified

and inform the focus of teacher professional development.

The core program should be taught with fidelity by all teachers.

All teachers of ELs are appropriately authorized to use CB-ELD, SDAIE, and L1 Instruction/Support methodologies to teach grade level ELA content.

Clear expectations should be stated for what teachers need to do to achieve high quality pedagogy and rigor while delivering content.

Coaches need to spend the greater part of the day observing, co-teaching and providing feedback to teachers.

The Direct Instructional Model is used daily. Provide integration opportunities for students

with disabilities supported through co-planning and co-teaching.

Use of differentiated instruction, scaffolds, and appropriate accommodations or modifications to support students with disabilities in accessing core curriculum.

All teachers validate non-standard English and use appropriate MELD strategies to support MELD for SELs.

Implementation, as designed, is at medium to low level.

Direct Instruction and strategies used in classrooms lack rigor and clear expectations.

SEI students not meeting District Progress Benchmarks for English Learners in ELA do not receive additional ELD intervention services.

English learners do not receive appropriate Master Plan Services (e.g., CB-ELD, SDAIE, and L1 Instruction/Support) for their ELD level.

Ineffective use of scaffolding strategies to provide access to grade level content for ELs.

Students and teachers have only a cursory knowledge of grade-level standards that are needed to be mastered.

Direct Instruction Model is not used daily. Students with disabilities do not receive

effective accommodations or modifications in OCR.

Not all teachers of SELs are prepared to use MELD strategies or the ELSG to support academic English mastery.







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Instructional Materials Expected Implementation Core reading materials are available for all students. Core instructional material lists for all the programs

adopted by the District delineate what each school must buy for teachers and students in every grade.

Consumables are supplied annually as needed. Supplemental L1 and L2 materials are ELA

Standards-aligned and support the academic needs of ELs differentiated by ELD level.

Intervention materials and ELD supplements or guides assist teachers in accommodating for the needs of diverse learners such as second language learners, standard English Learners, gifted and talented students and special education students.

Evidenced-based supplemental materials to support students with disabilities in first instruction in content standards.

Teachers use evidence-based supplemental materials to support MELD.

All core materials are utilized to implement the program as designed.

The Inquiry Journal is utilized to promote rigor and reflective reading practice.

Basic Bilingual/Dual Language teachers use state-approved primary language textbooks and materials. .

All teachers serving ELs use state-approved, standards-based grade level core and supplemental textbooks and materials.

Applications in the Reading/Writing Workbook are used to practice writing.

Special education teachers, including those providing services through a special day program use standards-based grade level OCR and supplemental materials.

Special education teachers, including those providing services through a special day class, use standards-based grade level math and supplemental materials.






Sample Barriers to Expected Implementation Model lessons from the Teacher’s Edition are not implemented to address the standards and

results are not measured by samples of student work. English Learner Support Guide lessons are inconsistently implemented. Supplemental materials differentiated by ELD level are not available to support the academic

needs of ELs. Consumables are not utilized effectively and strategically in order to meet the needs of diverse

learners Students are not regularly encouraged to become independent, reflective readers and writers

through the strategic use of materials Intervention Guides are not utilized daily. Evidenced-based supplemental materials are not available to support the academic needs of

students with disabilities. Evidence-based supplemental materials designed to support MELD are no available to all

teachers of SELs.

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5. What other work has been done/is being done by members of your grade level to ensure that appropriate instructional materials are available and being used and what is the status?

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Professional Development Expected Implementation A five-day Governor's Professional Development Institute (AB

466) is provided to assist teachers with their focus on: state standards, research-based practices within the core program, and strategies for diverse learners (such as ELL's levels 1-4, Standard English Learners, students with disabilities as well as gifted and talented students).

English Learner Support Guide and Thinking Maps professional development is offered at the school site to scaffold and support access to instruction for ELs and SELs.

School sites offer ongoing Master Plan services e.g., professional development to ensure that teachers are able to provide reasonable access to the ELA curriculum for ELs.

Professional development is aligned to students' needs and planned specifically to improve teacher pedagogy in identified areas based on a careful analysis of the diagnostic periodic assessment data which informs instruction and identifies which students need intervention.

Each local district offers monthly workshops to meet the needs of teachers and administrators in the 189 Reading First Schools.

School Leadership Teams in the Reading First schools consist of the principal, assistant principal, coach and expert who meet for a monthly four hour professional development on a literacy component that has been ineffectively implemented in teachers' classrooms. The School Site Leadership Team replicates the professional development for their teachers. Formal and informal observations ascertain the teachers’ transfer of the new learning to daily classroom practice.

Effective use of differentiated instruction to meet the needs of all students.

Professional development focused on the effective use of accommodations or modifications of instruction provided for all staff who support students with disabilities.

Professional development in effective collaborative practices to support students with disabilities.

General and special education teachers collaborate and co-teach to support students with disabilities in content instruction.

Literacy Coaches engage staff in OCR lesson study Grade Level Student Achievement teams at 60 Academic

English Master Program (AEMP) schools collaborate during lesson study.

AEMP school leadership teams receive monthly PD focused on the use of MELD strategies throughout the school-day.

Literacy Coaches receive training in the use of MELD strategies at Local District Coach meetings.

New teachers and teachers new to a grade level attend a five-day Institute.

Reading First teachers attend an annual Institute for advanced and mastery professional development.

Teachers implement their learning from the English Learner Support Guide and Thinking Maps.

Teachers provide grade level access to ELs by implementing CB-ELD, SDAIE, and/or L1 Instruction/Support during the ELA block.

Teachers use their learning to instruct.

The entire School Site Leadership Team participates fully in the monthly meetings

The professional development is consistently replicated back at the school site.

Administrators are in classrooms daily assessing pedagogy and observing the professional development translated into action.

All teachers scaffold instruction for students with disabilities.

Teachers provide accommodations or modifications for students with disabilities.

General and special education teachers collaborate on the instruction and level of support needed for students with disabilities to access grade level OCR.

Teachers use MELD strategies and the ELSG to support SEL access to OCR.

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Sample Elementary SchoolQuestions for Discussion: 1. Has everyone in your grade level received this professional development?





Sample Barriers to Expected Implementation There is not enough in-depth data analysis to identify roadblocks to learning within each

grade level, in classroom, and for each individual student. There is lack of training in CST data analysis by performance band and time in district

to identify ELs not meeting reasonable expectations using the District Progress Benchmarks for English Learners.

Professional development is not offered at the school site in second language acquisition learning and strategies.

Coaches need to utilize more effective coaching strategies that scaffold, support, and ensure teacher reflection on classroom practice.

The School Site Team does not attend monthly meetings. Administrators do not provide enough guidance and direction to the coaches in their

work with all teachers as well as time for teacher in-service. The need for professional development in the use of scaffolds, accommodations, and

modifications. There is a lack of understanding of the collaborative process to support students with

disabilities in accessing content classes and curriculum. Literacy coaches need training on effective practices for educating students with

disabilities. Literacy coaches need additional training in Culturally Relevant and Responsive

Education (CRRE) methodology CRRE professional development delivered to Literacy Coach Coordinators, Literacy

Experts, and Literacy Coaches is not offered at school sites.



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Services to the Regular Program Expected Implementation In both the Spanish and English versions of the Open

Court and Houghton Mifflin Programs, 30-45 minutes of Independent Work Time, Workshop or Universal Access is provided with the expectation that teachers will utilize this time daily to meet the individual needs of English learners and other students who are underperforming and provide additional learning time to re-teach and assess. These teachers pre-teach activities and offer a more kinesthetic approach to access content in smaller segments.

During Independent Work Time, the teacher has been trained to scaffold the learning of the students and ELs to provide opportunities to repeat tasks until students can independently transfer and apply strategies and skills.

Students with disabilities participate in general education intervention programs when they do not meet reasonable benchmarks.

Targeted support through the use of the learning center, pull-out services or special day programs.

SELs at AEMP schools receive 30-45 minutes of MELD instruction daily.

Teachers use their knowledge of CRRE methodology to inform pedagogical decisions.

The schedule for Workshop Time is adhered to daily.

Students are grouped in flexible groups according to needs.

All teachers of ELs provide rigorous standards-based ELA instruction differentiated by ELD level using CB-ELD, SDAIE, and/or L1 Instruction/Support methodologies.

Monitoring of ELs and RFEP students’ academic achievement is on-going to ensure academic progress and to provide intervention services when appropriate.

Progress monitoring plans are devised for strategic and intensive students to enable a sequential trajectory for eliminating gaps.

All teachers of students with disabilities provide grade-level standards-based instruction.

MELD instruction is offered daily. Daily instruction in OCR reflects

CRRE methodology.






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Sample Barriers to Expected Implementation Independent Work Time is often skipped when teachers are pressed for scheduling

instruction. Independent Work Time is not maximized to allow for small group instruction to meet

ELs academic needs. Teachers are not adequately qualified to provide English learners access to grade level

content. Inconsistent monitoring of ELs and RFEP students’ ELA academic progress for

providing intervention services when appropriate. Groups of students stay static and do not meet individual needs. Parents are not consistently made aware of learning gaps and how to assist with

support at home. Lack of time for teachers to co-plan for collaborative instruction. Teachers of SELs at non-AEMP schools do not provide effective CRRE-based

instruction. Teachers of SELs at non-AEMP schools are not trained in CRRE methodology.




Assessments to Modify Instruction and Improve Student Achievement Including how Parents are Informed about Student Academic Progress and

ExpectationsExpected Implementation

Formative and summative assessments are used to plan instruction and professional development.

Ongoing literacy progress is monitored through the examination of student work, end of unit reading and writing diagnostic assessments, and teacher observations. The State’s STAR program administers summative assessments annually using the California Standards Test (CST), the California Alternate Performance Assessment (CAPA), and Aprenda. The district uses formative diagnostic periodic assessments each 6-8 weeks to monitor student progress and manages data using the SOAR system, (Student Online Assessment Reports).

English learner’s mastery of ELA, as measured by CST and SOAR, standards are analyzed using the District Progress Benchmarks for English Learners.

The STAR testing program provides a newly revised parent report to assist parents with understanding their child's performance in relationship to content standards and testing norms.

The District's SOAR system has made available to parents and teachers an individual child's report for informed and strategic progress monitoring of a child's performance related to the mastery of grade level standards.

Ongoing progress monitoring strategies are used to direct instruction and intervention for students with disabilities.

Teachers adhere to the District pacing plans for each grade level and administer and score the unit assessments on schedule.

Grade level meetings are held to analyze the data and to plan "next step" actions to improve achievement for all students.

Teachers conference with parents regarding the STAR report and the six-week SOAR reports on a consistent basis so as to form a partnership towards improving student learning and ensuring success.

English learner writing work samples are scored using the procedures outlined in the ELD Scoring Guide.

Progress monitoring strategies are used at least weekly for students with disabilities not meeting benchmarks.

Questions for Discussion: 1. How are these assessments being used to modify instruction, improve student achievement and inform

parents about their child’s progress in achieving standards?



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Sample Barriers to Expected Implementation Grade level meetings are not consistently scheduled to provide teachers the opportunity to analyze

data and set goals as a collaborative, informed team. Analysis of student data is not used to inform instructional practice. Grade level meetings are not consistently scheduled to provide teachers the opportunity to analyze

English learner data and set goals as a collaborative informed team. CST progress data, SOAR, Writing Assessments is not analyzed using the District Progress

Benchmarks for English Learners. Parent/teacher conferences are not held due to scheduling conflicts. Parents do not get needed assistance in interpreting data on reports. Teachers do not have the opportunity to work closely enough with coaches to prioritize the needs of

students based on data analysis. Teachers are not adequately qualified to provide access to grade level literacy Literacy coaches need training on effective practices for educating students with disabilities. Literacy coaches and teachers are not able to identify features of non-standard English language and

are, consequently, unable to assess and prescribe appropriate instruction in MELD.

5. What other tools and supports for assessing student learning have members of your grade level developed or used and what has been the impact?

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ELEMENTARY ENGLISH LANGUAGE DEVELOPMENT TOOLKIT

This tool is designed to provide a process for teams or grade levels to accomplish the following: I) Review Goals, II) Analyze Data, III) Analyze Current Educational Practice and determine Key Findings to prioritize for inclusion in the Elementary English Language Development “Action Plan”.

III. REVIEW GOALSLEA Goal AMAO Goal

All English learners will become proficient in English within 5-6 years of instruction.

70%+ of English learners will progress one CELDT level per year (see district provided data no. 1).

70%+ of English learners will score an overall ELD level of 4 or 5 on the CELDT after 4-5 years of ELD instruction (see district provided data no. 2).

II. ANALYZE DATA

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DATA PROVIDED IN SPSA:1. School level ELD as measured by the California English

Language Development Test (CELDT) Data report

ADDITIONAL DISTRICT PROVIDED DATA(Download from PERB Office website on www.lausd.net)

2. School level California English Language Development Test (CELDT) by Performance Level by Years in District

SCHOOL PROVIDED DATA: English Learner Monitoring Roster ELD Portfolio


DISTRICT PROGRESS BENCHMARKS FOR ENGLISH LEARNERSElementary ELD, ELA and Math

Note: This document has been provided for you to use in analyzing progress towards the second AMAO Goal above: 70%+ of English learners will score an overall ELD level of 4 or 5 on the CELDT after 4-5 years of ELD instruction

STRUCTURED ENGLISH IMMERSION PROGRAMClassification LEP/EI LEP/EI LEP/EI LEP/EI LEP/P RFEP

Years in Program 1 2 3 4 5

NAELD Portfolio ELD Level 1 ELD Level 2 ELD Level 3 ELD Level 4 ELD Level 5

Overall CELDT

Beginning(1)

Early-Intermediate(2)

Intermediate(3)

Early-Advanced(4)

Advanced(5)

California Standards Tests, Grades 2-5

ELA Far Below Basic Below Basic Basic Basic to Proficient

Proficiency to

Advanced

Math Far Below Basic Below Basic Basic Basic to Proficient

Proficiency to

AdvancedDistrict Standards-Based 6-8 Week Benchmark Assessments, Grades K-5

ELA Intensive (Red) Strategic (Yellow) Strategic/Benchmark Benchmark (Green)

Math Intensive Strategic Strategic/Benchmark Benchmark

BASIC BILINGUAL PROGRAMClassification LEP/WB LEP/WB LEP/WB LEP/WB LEP/P RFEP

Years in Program 1 2 3 4 5

NAELD Portfolio ELD Level 1 ELD Level 2 ELD Level 3 ELD Level 4 ELD Level 5

Overall CELDT

Beginning(1)

Early-Intermediate(2)

Intermediate (3)

Early-Advanced(4)

Advanced(5)

APRENDA / SABE Tests, Grades 1-5 (Spanish)

Reading/Math 40th percentile or above NA

California Standards Tests, Grades 2-5 (English)

ELA Far Below Basic Below Basic Basic Basic to Proficient

Proficiency to

Advanced

Math Far Below Basic Below Basic Basic Basic to Proficient

Proficiency to

AdvancedDistrict Standards-Based 6-8 Week Benchmark Assessments, Grades K-5 (Spanish and English)

Language Arts Benchmark in Spanish Benchmark in English

Math Benchmark in SpanishPhase IIB in Spanish Benchmark in

English Benchmark in EnglishPhase IIIA in English Strategic/Benchmark

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Sample Elementary SchoolIII. ANALYZE CURRENT EDUCATIONAL PRACTICE

C. ALIGNMENT OF CURRICULUM, MATERIALS AND INSTRUCTION TO STANDARDS AND RESEARCH-BASED PRACTICE

1. Curriculum and Materials: The district has provided the following tools and supports for alignment of curriculum and instructional materials to ELD standards with the expected implementation:

Tools and Supports for Alignment of Curriculum and Materials to ELD

StandardsExpected Implementation

The goal of the district’s elementary ELD program is to provide consistent and rigorous second-language acquisition for English Learners (ELs). Alignment of all ELD curriculum materials, instructional methods and assessment to the California English Language Development standards assures ELs will be given the opportunity to demonstrate measurable progress toward the development of 1) receptive language skills (reading and listening), which are essential for accessing information, and 2) expressive language skills (speaking and writing), which are essential for communicating learning.

To accelerate ELD instruction, ELs are grouped by no more than two consecutive ELD levels for a period of 30 to 45 minutes for daily ELD lessons that are separate and in addition to grade level English Language Arts instruction. ELD is taught by a teacher authorized with a B/CLAD, etc to provide English-as-a-Second Language instructional strategies.

The district’s main instructional reform effort for English learners involves the use of Thinking Maps strategies to teach vocabulary and explicit language forms and functions for the purpose of accelerating oral and written fluency in academic English.

Curriculum/Materials Use of Into English! by Hampton-Brown

state approved ELD curriculum materials.

Instruction Research-based implementation of ELD

curriculum.

Evidence of standards-based ELD lesson plans for 30-45 minute dedicated ELD block.

Evidence that ELs are grouped by 1-2 ELD level(s) for standards-based ELD instruction.

Evidence that teachers respect the dialects that children use in their families and communities.

Evidence that teachers teaching English learners have EL authorization.

Evidence that ELD teachers use multiple measures in assessing ELs ELD progress.

Evidence of integration of Thinking Maps into standards-based ELD instruction.

Special Education Services Evidence that Sp. Ed. English learners

receive state-approved ELD curriculum instruction based on the ELD Standards listed on the IEP.

Evidence that Sp. Ed. English learners receive differentiated ELD instruction.


a. How are these tools and supports being used by your grade level to support alignment of curriculum and instructional materials to standards?



87

Sample Elementary Schoold. In areas where “expected implementation” is not being achieved, what are some of the barriers or

causes? (Use samples below or others.)

Sample Barriers to Expected Implementation Teachers are not using district approved standards-aligned Instructional

Guides and materials. Students are not given adequate time to address district curriculum and

use approved materials. Teachers do not build upon students’ personal experiences and cultural

background to develop and extend their language learning in listening, speaking, reading and writing.

e. What other work has been done/is being done by members of your grade level to achieve alignment and what is the status?

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Sample Practices that Increase Rigor Sample BarriersCurriculum/ Materials

Provided State-Adopted and/or District Approved core and supplemental ELD materials

Provided Standards-based core ELD and supplemental ELD materials

Integrate ELD Listening, Speaking, Reading and Writing standards on a regular basis

Align ELD Instructional Themes to Grade Level Content Standards

Instruction Incorporate effective research-based second-

language acquisition strategies. Reflect positive multi-cultural education. Clearly articulate second-language instructional

objectives by ELD level with ELs. Group ELs by ELD level and language domain

(LSRW). Use Thinking Maps to teach vocabulary,

language forms and functions and to develop oral and written fluency in English.

Provide effective EL scaffolding techniques such as experiential learning, manipulatives, visual aids and realia to increase comprehension.

Use culturally responsive pedagogy to build upon the wealth of linguistic and academic skills ELs bring to school.

Vary ELD instruction based on affective needs, cognitive learning styles, and multiple intelligences of individual students.

Teachers use methodology that fosters integration (e.g., cooperative learning, pair share) opportunities.

Ensure students have the opportunity to practice their learning to a high level of performance before being formally assessed.

Rigorous ELD Instruction and Learning for English Learners who also receive Special Education Services

List explicit and appropriate COM or ELD goals on the IEP.

Base all accommodations or modifications of the ELD curriculum, instruction and assessment on the COM objectives or ELD standards specified in the IEP.

Use common planning time to develop appropriate linguistic or communication scaffolds.

Curriculum/ Materials Implementation of ELD curriculum is

not aligned to research-based program design.

Instruction According to PERB, 1 in 5 English

learners receive daily ELD instruction for a minimum of 30-45 minutes using state-approved ELD curriculum.

Direct ELD instruction lacks differentiated or clear expectations and rigor for all five ELD levels.

Limited use of research-based ELD instructional strategies that match identified student needs by ELD level.

Limited opportunities for English learners to work in groups to participate in rigorous ELD performance tasks.

Limited evidence that schools are using Thinking Maps as a school-wide English learner instructional strategy across all content areas.

Limited evidence of academic English instruction in language structures and vocabulary associated with cognitive skills.

Limited use of culturally responsive pedagogy to build upon the wealth of linguistic/academic skills ELs bring to school.

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Instructional Materials Expected Implementation Into English! State-adopted, standards-based ELD curriculum is

available to teachers of English learners. State textbook funds to purchase core ELD textbooks are utilized. The schools in the district are implementing Hampton-Brown’s Into English! textbook series.

In addition, schools receive EIA-LEP funds to provide, among other services, sufficient supplemental ELD instructional materials. ELD instructional materials should include the following elements 1) developmentally appropriate listening, speaking, reading and writing skill in alignment to state ELD standards, 2) effective research-based second-language acquisition strategies, and 3) multicultural grade level appropriate content and themes.

Evidence that sufficient state-adopted ELD materials have been purchased/ordered and used to meet the needs of each grade level.

Evidence that supplemental multicultural books are purchased to respond to culturally diverse student needs.






Sample Barriers to Expected Implementation Insufficient state-approved, standards-based Into English! ELD curriculum

materials are provided to meet current grade level needs. Supplemental ELD curriculum materials have replaced the core ELD

program. Limited supplemental ELD leveled independent reading materials. Insufficient supplemental multicultural books are available to respond to

culturally diverse student needs.


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The system has provided the following professional development aligned to ELD standards, research-based instructional practices, and assessed student performance with the expected implementation:

Professional Development Expected ImplementationThe district’s Title III Initiative calls for ongoing, comprehensive and well-articulated ELD professional development. ELD professional development is aligned to student linguistic needs and planned to specifically improve teacher pedagogy in second-language acquisition methods.

Teachers are trained in the effective use of state-adopted ELD textbooks and supplemental materials, as well as in the use of Thinking Maps. The district’s current three year ELD professional development plan for teachers includes: (1) centralized five-day ELD Institutes, (2) local district follow-up ELD in-service training opportunities, and (3) school-based grade level meetings, buy-back days and faculty meetings focused on standards-based ELD instruction and ongoing analysis of ELD Portfolio data and annual CELDT results.

Administrators receive professional development opportunities to assist them in the following areas:

(1) Developing a high quality, well-planned site-based ELD training plan differentiated by identified needs of new and experienced teachers and ELD program implementation data,

(2) Providing consistent monitoring of the school’s ELD program implementation, and

(3) Ensuring uniform implementation of ELD Assessment Portfolios for planning instructional practice, guiding professional development, and informing progress report card scoring.

English learner program coordinators and/or ELD department chairs receive ELD training opportunities designed to help them provide leadership for the following activities:

(1) Rigorous ELD lesson study and planning,

(2) Ongoing analysis of ELD assessment data to inform instructional practice,

(3) Application of research-based effective ELD strategies to the Into English! core curriculum, and

(4) Differentiated ELD lesson design and delivery on the basis of the diagnosed linguistic needs of the English learners.

(5) Staff development that addresses second-language acquisition and multicultural educational issues.

Evidence of at least 16 hours of ELD professional development, including the following topics:

- EL Monitoring Roster - Into English instruction and assessments - CELDT data - ELD Portfolios - ELD demo lessons - ELD lesson study - ELD peer coaching

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Sample Barriers to Expected Implementation Limited evidence that all teachers and administers are all trained to

effectively implement state-adopted ELD materials and district-approved Thinking Maps.

Limited opportunities for grade level teams to develop a common scope and sequence for differentiated, standards-based ELD instruction and assessment.

Limited monitoring of ELD classroom implementation to inform professional development goals and objectives.

Limited ELD instructional coaching and modeling to support consistent quality implementation of the ELD program.

Limited evidence that professional development activities are based on student ELD progress data and/or grade level ELD implementation data.

Limited evidence that staff development programs addresses second-language acquisition and multicultural education issues.



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The system has provided the following services for the regular program to enable underperforming students to meet ELD standards with the expected implementation:

Services to the Regular Program Expected Implementation While the district priority is quality teaching, there is a

recognition that English learners who are not progressing one ELD level per year must receive additional in-class ELD accommodations, on-track and off-track extended learning opportunities at the earliest opportunity possible to ensure they will “catch-up” in ELD and meet district, state and federal English proficiency benchmarks within 4-5 years.

The district recommends schools use the Language Appraisal Team (LAT) to (1) identify ELD progress trends to design focused on-track and off-track ELD intervention services by grade level and/or ELD level aligned to specific student needs, and (2) consult with teachers and parents to recommend specific in class accommodations that target identified linguistic needs of an individual student and to collaborate to periodically monitor that student’s ongoing ELD progress.

In addition, the state requires schools to document the provision and effectiveness of ELD intervention services to English learners. ELD intervention teachers must hold an appropriate EL authorization (B/CLAD, etc.) and receive professional development to specifically prepare them to meet identified instructional and linguistic needs of ELs.

Evidence that each class has analyzed ELD student progress data e.g., CELDT, English Learner Monitoring Roster, and ELD Portfolio and is used to inform instruction.

Evidence of functioning LAT.

Evidence that ELD students have participated in appropriate intervention services.






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Sample Barriers to Expected Implementation Limited evidence that ELs are identified or grouped for ELD intervention

services based on identified second-language acquisition needs. ELA intervention services mistakenly provided instead of ELD services. Limited evidence that SIS EL Monitoring Roster is used to identify English

learners who are not making adequate ELD progress (one ELD level per year) for ELD intervention services.

Limited evidence that ELD intervention services are improved on the basis of analyzing pre-post ELD intervention assessment data.

Limited evidence that the Language Appraisal Team (LAT) is used as the gate keeper for recommending ELD intervention services (e.g. in-class, ELD, SBP)




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Assessments to Modify Instruction and Improve Student Achievement Including how Parents are Informed about

Student Academic Progress and ExpectationsExpected Implementation

Multiple ELD assessment measures are used to monitor ELD progress in listening-speaking, reading and writing. These assessment measures include but are not limited to the following: (1) textbook assessments (2) examination of daily work, (3) CELDT-like performance tasks, (4) teacher observation, (5) ELD Assessment Portfolio scores, and (6) annual California English Language Development Test (CELDT) results. Open Court Reading SOAR data may be used to check whether or not the ELD levels are reasonably aligned to grade level ELA progress benchmarks for English learners.

Parents of English learners are kept informed of the ongoing ELD progress of their children through the use of progress report cards and conferences, ELD Assessment Portfolios, and annual CELDT results. Schools are responsible for sending appropriate EL parent notification letters home within required timelines and in the home language of each language population that represents 15% or more of the total language population.

Evidence of at least 2 publisher’s end of unit assessments per reporting period are collected and used to score the ELD Portfolio.

Assessment results are analyzed during Grade level meetings to inform ELD instruction.

Grade level meeting agendas, training packets, sign-in sheets, etc.






Sample Barriers to Expected Implementation Limited evidence that teachers / administrators are aware of the District Progress Benchmarks for English

Learners, Elementary ELD. Limited evidence that (1) End-of-Unit ELD Publisher Assessments, and (2) pre and post CELDT-like ELD

storytelling and ELD composition assessment samples are collected and analyzed to inform scoring the ELD Portfolio and progress reports.

ELD Portfolio contents include grade level work not scored according to the ELD performance standards. Limited evidence that grade level meetings are consistently scheduled to analyze ELD Portfolio content and

ELD assessment data or to make instructional decisions or inform professional development practices. Limited evidence that multiple opportunities are provided for students to practice language learning (e.g.,

cooperative grouping, pair share).

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ELEMENTARY SCHOOL LEAST RESTRICTIVE ENVIRONMENT TOOLKIT

This tool is designed to provide a process for teams or grade levels to accomplish the following: I) Review Goals, II) Analyze Data, III) Analyze Current Educational Practice and determine Key Findings to prioritize for inclusion in the Elementary Least Restrictive Environment “Action Plan”.

IV. REVIEW GOALMCD/LRE Annual Goal

73% of students with SLD or SLI and 52% of students with all other disabilities will participate in general education classrooms for 40% or more of their day by June 2006.

II. REVIEW DATA ANALYSIS AND KEY FINDINGSRefer to “CST Distributed by Performance Bands for All Subgroups” data and review “Current Educational Practice Key Findings” found in the English/Language Arts and Mathematics Toolkits. This information, along with the “School Provided Data” and the “LEA Analysis by School Report” below, will be needed to inform the Analysis in the LRE Toolkit.

LEA ANALYSIS BY SCHOOL REPORT

Complete this chart using the MCD reports, and Welligent data.

Least Restrictive Environment Bands

0 – 20% 21-60% 61-100%

Specific Learning Disabled or Speech or Language Impaired

All other disabilities

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DATA PROVIDED IN Elementary Mathematics and English/Language Arts Toolkits: CST Distributed by Performance Bands for All

Subgroups

SCHOOL PROVIDED DATA: Modified Consent Decree

Reports



D. ALIGNMENT OF CURRICULUM, MATERIALS AND INSTRUCTION TO STANDARDS AND RESEARCH-BASED PRACTICE

1. Curriculum and Materials: The district has provided the following tools and supports for alignment of curriculum and instructional materials with the expected implementation:

Tools and Supports for Alignment of

Curriculum and Materials to Standards


Instructional Guides: English Language Arts Mathematics Science

IEP Team Guidelines Goals and Objectives

Aligned to Standards

Curriculum for Students with Severe Disabilities

Matrix of Standards-Based Support Materials

Teachers use the Essential Goals and Objectives aligned to California Content Standards as a guide to both IEP goals and to age appropriate content instruction

Grade appropriate content instruction is clearly organized around the big ideas outlined in the content standards

Parallel materials are standards-based Intervention materials are intensive, targeted and founded in research Instructional activities that provide multiple means of representation,

multiple means of engagement, and multiple means of expression are used and articulated to the students

Students are challenged beyond their level of comfort to think critically and demonstrate problem-solving skills

Instruction, curriculum, intervention, and assessment are organized for learning

Curriculum for students with severe disabilities is utilized as the foundation for instruction for students with moderate or severe disabilities who are not accessing grade level content standards






Sample Barriers to Expected Implementation Teachers are not using district approved standards-aligned Instructional Guides and materials. Students are not given adequate time to address district curriculum and use approved materials.


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Sample Practices that Increase Rigor Sample Barriers Use of direct explicit instruction using content

standards as the base Provision of intensive targeted intervention based

on identified need Use of research-based intervention materials for

intervention Instruction in cognitive learning strategies Clearly articulated goals and expectations Active engagement in learning Use of scaffolding strategies to support learning Explicit instruction in cognitive strategies Positive behavioral strategies and behavior

interventions Flexible grouping Peer supported learning Use of co-teaching methods Common planning to develop accommodations,

modifications and scaffolds.

Teachers need professional development in: aligning instruction to grade level

standards analysis of students’ data or ongoing

progress monitoring used to guide instruction

research-based instructional practices effective use of scaffolds,

accommodations or modifications to provide access to content

instruction that engages students in higher level thinking, problem-solving, critical thinking.

Limited time for general and special education educators to collaboratively plan.







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Instructional Materials Expected Implementation Standards-Aligned Textbooks and Intervention

Materials. Teachers intentionally select research-based

materials that support instruction in rigorous content standards.

Intervention materials are targeted to the identified need of the student.

Questions for Discussion: 1. How are these instructional materials being used by your grade level to ensure that the learning needs of

your students are being met?




Sample Barriers to Expected Implementation Teachers do not have access to all the grade level core materials and supplemental

materials needed to provide intensive grade-level instruction. Supplemental materials used for special education intervention are not research-based. Model lessons are not developed for all of the standards and accompanied with samples of

student work.


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Professional Development Expected ImplementationThe Division of Special Education provides professional development modules in the areas required through the Modified Consent Decree. These professional development modules are provided through the Local District or accessed online.

Professional development is supported through four Regional Support Offices. Personnel are available to support schools in providing focused professional development in the following areas:

least restrictive environment, instructional “best practices” for students with disabilities, and positive behavioral intervention.

Instructional strategies for students with disabilities are integrated into all professional development provided in academic areas.

Data is used regularly as a part of staff development to guide instructional, behavioral, and LRE practices.

Special education teachers are assigned to grade level teams.






Sample Barriers to Expected Implementation Special education practices and information are not integrated into current staff development causing

a lack of coherence for staff. Special education teachers do not always participate in the same professional development as their

general education colleagues.



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Services to the Regular Program Expected Implementation

Position Papers: Early

Intervention/Prevention Elementary Literacy Positive Behavior Support

Master schedule reflects integration patterns and common planning time with co-teaching teams

Student schedules reflect participation in general education classes

Special education staff schedules reflect opportunities for co-teaching, co-planning, and direct instruction

Learning Center supports intervention for students A continuum of service delivery options is available based on

student need Special education classes are structured to provide for multiple

levels of instruction








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Sample Barriers to Expected Implementation Collaborative time and planning is limited and frequently unfocused. General education teachers need professional development on differentiated instruction,

accommodations, and modifications for diverse learners. Positive behavior support system within the general education class is needed.


E. USE OF STATE AND LOCAL ASSESSMENTS TO MODIFY INSTRUCTION AND IMPROVE STUDENT ACHIEVEMENT INCLUDING HOW PARENTS ARE INFORMED ABOUT THEIR CHILD’S ACADEMIC PROGRESS REGARDING MASTERY OF GRADE LEVEL STANDARDS AND PERFORMANCE EXPECTATIONSThe system has provided the following assessments to modify instruction and improve student achievement including how parents are informed about student academic progress and expectations with the expected implementation:

Assessments to Modify Instruction and Improve Student Achievement Including how Parents are Informed about Student

Academic Progress and ExpectationsExpected Implementation

Secondary report card Report of Progress Toward IEP Goals Annual IEP meeting Parent conferences

Progress monitoring charts for students are available and demonstrate growth in targeted areas.

Grades reflect progress in content curriculum with accommodations or modifications.

95% or more of students with disabilities participate in the state required assessment. The overwhelming majority of students participate in CAT/6 and CST testing.

IEP goals and objectives are met annually. Use of clear expectations and rubrics.






Sample Barriers to Expected Implementation Students are not participating in grade level content instruction or assessment. Teachers are unfamiliar with how to use the assessment aligned to the content curriculum to direct

instruction, intervention, and remediation.


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FIFTH GRADE SCIENCE TOOLKIT (Optional)This tool is designed to provide a process for teams or grade levels to accomplish the following:

I) Review Goals, II) Analyze Data, III) Analyze Current Educational Practice and determine Key Findings to prioritize for inclusion in the Fifth Grade Science “Action Plan”.

V. REVIEW GOALSAYP Goal (5% of the API goal is calculated from science assessments. API is a part of the AYP calculation):

The percentage of students scoring proficient or above on the California Standards Tests and the required NCLB science assessments will increase annually.

II. ANALYZE DATA


California Standards Test (CST)Two-Year Scoring by Performance Band

5th Grade Science2004 2005


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SCHOOL PROVIDED PERIODIC ASSESSMENT DATA:

Student-level item analysis report

Classroom-level item analysis report


D. STUDENT ACHIEVEMENT DATA – DISTRIBUTION OF PERFORMANCE BANDS – All Subgroups

2005 California Standards Test (CST) in ScienceDistribution of Performance Bands – All Subgroups

Grade 5Schoolwide# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicAfrican American Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicHispanic Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicSocioeconomically Disadvantaged Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicEnglish Learner Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Below Basic% Far Below BasicStudents with Disabilities Grade 5# Tested% Advanced% Proficient% Proficient & Advanced% Basic% Proficient, Advanced, & Basic% Below Basic% Far Below Basic

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Sample Elementary SchoolC. CALIFORNIA STANDARDS TEST (CST) CONTENT STRAND BY SUBGROUP


SciencePhysical

Science 5Physical

Science 4Life

Science 5Life

Science 4Earth

Science 5Earth

Science 4Schoolwide# ItemsAverage Number CorrectAverage % CorrectAfrican American# ItemsAverage Number CorrectAverage % CorrectHispanic# ItemsAverage Number CorrectAverage % CorrectSocioeconomically Disadvantaged# ItemsAverage Number CorrectAverage % CorrectEnglish Learners# ItemsAverage Number CorrectAverage % CorrectStudents w/ Disabilities# ItemsAverage Number CorrectAverage % Correct

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D. CONTENT STRAND ANALYSIS BY SCHOOL REPORTThe previous report list the average score and percent correct for students by subgroup on each content strand. Also see the released test items for this subject area AND the content standards for the strands and objectives assessed.Complete this chart using content strand reports, content standards and released test items.



Physical Science 5

Physical Science 4

Life Science 5

Life Science 4

Earth Science 5

Earth Science 4



Physical Science 5

Physical Science 4

Life Science 5

Life Science 4

Earth Science 5

Earth Science 4



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E. ALIGNMENT OF CURRICULUM, MATERIALS AND INSTRUCTION TO STANDARDS AND RESEARCH-BASED PRACTICE


Tools and Supports for Alignment of Curriculum and Materials to Standards Expected Implementation

Elementary Science Instructional Guide for grades 4 and 5

Standards-aligned textbooks Standards-aligned additional resources Immersion Units

Teachers use Instructional Guides to align the curriculum to the standards, to which students are held accountable

Students engage in hands-on science activities Students question, think, and problem solve Collaborative small-group work






Sample Barriers to Expected Implementation Teachers are not using district approved standards-aligned pacing plan and materials. Students are not given adequate time to address district curriculum and use approved

materials.


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Sample Practices that Increase Rigor Sample Barriers Teaching content standards and Investigation and

Experimentation standards concurrently Teaching instructional units within science content

modules as supported by The Elementary Science Instructional Guide (ESIG)

Making connections to student’s own learning Scaffolding instruction.

Lack of rigorous, standards-based instructional practices

Need for science content professional development

Need for professional development in pedagogy.

Questions for Discussion:a. Which “practices that increase rigor” are most evident in the classrooms in your grade level? (Use examples

above or others.)





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Instructional Materials Expected Implementation State-adopted texts and supplemental materials Nonfiction reading material from Open Court Science Instructional Guides

Use of a variety of resources to teach the content standards

Explicit connection of instructional materials to California Content Standards

Use of material that supports investigation and experimentation

Questions for Discussion: 1. How are these instructional materials being used by your grade level to ensure that the learning needs of

your students are being met?




Sample Barriers to Expected Implementation Lack of additional professional development in the science content and pedagogy Lack of materials to support teaching content through investigation and experimentation The usage of instructional materials that is not aligned to the standards nor research-based


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Sample Elementary SchoolC. ALIGNMENT OF STAFF DEVELOPMENT TO STANDARDS, RESEARCH-BASED

INSTRUCTIONAL PRACTICES, ASSESSED STUDENT PERFORMANCE AND PROFESSIONAL NEEDS


Professional Development Expected Implementation Professional Development for SLTs to assist

teachers in implementing the Science Instructional Guide

Extended investigations or Immersion Units to deepen student inquiry skills

On-going collaboration among SLTs and other teachers to expand content knowledge and pedagogical repertoire

Rigorous, standards-based science instruction

Students explaining their thinking, using logic, and hypothesizing

Implementation in the classroom of pedagogical and content knowledge acquired from ongoing professional development

Teacher demonstrates knowledge of subject matter content based upon the science content standards






Sample Barriers to Expected Implementation Perceived lack of time for teaching the science curricula. Lack of professional development in a variety of instructional practices, which engage students in

developing critical thinking skills related to science. Lack of differentiated professional development to meet the needs of diverse learners (i.e., gifted,

Els, SEL). Lack of instructional material that support teaching content standards through investigation and

experimentation.

6. What other professional development has been provided and what has been the impact? Analysis of Current Educational Practice Key Findings

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Services to the Regular Program Expected Implementation Classroom intervention based on on-going formative

assessments

Lead teachers assist with grade-level data analysis and action to improve achievement and change practice

Collaborative data analysis

Sharing of successful instructional strategies

Improved student achievement








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Sample Barriers to Expected Implementation Lack of professional development in a variety of instructional practices, which engage

students in developing critical thinking skills related to science




Assessments to Modify Instruction and Improve Student Achievement Including how Parents are Informed about

Student Academic Progress and ExpectationsExpected Implementation

LAUSD Periodic Assessments administered after each instructional module

California Standards Test administered to Grade 5 students

On-going classroom formative assessments On-going parent communication on student progress

through conferencing, report cards, and progress reports

Parent involvement to improve student achievement

Teacher reflection on results and change in practice

Differentiated instruction Classroom intervention strategies implemented






Sample Barriers to Expected Implementation Lack of understanding effective use of assessment data Lack of parent communication and education


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Sample Elementary SchoolSECTION 5: SAMPLE RESPONSES FOR COMPLIANCE ITEMS

SAMPLE RESPONSES FOR COMPLIANCE WITH GIFTED AND TALENTED EDUCATION PROGRAM

CategoricalGifted and Talented Education Actions to Achieve Compliance

Evidence that the school GATE plan is articulated with the general education program, includes an intellectual component with objectives that meet or exceed state academic content standards and aligns with the available resources of the school, staff, parents and community.

Modifications to the core curriculum as indicated on the “Planning Gifted/Talented Programs” (MEM-1190).

Meeting agendas show discussion of core standards and lessons to modify standards as needed.

Evidence that the school GATE plan insures all children are eligible for the nomination process regardless of socioeconomic, linguistic or cultural background, and/or disabilities and the diversity of the district’s student population is increasingly reflected in the district GATE population.

Copies of all referrals on the “Requests for Psychological Services for Gifted/Talented Students” forms are kept.

Copies of agendas/sign-in sheets for Screening Committee meetings are on file.

Evidence that the school GATE plan for differentiated instruction addresses the needs of gifted students to meet and exceed state core curriculum and standards.

Copies of the “Elementary Content Description Form for Gifted/Talented Programs” are on file.

Evidence exists that teachers, parents, administrators and counselors are provided with information and training regarding the characteristics of gifted learners and their related social and emotional development.

Copies of “Gifted/Talented Program News” are used for professional development and parent meetings.

Local District and school sign-ins are on file for conferences, parent workshops, study groups, meeting agendas.

Documentation exists that professional development opportunities related to gifted learners are provided on a regular basis.

Local School Plan is on file. Individual Professional Development logs are

available.Documentation exists that parents are informed of the District’s criteria and procedures for identifying gifted and talented students as well as the program options and learning opportunities. Evidence exists that parents are involved in planning and evaluation of the program.

Copies of the “Gifted/Talented Program News” and “Assessment and Identification of Gifted/Talented Students: A Parent Informational Guide” are available.

Copies of “Gifted/Talented Programs: Local School Programs: An Informational Guide” is available.

Copies of “Parent Survey” and “Parent Evaluation of G/T Programs” is kept on file.

Evidence exists that all components of the program are periodically reviewed by individuals knowledgeable about gifted learners and the results are used for continuing program development.

Documentation of visits by Local District Program Representatives and experts in the field of Gifted/Talented Education.

Copy of the most current Coordinated Compliance Review by the CDE is on file.

Evidence exists that the school GATE budget is directly related to the GATE program objectives with appropriate allocations.

Copy of the “Budget Summary for Gifted/Talented Programs” is on file.

PD budget shows time for teachers to apply practice and articulate the relationship between the core curriculum and a differentiated curriculum.

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SAMPLE RESPONSES FOR COMPLIANCE ITEMS WITH K-12 ENGLISH LANGUAGE DEVELOPMENT

State English Learner Program (EIA-LEP) Examples of Possible ELD Documentation

All students with HLS indicating a language other than English are tested with the initial CELDT within 30 school days.

All ELs are tested annually using the CELDT.

Master Plan Rosters (initial CELDT date)

CUMs have original 1) HLS, 2) CELDT results, and 3) Master Plan Parent Notification Letters

Evidence shows classrooms are organized to assure that ELs are grouped by 1 or 2 consecutive ELD levels to facilitate differentiated ELD instruction.

Master Plan Rosters for all classrooms

All teachers with ELs provide rigorous standards-based ELD instruction differentiated by proficiency level on a daily basis for 30-45 minutes in elementary school.

Sample Administrative Observation Checklist and Monitoring Schedule for ELD/ESL Implementation

Completed Administrative ELD/ESL Observation Checklists for each teacher

ELD standards / COM goals are listed on the IEPs of ELs receiving Special Education services.

IEP meeting schedules for ELs with disabilities

IEP meeting minutes for ELs with disabilities

All teachers of ELs have appropriate state-approved ELD textbooks and supplementary standards-based ELD materials to support core ELD instruction.Elementary: Into English!, Scott Foresman ESL, Amazing English!, Prentice Hall ESL

Inventory list of ELD textbooks listing number of Into English! kits or High Point textbooks

Inventory list of supplementary ELD materials. This would include items such as, posters, picture sets, realia, technology aids, language games, etc

Each teacher uses appropriate grade span and ELD level of the ELD Assessment Portfolios to collect assessment data and determine progress report marks for each reporting period.

CUMs have most recently completed ELD Portfolios that include student work samples

Teachers have an ELD Portfolio for each EL

ELD Portfolio scores align to ELD progress marks

ELD professional development is provided during in-service/grade level/department/faculty meeting and/or professional development days to teachers and paraprofessionals based on the ELD standards, curriculum, assessment, and identified student and staff needs.

Master professional development calendar

Agendas, ELD training packets, materials and sign-ins for each ELD professional development listed on the Master Calendar

Staff and student needs assessment (survey/data instruments)

All teachers of ELs are appropriately authorized to teach ELD and teachers-in-training on interim assignment are enrolled in course work leading to an appropriate authorization.

EL authorizations (BCLAD/BCC, CLAD/LDS, or SB 1969/395)

Teacher-in-training Forms with evidence of progress

List of misassigned teachers (no authorization or authorization doesn’t match current assignment)

Time is scheduled for staff to analyze CELDT progress data, ELD portfolio contents and ELD instructional materials to inform ELD program improvement plans, identify staff training needs and align student needs to appropriate intervention services.

Master professional development calendar that includes specific dates and ELD methodologies, which demonstrates all teachers receive in-service training, regardless of track assignment, to provide second-language learning opportunities to ELs

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SAMPLE RESPONSES FOR COMPLIANCE ITEMS WITH K-12 ACCESS TO GRADE LEVEL CONTENT

State English Learner Program (EIA-LEP) Examples of Possible ELA-Math Documentation

All ELs are tested annually using the CST ELA and CST Math to determine progress toward mastery of grade level content standards in English. ELs in bilingual alternative programs are tested in the language of L1 grade level instruction.

EL Monitoring Rosters (CST/ELA)

CUMs have 1) CST ELA and Math results and Aprenda (Spanish) or Korean test results for ELs in Basic Bilingual and Dual Language programs

Classrooms are organized to assure that ELs are grouped together by 1 or 2 consecutive ELD levels to facilitate differentiated ELA & Math instruction

Master Plan Rosters for all classrooms

All SEI teachers with ELs provide rigorous standards-based grade level instruction differentiated by ELD level using Content-Based-ELD, SDAIE, L1 Support methodologies.

Sample Administrative Observation Checklist and Monitoring Schedule for Grade Level Content

Completed Administrative Grade Level Content Observation Checklists for each teacher

All Basic Bilingual and Dual Language teachers provide rigorous standards-based grade level instruction using appropriate L1 instruction and SDAIE methodologies.

Grade level content standards and appropriate CB-ELD, SDAIE, or L1 Instruction/Support methodologies are listed on the IEP of ELs.

IEP meeting schedules for ELs with disabilities

IEP meeting minutes for ELs with disabilities

All teachers of ELs have appropriate state-approved, standards-based grade level textbooks and materials. Supplementary standards-based grade level materials support academic needs of ELs differentiated by ELD level. Basic Bilingual and Dual Language teachers use state-approved primary language (L1) textbooks and materials

Inventory list of grade level textbooks listing the number of approved textbooks are available in English (SEI) and Spanish/Korean (Bil/DL)

Inventory list of supplementary grade level materials in English/Spanish/Korean that assure access to grade level content such as visuals, technology aids, leveled content materials, etc.

All teachers of ELs assess mastery of grade level content standards using appropriate district-approved assessments incorporating appropriate SDAIE & L1 accommodations to ensure students communicate what they have learned with minimal linguistic interference.

Teachers have grade level periodic assessment data disaggregated by ELD level

Academic progress marks reflect progress toward meeting grade level content standards

Grade level CST data is disaggregated by ELD level

Professional development opportunities to support grade level curriculum, instruction and assessment integrate Content-Based ELD, SDAIE, and L1 Instruction/Support methodologies for ELs.

Master professional development calendar includes grade level topics and accommodations for ELs

Agendas, training packets, materials and sign-ins that specifically address various grade level methodologies/accommodations for ELs

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SAMPLE RESPONSES FOR COMPLIANCE ITEMS WITH K-12 ACCESS TO GRADE LEVEL CONTENT

State English Learner Program (EIA-LEP) Examples of Possible ELA-Math Documentation

All teachers of ELs are appropriately authorized to use CB-ELD, SDAIE, and L1 Instruction/Support methodologies to teach grade level content to ELs.Teachers-in-Training are enrolled in B/CLAD courses.

EL authorizations (BCLAD/BCC, CLAD/LDS, or SB 1969/395)

Teacher-in-training forms with evidence of progress

List of misassigned teachers (no authorization or authorization doesn’t match current assignment)

Note: BCLAD/BCC is required for Bil/DL teachers

Time is scheduled for staff to analyze CST progress data, evaluate grade level assessment data, modify grade level lessons using CB-ELD, SDAIE and/or L1 methods, identify staff training needs, and align student needs to appropriate intervention services.

Master professional development calendar that includes specific dates and EL methodologies, which demonstrates all teachers receive in-service training, regardless of track assignment, to create meaningful access and opportunities for ELs to master grade level content standards

SEI students failing to meet district’s reasonable grade level benchmarks for ELA and/or Math receive additional ELD intervention services.

Standards-Based Promotion (SBP) Eligibility Rosters for ELs

ELD intervention program design and calendar of services before/after/during school hours or during SBP intersession/summer school opportunities

ELD/ESL intervention classroom attendance rosters

LAT Pre-Referral ELD checklists to document in-class accommodations/intervention services

ELs enrolled in bilingual alternative programs failing to meet grade level ELA and/or Math standards in their primary language (L1) receive additional L1 grade level intervention services.

SBP Eligibility Rosters for ELs

Grade level bilingual/dual language intervention program design and calendar of L1 intervention services before/after/during school hours or during SBP intersession/summer school opportunities

Bil/DL intervention classroom attendance rosters

LAT meeting agendas and meeting notes for ELs in Basic Bilingual and/or Dual language programs not meeting grade level standards in Spanish/Korean

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SAMPLE RESPONSES FOR COMPLIANCE ITEMS WITH LEAST RESTRICTIVE ENVIRONMENT

Least Restrictive Environment Actions to Achieve Compliance

Evidence of the existence of a collaborative team to create less restrictive environments is available.

List of MCD Review Team Members. Meeting sign-ins

A description of a plan for least restrictive environment is evidenced.

Vision of LRE identified on the school site LRE brochure.

Action steps identified in the plan.

A systematic set of school procedures to ensure student access to extra curricular activities is evident.

Activity notification letters sent to all parents. Written procedure for creating access for students

with physical disabilities is available. How do you arrange for transportation, supervision, etc.

A system is in place for reviewing and monitoring IEP progress to support the movement of students with disabilities into less restrictive environments and increase their interactions with nondisabled peers.

Agendas from MCD Review Team meetings. Analysis of MCD outcome 6 & 7 data.

Evidence of an inventory of supplementary aids and supports is available. The school should consider the need for the following: physical and environment supports in the classroom; (b) materials needed for instructional support; (c) multi-media materials; (d) social supports; and (e) related services.

List of supplementary aids that support student participation in the least restrictive environment. This would include items such as, Alpha Smarts, computer supports, modified curricular materials, videos adaptations, and books on tape (including those that come with state adopted textbooks). See attachment for sample.

Documentation of an intervention process is in place for students who are demonstrating early signs of academic, social or behavioral difficulty that may lead to referral and placement in a special education program.

List of interventions available for students, academically, socially, and behaviorally. This would include items such as afterschool and Saturday school, ELP, summer school or intersession programs, behavioral interventions, social supports including lunch clubs, afterschool clubs, etc.

A description of how the Student Success Team is used to support students at risk of being considered for more restrictive environment.

SST calendar SST letter to parents describing the purpose of SST Evidence of professional development in SST

processes

The prior year’s site plan has been reviewed to identify success in implementing the least restrictive environment plan.

Development of new action steps based on new data.

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SAMPLE RESPONSES FOR COMPLIANCE WITH TITLE I, EIA-SCE SCHOOLS (TARGETED ASSISTANCE SCHOOLS)

CategoricalTargeted Assistance Schools Actions to Achieve Compliance

Documentation exists verifying that parents have been informed about the school’s Title I Targeted Assistance Program at an annual meeting.

Agendas and sign-ins from annual Title parent meetings filed at school and local district.

Documentation exists verifying the broad involvement of staff and parents in the development of program improvements.

Agendas, sign-ins, and written recommendations to SSC committee and staff meetings.

Proposed expenditures are clearly related to the purposes of their funding source and are necessary for the implementation of planned activities.

Budget is an ongoing agenda item for all parent and staff meetings.

Written recommendations from parent committees and staff meetings to SSC are solicited.

All needs for expenditures have been established in the SPSA.

Minutes of School Site Council (SSC) meetings are on file to verify that the SSC updates the school plan annually including proposed related expenditures.

Minutes from SSC are on file at school in a secure location for five years.

Minutes sent to local district.

Evidence exists that advisory committees provided suggestions and modifications in the development of the school site plan.

Master calendar of meetings is available and supporting documentation for these meetings is on file at school.

Based on parent input, training is provided so parents can effectively participate in planned improvements to the instructional program.

Agendas and sign-ins. Needs assessment surveys from parents and staff

are utilized. Monitoring section of the SPSA will document that

action plans and parent training are being implemented.

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SAMPLE RESPONSES FOR COMPLIANCE WITH TITLE I, EIA-SCE SCHOOLS (SCHOOLWIDE PROGRAM SCHOOLS)

CategoricalSchoolwide Program Schools Actions to Achieve Compliance

Documentation exists verifying that parents have been informed about the school’s Title I Schoolwide Program at an annual meeting.

Agendas and sign-ins from annual Title I parent meetings filed at school and local district.
















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SAMPLE RESPONSES FOR COMPLIANCE WITH SLI SCHOOLS (SCHOOL and LIBRARY IMPROVEMENT SCHOOLS)

CategoricalSchool and Library Improvement Schools Actions to Achieve Compliance
















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Sample Elementary SchoolSAMPLE RESPONSES FOR COMPLIANCE ITEMS WITH

TITLE IV, SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES (SDFSC) AND TOBACCO USE PREVENTION EDUCATION (TUPE)

CategoricalTitle IV, SDFSC and TUPE Actions to Achieve Compliance

Evidence exists that scientific research-based, State approved programs are implemented with fidelity in the classroom and school site to reduce violence, illegal drug use, and tobacco use.•Elementary Programs: Second Step and Too Good for Drugs taught to all students in all grades.

Records show that all appropriate teachers have been trained in research-validated programs.

Compliance and accountability forms indicate that teachers completed the entire program and presented it following the publisher’s guidelines (fidelity).

Accurate inventory lists of curriculum materials kept by HEP (Health Education Program), Title IV, or TUPE Coordinator.

Documentation shows how teachers access the materials when needed.

Documentation exists verifying that staff development opportunities are offered to individuals who implement the scientific research-based, State approved programs addressing alcohol, drug, and tobacco use and violence prevention and intervention.

HEP & Title IV-TUPE Coordinators keep records of teachers who have attended trainings.

Coordinators communicate through monthly logs to the HEP advisers of new teachers who may need training.

Coordinators complete compliance logs and accountability sheets evidence of implementation.

Evidence exists that intervention strategies are used after a student is identified as “at risk” because of his/her use or possession of alcohol, drugs, or tobacco or because of violent behavior.

TUPE and IMPACT Coordinators keep accurate attendance rosters and tracking forms of students participating in IMPACT groups, I Quit, TEG, and TAP.

IMPACT and TUPE documentation is sent to HEP office. A list of all interventions available to students is kept by the

school.Documentation exists verifying parental notification of prevention, intervention, and cessation services for their students.

Documentation of all parent newsletters containing Title IV,TUPE, and IMPACT information.

Documentation that the parent/student handbook has been distributed to all students.

A listing of programs offered to parents and parent informational meetings concerning drugs, alcohol, tobacco, and violence prevention is part of the school’s Safety Plan or SPSA.

TUPE and IMPACT Coordinators keep parent permission documentation at the school site for students referred to IMPACT, TEG, TAP, or I Quit smoking cessation groups.

Documentation exists verifying parental notification of prevention, intervention, and cessation services for their students.

Documentation of all parent newsletters containing Title IV,TUPE, and IMPACT information.

Documentation that the parent/student handbook has been distributed to all students.

A listing of programs offered to parents and parent informational meetings concerning drugs, alcohol, tobacco, and violence prevention is part of the school’s Safety Plan or SPSA.

TUPE and IMPACT Coordinators keep parent permission documentation at the school site for students referred to IMPACT, TEG, TAP, or I Quit smoking cessation groups.

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Sample Elementary SchoolEvidence exists that services are available to pregnant minors and minor parents about tobacco-use prevention and cessation.

HEP, Title IV, and TUPE Coordinators provide staff awareness of pregnant minors and minor parents services. (Memorandum Z-66)

School nurse keeps documentation of the pregnant minors who have received instruction in Make Yours a Fresh Start Family or Tobacco Free Generations and received information about other available support services.

TUPE Coordinators keep documentation of materials distributed to pregnant and parenting minors.

Evidence exists that intentional positive youth development and asset building strategies and activities have been implemented at the school site.

HEP, Title IV, TUPE, and IMPACT Coordinators work with other school staff to promote asset development through positive activities such as clubs, community service work, peer counseling, cross-age tutoring, etc.

Schools show evidence of intentional efforts to ensure that the teachers have high expectations, responses and concern for all students, and provide opportunities for meaningful participation for all students.

Signs prohibiting tobacco use are posted. Signs are posted at all entrances of the school. The “No Smoking Policy on School Grounds” is enforced at the school site by administrators.

Do you want to Quit?” signs posted in faculty room, teachers’ lounge, and teachers’ cafeteria (K-12).

Documentation exists verifying that staff received Bulletin No. Z-73 (Preventive Measures and Mandatory Procedures for Students Who Violate Laws Regarding Drugs, Alcohol, and Tobacco) and Bulletin No. Z-66 (Compliance on Services for Pregnant Minors and Parenting Minors).

Faculty agendas and sign-in sheets documenting the presentation of Bulletin Z-73 and Z-66 to staff by the HEP, Title IV, or TUPE Coordinator are available.

Proposed TUPE expenditures are clearly related to the four TUPE Essential Topics and necessary to meet compliance of the TUPE grant.

TUPE Coordinators keep accurate records of all TUPE expenditures.

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Sample Elementary SchoolSECTION 6: ADDITIONAL RESOURCES

ACRONYMS AND SPECIALIZED TERMS

The following web site address will link you to the California Department of Education’s acronym page: http://www.cde.ca.gov/re/di/aa/

Listed below are acronyms most often associated with programs funded through the Single Plan for Student Achievement.

ADA Americans with Disabilities Act ADA Average Daily AttendanceAFDC Aid to Families with Dependent Children AMO Annual Measurable ObjectiveAMAO Annual Measurable Achievement ObjectiveAPI Academic Performance Index AYP Adequate Yearly Progress BTSA Beginning Teacher Support and Assessment CAHSEE California High School Exit ExamCAPA California Alternate Performance AssessmentCAT-6 California Achievement Test, 6th editionCB-ELD Content-Based English Language DevelopmentCDE California Department of Education CDS County/District/State CEAC Compensatory Education Advisory CommitteeCELDT California English Language Development TestCOM Communication Observation MatrixCPM Categorical Program MonitoringCSLA California School Leadership AcademyCSR Comprehensive School ReformCST California Standards TestCSTP California Standards of the Teaching ProfessionCTC Commission on Teacher Credentialing DAC District Advisory CommitteeDELAC District English Learner Advisory CommitteeEC Education Code EIA Economic Impact AidELA English/ Language ArtsELAC English Language Advisory CommitteeELD English Language DevelopmentEL English LearnerFTE Full Time EquivalentsGATE Gifted and Talented EducationHPSG High Priority Schools Grant HLS Home Language SurveyIASA Improving America’s Schools ActIEP Individualized Education ProgramII/USP Immediate Intervention and Under-performing Schools ProgramL1 Language One (Primary language)

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http://www.cde.ca.gov/re/di/aa/

Sample Elementary SchoolLACOE Los Angeles County Office of EducationLEA Local Educational AgencyLEAP Local Educational Agency PlanLEARN Los Angeles Educational Alliance for Restructuring NowLEP Limited English ProficientLRE Least Restrictive EnvironmentMCD Modified Consent DecreeNAEP National Assessment of Educational Progress NCLB No Child Left BehindPI Program ImprovementPSAA Public Schools Accountability ActREA Reading Excellence ActS4 Statewide System of School SupportSARC School Accountability Report CardSAT Scholastic Aptitude Test SBCP School-Based Coordinated ProgramSBM School-Based ManagementSBE State Board of EducationSCE State Compensatory EducationSDAIE Specially Designed Academic Instruction in English SDFSC Safe and Drug Free Schools and CommunitiesSEI Structured English ImmersionSEL Standard English LearnerSI School ImprovementSIP School Improvement ProgramSLD Specific Learning DisabilitySLI Speech Language ImpairmentSLIP School and Library Improvement ProgramSOAR Student Online Assessment ReportingSPI Superintendent of Public InstructionSPSA Single Plan for Student Achievement SSC School Site CouncilSTAR Standardized Testing and Reporting (Program)SWP (Title I) Schoolwide ProgramTAS (Title I) Targeted AssistanceTUPE Tobacco Use Prevention EducationUTLA United Teachers Los Angeles WASC Western Association of Schools and Colleges

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IDENTIFICATION OF THE SOURCE FOR DATA SETS FOUND IN THE SINGLE PLAN FOR STUDENT ACHIEVEMENT AND RESOURCE GUIDES

Data Set Source Period of Time Reported by the Data

Adequate Yearly Progress (AYP) California Department of Education (CDE)

Spring 2005 Testing

Academic Performance Index (API)

California Department of Education (CDE)

Spring 2005 Testing

Annual Measurable Objectives (AMOs)

California Department of Education (CDE)

Spring 2005 Testing

Staff Attendance School Information Branch/ Decision Support System

2001-02 thru 2003-04

Student Attendance School Information Branch/ Decision Support System

2002-03 thru 2004-05

Suspension and Expulsion School Information Branch/ Decision Support System

2002-03 thru 2004-05

Quality of Staff, Status of Credentials and Recruiting Strategy Status of Teaching

Credentials

School Information Branch/ Decision Support System

2001-02 thru 2003-04

Highly Qualified Paraprofessionals Personnel Commission/ITD 2004-05 School YearReclassified English Learners School Information Branch/

Decision Support System2001-02 thru 2003-04

Subject Area Performance Level Results


Spring 2005 Testing

California Standards Test (CST) Subgroup Performance Data


Spring 2005 Testing

California Standards Test (CST) Subgroup Content Strand

Performance Data


Spring 2005 Testing

California Alternate Performance Assessment (CAPA)


Spring 2005 Testing

California English Language Development Test (CELDT)

Language Acquisition Branch

2003-04 thru 2004-05

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RESOURCE LINKS

Advisory Committees and School Site Councils (Policy Bulletin No. BP-1231)http://www.lausd.k12.ca.us/lausd/offices/instruct/sfp/index_files/Page333.htm

Orientations and Elections: Categorical Committees and Councilhttp://www.lausd.k12.ca.us/lausd/offices/instruct/sfp/index_files/Page333.htm

Closing the Achievement Gaphttp://notebook.lausd.net/portal/page?_pageid=33,186035&_dad=ptl&_schema=PTL_EP

“Budget Development Notes”http://www.lausd.k12.ca.us/lausd/offices/instruct/sfp/index_files/Page333.htm

Program and Budget Handbookhttp://www.lausd.k12.ca.us/lausd/offices/instruct/sfp/index_files/Page333.htm

AYP Indexhttp://www.cde.ca.gov/ta/ac/ay/index.asp

API Definitionhttp://www.cde.ca.gov/ta/ac/ap/apidescription.asp

Download the No Child Left Behind (NCLB): Qualifications for Teachers; Principal Certification Procedures, Parents Right to Know (REF-808.1)http://www.lausd.k12.ca.us/lausd/offices/singleplan/Reference%20Guide%20808.1.pdf

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http://www.lausd.k12.ca.us/lausd/offices/singleplan/Reference%20Guide%20808.1.pdf

http://www.cde.ca.gov/ta/ac/ap/apidescription.asp

http://www.cde.ca.gov/ta/ac/ay/index.asp

http://www.lausd.k12.ca.us/lausd/offices/instruct/sfp/index_files/Page333.htm


http://notebook.lausd.net/portal/page?_pageid=33,186035&_dad=ptl&_schema=PTL_EP



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