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Los Angeles High School Los Angeles Unified School District

Los Angeles Unified School District High School

Single Plan for Student mmmmAchievement

Copyright-2002 © Los Angeles Unified School District - All rights reserved


Los Angeles Unified School DistrictSingle Plan for Student Achievement

School Name: Los Angeles Senior High SchoolDistrict CDS Code: 1964733 School CDS Code: 1935352Date Initial: May 2003 Date Revised:

This is an action plan to raise the academic performance of all students and improve the school's educational program. For additional information on our school programs:

Principal: Mary KaufmanTelephone Number: 323 937 3210Address: 4650 W. Olympic Boulevard. Los Angeles CA 90019E-mail address: [email protected] Person: Chichi MbukoPosition: Title 1 Coordinator

The District Governing Board approved the School Plan on:(To be completed by Central Office)

Indicate which of the following Federal, State and Local Programs are consolidated in this plan:Comprehensive School Reform (CSR)

* English Learners Programs (EIA-LEP) * Gifted and Talented Education (GATE) * High Priority Schools Grant (HPSG)

Immediate Intervention and Underperforming Schools Program (IIUSP) LEARNProgram Improvement (PI)

* School Based Management (SBM)School Improvement (SI)

* Special Education/Least Restrictive Environment (LRE)* Title I Schoolwide

Title I Targeted Assistance Western Association of Schools and Colleges (WASC) Other:

Copyright-2002 © Los Angeles Unified School District - All rights reserved 2


Table of Contents

Section One............................................................................................................................................5LAUSD Mission Statement:...................................................................................................................5Los Angeles Unified School District CORE Program............................................................................5Local District Profile..............................................................................Error! Bookmark not defined.

Section Two..........................................................................................................................................11School Profile......................................................................................................................................11School Demographic Information........................................................................................................12

Section Three.......................................................................................................................................14Student Academic Achievement Data....................................................................................................14

Academic Performance Index (API) 2002 Growth Report..................................................................14API Gains Projections.........................................................................................................................15California Norm-Referenced Data Reports.........................................................................................16Standards-Based Criterion Reference Test..........................................Error! Bookmark not defined.California English Language Development Test (CELDT)..................................................................29English Language Development (ELD) Assessment Portfolios..........................................................31Student Reclassification Rate.............................................................................................................33Aprenda Test.......................................................................................................................................34Local Assessments.............................................................................................................................35Special Education/Least Restrictive Environment...............................................................................36

High School Information.........................................................................................................................39California High School Exit Exam (CAHSEE).....................................................................................39A-G Course Enrollment and Pass Rate................................................Error! Bookmark not defined.Graduation Rates..................................................................................Error! Bookmark not defined.Advanced Placement Enrollment and Test Scores.............................................................................44Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade Level.......................................46SAT and ACT Summary Reports........................................................................................................50Post Secondary Plans Self Reported by Graduates...........................................................................51

Section Four..........................................................................................................................................52Current Conditions/ Barriers and Solutions............................................................................................52Component 1..........................................................................................................................................53

STANDARDS-BASED CURRICULUM AND ASSESSMENT.............................................................53Component 2..........................................................................................................................................64

RESEARCH-BASED INSTRUCTIONAL STRATEGIES.....................................................................64Component 3..........................................................................................................................................70

TARGETED PROFESSIONAL DEVELOPMENT...............................................................................70Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials............................................................................................................................................................70Highly Qualified Paraprofessionals.....................................................................................................73

Component 4..........................................................................................................................................79PARENT AND COMMUNITY INVOLVEMENT...................................................................................79

Component 5..........................................................................................................................................89LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES...................................89Staff Attendance..................................................................................................................................91School Attendance and Discipline/Behavior.......................................................................................92Student Attendance.............................................................................................................................92Suspensions........................................................................................................................................92Expulsion Referrals.............................................................................................................................92Crime and Safety Statistics.................................................................................................................93

Section Five..........................................................................................................................................96Copyright-2002 © Los Angeles Unified School District - All rights reserved 3


ACTION PLAN STEPS...............................................................................................................................96Measurable Objectives and Benchmarks for Three Year Plan...........................................................96ACTION STEPS TO IMPROVE SECONDARY LITERACY..................Error! Bookmark not defined.ACTION STEPS TO IMPROVE MATHEMATICS.................................Error! Bookmark not defined.ACTION STEPS TO IMPROVE ALL OTHER CONTENT AREAS....................................................101ACTION STEPS TO CLOSE THE ACHIEVEMENT GAP.................................................................102ACTION STEPS FOR LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES..........................................................................................................................................................105COMPLIANCE ITEMS FOR ENGLISH LANGUAGE DEVELOPMENT............................................107ACTION STEPS TO MEET COMPLIANCE FOR ENGLISH LANGUAGE DEVELOPMENT...........108COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)...................110ACTION STEPS TO MEET COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI).........................................................................................................................111COMPLIANCE ITEMS FOR SPECIAL EDUCATION.......................................................................113ACTION STEPS TO MEET COMPLIANCE FOR SPECIAL EDUCATION.......................................114

Section Six...........................................................................................................................................116SITE LEVEL MONITORING/ EVALUATION.....................................................................................116LOCAL DISTRICT MONITORING/ EVALUATION............................................................................116

Section Seven....................................................................................................................................119BUDGET...........................................................................................................................................119BUDGET NARRATIVE......................................................................................................................119SINGLE PLAN FOR STUDENT ACHIEVEMENT ASSURANCES...................................................119BUDGET ASSURANCES.................................................................................................................119CENTRALIZED SERVICES..............................................................................................................119

Section Eight......................................................................................................................................141ATTACHMENTS...................................................................................................................................141

PROGRAM IMPROVEMENT STATUS.............................................................................................141PARENTS RIGHT TO KNOW...........................................................................................................141SCHOOL-PARENT COMPACT........................................................................................................141SCHOOL ACCOUNTABILITY REPORT CARD (SARC)..................................................................141PARENT INVOLVEMENT POLICY...................................................................................................141MIGRANT EDUCATION INDIVIDUALIZED LEARNING PLANS (ILP).............................................141SBM/LEARN WAIVERS....................................................................................................................141Data Set Links...................................................................................................................................142Web Resources.................................................................................................................................148



Section OneLos Angeles Unified School District

LAUSD Mission Statement:"The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential."

The fundamental goal of the Los Angeles Unified School District (LAUSD) is to improve student learning to enable all students to achieve high academic standards. To reach this goal and close the achievement gap, the district’s highest instructional priorities are:

Improved student reading and writing skills across all grade levels;Improved student skills and understanding in mathematics across all grade levels; andFocused professional development as the key to improving classroom practices.

Los Angeles Unified School District CORE Program

The core program, including strategies to address the need of English Learners (EL), Standard English Learners (SEL), and students with disabilities in the least restrictive environment is the foundation for all instructional practice and assessment in every classroom in the LAUSD. All instructional efforts are aligned to the California State Standards. Professional development is job embedded and incorporates initial training, coaching, lesson study, inquiry groups, and on-line training. Through the district work with the Institute for Learning (IFL), the Principles of Learning help organize our instructional efforts.

The Achievement Council is providing intensive support to identified low-performing schools. In addition, the district has designed and implemented an internal support and monitoring “Red Team” process that parallels the state’s Scholastic Audit Process. Identified low performing schools develop action steps to improve student achievement based on the Report of Findings that result from the Red Team visit.

All grants and categorical funds allocated to schools and local districts are used to supplement, support, and enhance the core program.

ELEMENTARY LITERACY

The goal of the district literacy plan at the elementary school is “literacy for every student by third grade”. The standards-based instructional program in grades K-5 uses one of three research-based reading programs. All adopted materials are anchored to the California English Language Arts Content Standards. Professional development is mandated for all new and practicing teachers and elementary administrators. Benchmark assessments provide ongoing information about student learning and effective teaching practices. The Standardized Testing and Reporting (STAR) program in grades 2-5 (with LAUSD optional testing in grade 1) assesses the basic skills of reading, spelling, and language.



Professional development for teachers include either the five-day Governor’s Professional Development Institute (AB466) or a three-day workshop focused on the state standards, elements of their standards-based reading program, meeting the needs of diverse learners (including English Learners, Standard English Learners, students receiving special education services, gifted and talented students; and other students with diverse learning needs), assessment and intervention.

Each elementary school has a literacy coach assigned to provide supplemental support, who works collaboratively with teachers to provide ongoing professional development. Through content-focused coaching and lesson study (Institute for Learning), teachers and coaches plan lessons together, teach collaboratively, and reflect on the lesson based on evidence of student performance.

Professional development is ongoing and differentiated. Teachers and administrators are provided opportunities to attend initial training as well as advanced and mastery level workshops to strengthen their knowledge and skills. Each local district offers monthly workshops to meet the identified needs of teachers and administrators.

Several types of assessment used to inform instruction include examination of daily student work; end-of-unit assessments; Stanford 9, Aprenda, California English Language Development Test (CELDT); ELD portfolios; performance assignments; Governor’s Institute end-of-year assessments; teacher observations; and diagnostic assessments.

The priority in the district is effective first teaching aligned to the state content standards. Intervention cannot replace the comprehensive and balanced reading program that must be in place in all classrooms. First interventions are made in the classrooms with a program of rich language and reading instruction. The Waterford Early Reading Program is used as an in-class intervention program for all kindergarten and first grade students in identified schools. Additional interventions are offered through the Extended Learning Program (ELP), summer school, and intersession.

SECONDARY LITERACY

The district literacy program at the secondary level aligns curriculum, instruction, and assessment with the California state content standards so that all students in middle and senior high schools are given learning opportunities that allow every student to meet or exceed grade-level content standards. The focus of this program is the development of the habits of mind and major concepts in each discipline that students need to understand to meet standards; intensive and accelerated literacy instruction for the developing reader; adoption of textbooks in all content areas aligned with the California state content standards; a professional development plan and literacy cadres at each school to support literacy in all content areas; and ongoing assessment and evaluation.

The literacy cadres, representing secondary teachers from all content areas, design standards-based content lessons focused on research based instructional approaches. Through lesson study, cadre members, in collaboration with other teachers in a given content discipline, will receive support through modeling, coaching, and reflective practice.


http://www.cde.ca.gov/pd/ab466/materials.html



Intensive literacy instruction for students who have not developed fluency in reading and writing is provided using appropriate instructional materials and assessment. The instructional block for these students includes a double period. Teachers receive ongoing professional development designed to provide in-depth knowledge of the instructional program, the state standards, and research-based instructional strategies, which provide the additional differentiated support for these developing readers.

Professional development is ongoing and differentiated. All middle/high school teachers and administrators are provided opportunities for initial training as well as advanced and mastery workshops including the five-day Governor’s Professional Development Institute (AB466) for middle school teachers and a five-day initial workshop for teachers of the Developing Reader’s course. Secondary literacy coaches at each middle/high school provide supplemental support for teachers and literacy cadres through content focused coaching and the Principles of Learning.

Ongoing assessments to inform instruction include examination of daily student work: Stanford 9, Aprenda, California English Language Development Test (CELDT), ELD portfolios, performance assignments, California High School Exit Examination (CAHSEE), teacher (cadre) observation and reflection, and diagnostic assessments.

The district priority is effective first teaching aligned to the California State Content Standards. First interventions are made in the classroom with a program of rich language and reading instruction. A second level of intervention is offered through the Extended Learning Program (ELP) for more intensive instruction for students who are at risk of not meeting grade level standards. Other interventions include bridging programs for identified grade 5 and 8 students, summer school and intersession; and intervention materials and strategies aligned to diagnosed student needs.

K-12 ENGLISH LANGUAGE DEVELOPMENT (ELD)

The goal of the district’s ELD program is to provide consistent and rigorous second-language acquisition opportunities for English Learners (ELs). Standards-based ELD curriculum, instruction and assessment are aligned to the language arts skills necessary for ELs to participate successfully in the core program. The use of the California English Language Development standards assures ELs are given the opportunity to demonstrate measurable progress toward the development of 1) receptive language skills (reading and listening) critical for accessing information, and 2) expressive language skills (speaking and writing) essential for communicating learning.

To facilitate accelerated instruction in elementary schools, ELs are grouped by ELD level for daily ELD lessons that are separate and in addition to English language arts; ELD is taught by an authorized teacher, using state-adopted materials, for a period of not less than 30 to 45 minutes daily. To strengthen ELD instruction at the secondary level, the district adopted Hampton Brown’s High Point textbook series for all ESL courses. This standards-based series is also structured to teach reading fundamentals and to develop basic vocabulary of academic disciplines during a daily two period instructional block.




Literacy coaches, at both the elementary and secondary levels, facilitate ELD lesson study and ongoing examinations of ELD assessment data by grade-level/department teams for the purpose of encouraging teachers to focus lesson design and delivery on the diagnosed linguistic needs of English Learners.

Multiple assessment measures used to monitor ELD progress include: examination of daily work, performance tasks, textbook assessments, teacher observation, ELD portfolios and the annual California English Language Development Test (CELDT).

Professional development to address the linguistic and academic needs of English Learners is state mandated for all administrators, teachers and paraprofessionals at school sites receiving supplemental EIA-LEP funds.

While the district priority is quality first teaching, there is a recognition that English Learners who are not progressing through one ELD level per year (elementary) or one per semester (secondary) must receive additional and extended learning opportunities to assist them to catch-up in ELD, to meet reclassification criteria and to achieve district benchmarks.

MATHEMATICS

In an effort to close the achievement gap, the goal of the district mathematics plan is for every student to be academically prepared for Algebra 1 at grade 8 and continue with college-preparatory mathematics courses throughout high school. The plan includes the adoption and purchase of textbooks and other instructional materials for K-algebra classrooms that are aligned to the state mathematics standards; a standards-based pacing plan and aligned quarterly assessments; professional development for all teachers in the use of instructional materials, mathematics content, and pedagogy; professional development for administrators in the supervision of mathematics instruction; mathematics coaches assigned to school sites to provide supplemental support to teachers in the improvement of mathematics instruction; and ongoing evaluation.

Professional development is provided for every K-12 teacher and administrator. Professional development is ongoing and differentiated including the five-day Governor’s Professional Development Institute (AB466) for teachers in grades K-2, 3, 4-5, and 6-Algebra 1, initial two-day grade-level specific professional development including one day of textbook training, and Project Achieve for middle school teachers. Mathematics coaches at each school provide supplemental support and professional development for teachers through cognitive coaching, lesson study, and the application of the Principles of Learning.

Assessments used to inform instruction include quarterly and culminating assessments aligned to the standards-based pacing plan; examination of student work; Stanford 9; performance assignments; diagnostic assessments; California High School Exit Examination (CAHSEE); and textbooks assessments.

OTHER CONTENT AREAS





All content areas, including Arts Education, Science, and Social Studies, are standards-based and aligned to the California State Content Standards. All instructional materials, instructional practice, and assessments for all content areas are all integrated with the district’s efforts in literacy and mathematics.

ADDRESSING STUDENT NEEDS

Strategies that address the need of English Learners (EL), Standard English Learners (SEL), and students with special needs, including students receiving special education services and gifted/talented are included in all professional development activities provided to teachers and administrators.

Instructional programs for English Learners require English Language Development (ELD) and access to the core curriculum through specially designed academic instruction in English (SDAIE) and primary language support. Structured English immersion and mainstream programs must provide access to the grade-level content standards in English language arts, mathematics, science, social studies, and other subject areas. In alternative programs, the use of primary language for instruction allows English Learners complete access to grade-level content standards.

The district Academic English Mastery Program (AEMP) is a comprehensive, research-based program designed to address the language, literacy, and learning needs of students for whom standard English is not native, i.e. Standard English Learners (SEL). This program has as its primary objective assuring equity in access to the core curriculum for Standard English Learners.

Students with disabilities are provided educational programs and services that promote student results as outlined in each student’s Individualized Education Program (IEP). The IEP describes the direct relationship between the present level of performance and the educational services to be provided and the student’s goals and objectives. The California content standards and the English Language Development standards provide the frame for instruction in all programs and serve as one guide for high expectations for students.

PROFESSIONAL DEVELOPMENT

A dramatic change in the LAUSD has been the change in professional development strategies. Incorporating elements of The Principles of Learning in all professional development activities ensures system-wide use of a common understanding and instructional practice. Effective professional development is job embedded and incorporates initial training, coaching, lesson study, inquiry groups, and on-line professional development. The district is building capacity to plan balanced professional development that reaches the classroom through structured reflection, inquiry, action research, and complementary activities within an authentic context.

Coaches provide critical support for teachers who are assigned literacy and/or mathematics coaches. Coaches work in classrooms with their colleagues in a collaborative culture of learning and provide knowledge of best practices to increase teacher effectiveness and student achievement. Included in the work of the coaches is training to support students with disabilities in accessing the curriculum in the least restrictive environment.



The LAUSD is committed to providing services to students with disabilities in the least restrictive environment. Staff development activities to support access by students with disabilities to the general education classroom, general education curriculum, integration of instructional strategies and curriculum adaptations to address the diverse learner are embedded in all professional development activities. Professional development in least restrictive environment is provided to all staff.

All site-based administrators are provided monthly training within their local district focused on literacy, mathematics, and written language. Training is designed to prepare administrators to build learning communities within schools through comprehensive teacher professional development and through the use of Learning Walks and classroom visits, to assess the level of student learning and the implementation of grade-level appropriate, standards-based instructional programs.

Additionally, the LAUSD Administrative Academy provides professional development to all entry-level administrators and all first-year principals to extend the knowledge and skills defined in the California Professional Standards for Educational Leaders and to build a strong knowledge based focused on the core program and management skills. Beginning the 2002-03 school year, all K-12 school site administrators will participate in a minimum of 80 hours of training and 80 hours of practicum/coaching to meet the requirements of the Principal Training Act (AB 75).

Beginning and new teachers are provided additional opportunities for professional development in curriculum, assessment, standards-based instruction, and classroom management through several district-wide programs. First year probationary teachers receive support through the Beginning Teacher Support and Assessment Program. Emergency credentialed teachers are supported through the Pre-Intern program to begin the process for full credentialing through the District Intern Program, an alternate state certified credentialing program in the areas of elementary education, secondary English, mathematics, and special education. The New Teacher Academy provides a pre-orientation for newly hired emergency credentialed teachers as a condition of employment. Mentor teachers at school sites provide additional support to beginning and new teachers. The Peer Assistance and Review program provides support to identified veteran teachers.

District Profile

Local District E has a Kindergarten through twelfth grade enrollment of 68,655 students. It is made up of 47 elementary, six middle, five general high, 11 children's center, one alternative, one continuation, and two special education schools for a total of 73 schools. The ethnic desegregation of the enrollment is as follows:

Ethnicity

Am. Ind./Alaska

Asian

Filipino

Pacif. Isl.

Hispanic

Black

White

Major Ethnicity

Total 223 4,926 2,868 103 49,407 4,858 6,202 Hispanic


http://www.cde.ca.gov/pd/prin/rfa.html


The district offices are located in the Harbor Building at 4201 Wilshire Boulevard, Los Angeles, CA 90010.

Section TwoSchool: Los Angeles High School

Mission.

The Los Angeles High School community is committed to producing self-directed, life-long learners by providing our diverse student body with the skills they need to become critical thinkers, collaborative workers, effective communicators, and technologically literate individuals.

Vision.

Los Angeles High School’s vision is to empower students to work, learn and grow in a culturally diverse and technologically advanced world.

ESLR’s ( Expected School Wide Learning Results)

Los Angeles High School’s ESLRS were developed through a long, collaborative process that involve representatives from all parts of all of our school community. This include parents, department heads, principal, classified staff and community. Accordingly, we expect that Los Angeles High School graduates will be:

Critical thinkers who…..

apply higher-order thinking skills to a variety of academic and practical situations can state a problem and discover appropriate ways of solving it compare and analyze different sides of an issue and propose solutions using problem-

solving strategies make connections among related mathematical concepts and apply these concepts to

other content areas and the world of work

Collaborative workers who…….

develop positive interpersonal relationships among representatives of diverse groups show respect for the ideas and beliefs of others are able to work as a team to solve problems and complete tasks

Effective communicators who…..

receive and respond appropriately to instructions use standard English effectively in oral and written expression express ideas or thoughts in clear and organized ways evaluate and analyze information from multiple sources for a variety of purposes use the conventions of written language in mechanics, usage, grammar, and

spelling for clarity and individual style



School Demographic Information

General Information

Los Angeles High School today is a large, urban school serving a culturally and ethnically diverse student body that reflects the diverse population of the City of Los Angeles. The school provides services for 4500 students with an expected increase to 5000 students in the next school year.

The student population breaks down ethnically into several groups: 78% Hispanic or Latino, 11% African American, 9% Asian American, and about 2% of all other ethnicities. Over thirty separate home languages are represented among the student population. The current population of English Language Learner students accounts for 46% of the total student enrollment. Most (82%) are Spanish-speaking, and 12% are Korean speakers. You may add Russian, Amharic, Arabic, Urdu, Indonesian, Pilipino and more than twenty others to the mix. The English Learner population is enrolled in the following instructional programs: Structured English Immersion, Alternative Program (Basic Bilingual or Dual Language), and/or mainstream. Because the surrounding area is a port of entry to the United States from other nations, we expect this demographic to continue. The number of EL students has indeed increased, but the increase in reclassified Fluent English Proficient students has outpaced the growth in population. Fifteen percent of the LEP population was reclassified last year.

Three hundred eighty students receive special education services delivered in the least restrictive environment. Disabilities among these students include students who are identified as learning handicapped, severely emotionally disturbed, speech and hearing impaired, visually handicapped, and physically handicapped. Most learning handicapped students are assigned to special day classes or the resource program. The total number of students participating in the school’s GATE Program is now 259.

Based on the Socio/Demographic statistics of Los Angeles City, 25% of the attendance boundary population is under 18 years old. These statistics also show that 23% of the community’s population is below the poverty level and receiving CALWorks services. Additionally, over 80% of LAHS students qualify for free or reduced-price lunches. The number of homeless students is rising; however, no real data on their numbers is available because a standardized procedure to collect this information was not implemented until this year. Los Angeles High School’s diversity also includes students who are from single parent families, who have gang affiliations, who are teen parents, and who are at-risk (academically and behaviorally).

Responses from student surveys indicate that more than 50% of LAHS parents lack a high school diploma. Furthermore, many more parents than students lack a facility with English. Students are frequently kept out of school to translate for parents. Parents with only minimal schooling may work more than one job and often students help make up salary deficiencies by working themselves. All these factors impact student attendance and hence student achievement.



Los Angeles High School, supported by the District and a Healthy Start Grant, provides supplemental health services through its Teen Clinic for both students and parents of LAHS in collaboration with Mount Vernon Middle School and Arlington Heights Elementary School. Supplemental services in this program include physical exams, immunizations, mental health, family planning, parenting sessions, health education, and support group sessions. The Los Angeles High School campus houses the Los Angeles Math and Science Magnet based on track C of our three track year round calendar. The magnet supports 317 students, mainly drawn from our own attendance area and the contiguous surrounding areas. The Los Angeles High School Academic Decathlon Team has been a District finalist and state competition participant for the last several years. The team has won the District “Super Quiz” portion of the decathlon five of the last six years and consistently finishes in the top five, overall, in the competition.

Students are designated as Title I eligible based on several criteria: reading scores, math scores, attendance, grades, and other, at-risk behaviors. In the 2002-2003 school year, there were 4,103 students identified as eligible for Title I services.



Section ThreeStudent Academic Achievement Data

Stanford 9 Mean Percentiles, Spring 2002

Academic Performance Index (API) 2002 Growth Report

# of students

2002Growth

(Score)

2001Base

Numerically Significant(Yes or No)

Growth Target

Growth 2001-02

(Difference)

Met TargetGrowth

All Students 2856 473 473 Yes 16 0 NoAmerican Indian 5Asian 246 576 585 Yes 13 -9 NoBlack/African-American, Not of Hispanic Origin

335 466 471 Yes 13 -5 No

Hispanic 2173 453 452 Yes 13 1 NoWhite 49 No

Filipino 39 NoPacific Islander 2 No

Economically Disadvantaged Students

2504 465 469 Yes 13 -4 No

Critical Findings:

Los Angeles High School recorded a score of 473 on the 2002 Growth Academic Performance Index (API), based on the test scores on 2856 students representing 94% of our 9th to 11th graders. This is an increase of only 8 points over the 2001 Base API, short of the target of 13 set by the state. As a result our School did not make adequate yearly progress. Los Angeles High School placed in decile 1 of high schools statewide and in decile 4 when compared with the 100 schools with the most similar demographics. Los Angeles Senior High School is currently designated a Program Improvement School.

Factors that may have contributed to low achievement include lack of English fluency, poor attendance and limited progress towards mastering the state standards. A culture of “tests are not important” permeates the student body and even extends to some of the faculty. Holding students to rigorous account for study and work is also absent. As yet, many teachers are unfamiliar with state content standards and have not implemented them fully in their classrooms.

There is little change in achievement over the past years of testing.



API Gains ProjectionsClosing the Achievement Gap

All Students 2001 API Base

Growth Target

2002 API Growth

2002 API Base Growth Target

2003 API Estimated Growth Target

2004API Estimated Growth Target

473 16 0 473 16 489 505

African-American Students2001 API Base

Growth Target

2002 API Growth




471 13 -5 466 13 479 492

Hispanic/Latino Students2001 API Base

Growth Target

2002 API Growth




452 13 1 453 13 466 479

Socio-economically Disadvantaged Students2001 API Base

Growth Target

2002 API Growth




469 13 -4 465 13 478 491

Asian2001 API Base

Growth Target

2002 API Growth




585 13 -9 576 13 589 603

Closing the Achievement Gap Statement:

According to the data in “Closing the Achievement Gap,” the African-American, Hipanic-Latino,

Socio-economically Disadvantaged and Asian sub-groups have growth targets of 13 points

each, annually. Overall, a target of 16 points has been identified for All Students. Asian

students outscore the other sub-groups and the total All Students by at least 100 points.



California Norm-Referenced Data ReportsThe following data looks at groups of students across grade levels and in the content areas assessed on the Stanford 9. A comparison of the percentage of students scoring at or above the 50th percentile % (grade level) on the 2001 to 2002 Stanford 9 tests is presented in the table below.

STAR Comparison 2002 vs. 2001- Percent Scoring At or Above the 50th PercentileReading Mathematics Language Science Social Science

Grade ‘01 ‘02 Diff. ‘01 ‘02 Diff. ‘01 ‘02 Diff. ‘01 ‘02 Diff. ‘01 ‘02

9 11 9 2 21 22 1 26 21 5 15 20 5 22 27

10 12 12 0 21 22 1 20 15 5 24 26 2 17 18

11 18 19 1 27 29 2 32 31 1 23 28 5 47 51

Eleventh grade students showed the greatest increase in achievement overall, especially in Social Science where they more than doubled the scores of 9th and 10th grade students. In 2002, 11th grade students scored at the 51st percentile compared to 27th and 18th percentiles for the 9th and 10th grades respectively.

Ninth grade students showed the only decrease. The decrease was in reading (-2) and language (-5). The increase in the mathematics score was minimal (1 point).



Disaggregated 2002 Stanford 9 Data

Percentage of Students Scoring At or Above the 75th, 50th, and 25th Percentiles

Reading Mathematics Language>75th >=50th >25th >75th >=50th >25th >75th >=50th >25th

All Students 3 11 33 8 23 50 7 21 45

Males 3 10 28 8 22 30 5 17 38

Females 4 14 37 9 26 35 8 25 53

American Indian 0 33 33 17 16 49 0 17 50

Asian 9 21 31 35 63 80 13 36 56

Black/African-American, Not of Hispanic Origin

4 13 32 4 15 39 8 20 42

Hispanic 2 9 29 4 18 48 5 17 32

White 20 46 68 50 72 88 36 62 92

Filipino 2 40 69 30 63 75 16 56 79

Pacific Islander 0 0 0 0 0 100 0 50 50

English Only and Fluent English Proficient

5 16 37 6 18 45 10 23 46

Reclassified Fluent English Proficient.

5 19 51 11 34 64 10 33 65

English Learners 1 2 11 5 14 40 1 7 24

Students Receiving Special Education Services

1 3 7 0 6 23 0 4 13


3 11 31 8 23 51 6 20 45

Non-economically Disadvantaged Students

5 17 38 10 25 49 9 25 46

Migrant

Gifted and Talented Education

0 100 0 100 100 0 0 0 100



Critical Findings:

Nine percent of ALL 9TH grade students are scoring at or above the 50% percentile in Reading; 22% in Math; 21% in Language; 20% in Science; and 27% in Social Science.Twelve percent of ALL 10TH grade students are scoring at or above the 50% percentile in Reading; 22% in Math; 15% in Language; 26% in Science; and 18% in Social Science.Nineteen percent of ALL 11TH grade students are scoring at or above the 50% percentile in Reading; 29% in Math; 31% in Language; 28% in Science; and 51% in Social Science.

Ninety-one percent of ALL 9th grade students scored below the 50% percentile in reading and/or language arts and/or mathematics (78%) on the Stanford 9 and therefore qualify for Title I Services. In the 10th grade, 78% are qualified by their math score and 88% by their reading score. 81% of 11th grade students are qualified by their reading score and 71% by their math score.

Eleven percent of ALL students are at or above the 50% percentile in reading; 23% in math; and 21% in language. Females outscore males in all categories: reading 14% to 10%; math 26% to 22%; and language 25% to 17%. Among the ethnic sub-groups, Asian students out score the other two statistically significant subgroups, African-American and Hispanic/Latino by 8 and 12 points respectively in reading. The gap is much larger for mathematics with 63% of the Asian students at/or above 50th percentile compared to 15% African-American and 18% Hispanic/Latino. Reclassified English Proficient students out-perform English only and I(nitially) FEP students by as much as 5% across the board.



Matched SAT 9 Percentile Report

The reported percentage scores represent a match of student data for those students attending the same school who have completed the 2000 and 2001 SAT 9 assessments. Data is reported for both Title I and Non Title I schools. For Title I schools, the subgroup reporting is in reference to the Title I population of students. Beginning in 2002-03 the CAT 6 assessment will be used to establish a baseline for reporting the matched scores of students in 2003-2004. The following charts provide information for Reading and Mathematics:

Matched SAT 9 Percentile Report--Reading

(Data Source: 2001-2002 Achievement Report for Title I Students and Students in Other Specially Funded Programs--Report 5)

Total Number of Matched Scores

Percent of SAT 9 Matched Scores At/Above 50th percentile

Student Group 2001 2002 Diff.All Students 1975 15 11 -4Non Title I 194 55 37 -18Title I 1781 11 8 -3Male 1075 13 10 -3Female 900 18 13 -5American Indian 3 67 67 0Asian 145 30 23 -7Black/African-American, Not of Hispanic Origin

216 21 14 -7

Hispanic 1571 12 9 -3White 12 42 33 -9Filipino 25 28 32 4Pacific Islander 1 0 0 0English Only 288 25 18 -7Reclassified Fluent English Proficient

824 21 16 -5

English Learners 784 3 2 -1


111 5 4 -1


1621 13 10 -3

Non-Economically Disadvantaged Students

354 25 17 -8

Migrant Education 0 0 0 0

Gifted and Talented Education 113 65 50 -15



Matched SAT 9 Percentile Report—Mathematics

(Data Source: 2001-2002 Achievement Report for Title I Students and Students in Other Specially Funded Programs--Report 5)

Total Number of Matched Scores

Percent of SAT 9 Matched Scores At/Above 50th percentile

Student Group 2001 2002 Diff.All Students 2034 21 22 1Non Title I 197 55 53 -2Title I 1837 17 18 1Male 1094 21 20 -1Female 940 21 24 3American Indian 3 33 33 0Asian 143 57 60 3Black/African-American, Not of Hispanic Origin

225 18 15 -3

Hispanic 1624 18 18 0White 12 33 67 34Filipino 24 42 54 12Pacific Islander 1 0 0 0English Only 297 21 19 -2Reclassified Fluent English Proficient

836 29 31 2

English Learners 819 11 12 1


120 4 7 3


1673 20 21 1

Non-Economically Disadvantaged Students

361 26 23 -3

Migrant Education 0 0 0 0

Gifted and Talented Education 115 63 59 -4



Critical Findings:

The scores indicate an overall decrease in the percent of students scoring at/or above the 50 th percentile in reading. Except for a statistically insignificant increase in the score of 25 Filipino students of 4 percent, everyone else dropped. Non-Title I students showed the greatest decrease (-18), followed by the Gifted population’s –15 percent change.

The results in mathematics are more optimistic. One percent of the total group raised their scores above the 50th percentile. Asian students rose from 57 to 60 percent of the students above the 50th percentile. Reclassified English Proficient students (836 in all) raised their percentage by 2.

A decrease in the percentage of students at/or above the 50th percentile was recorded by Non-

Title I, African American, Non-Economically Disadvantaged, Gifted, and English only students.

In all the decreases ranged from a –1 to a –4 percent drop.

2 Year Comparison by Percentage of Students in each Performance BandTo better assess student achievement in relation to the California Content Standards, students complete a series of tests aligned to the standards, the Content Standards Tests. High School students take tests in English Language Arts, Mathematics, Science, and Social Science.

The California Department of Education rates each student’s performance on the California Standards tests in English/Language Arts and Mathematics into one of five performance bands (Advanced, Proficient, Basic, Below Basic, Far Below Basic) with the goal of having all students rated advanced or proficient. The percentage of students at Los Angeles High in each of the performance bands is reported in the tables below.

English Language Arts California Standards Test Summary

English Language Arts California Standards Test SummaryPercentage of Students in each Performance Band, 2001 and 2002

GradeAdvanced Proficient Basic Below Basic

2001 2002 2001 2002 2001 2002 2001 2002 20019 1 2 7 7 26 23 33 28 34

10 3 3 8 8 26 25 35 33 2811 3 4 13 12 30 31 33 28 2112

Chart Seven displays data for All students, and further disaggregates the data between those not identified as English Learners (Not EL) and those identified as English Learners (EL). Nearly forty percent of the students are designated as EL, and 97% to 98% of those students read at “Basic,” “Below Basic,” or “Far Below Basic” levels. The data implies that we need to provide our teachers with Literacy and SDAIE techniques to improve EL performance at or above the 50th %ile. Copyright-2002 © Los Angeles Unified School District - All rights reserved 21


English Language Arts California Standards Test SummaryDisaggregated Percentage of Students in each Performance Band, 2002

Grade 9 Grade 10 Grade 11Group AL

LEO/FEP

EL ED SPED

ALL

EO/FEP

EL ED SPED

ALL

EO/FEP

EL ED SPED

Number Enrolled

1459

690 769 1130

111 1016

549 465 817 66 515 357 157 434 31

% of Enrollment

89 42 47 69 7 87 47 40 70 6 85 59 26 72 5

Mean Scaled Score

282.9

304.2 263.9

282.3

251.5

290.7

308.3 270.0

287.8

262.2

298.8

309.2 275.2

298.4

243.0

% Advanced

2 3 0 1 0 3 4 0 2 0 4 5 3 3 0

% Proficient

7 12 2 7 0 8 14 2 7 3 12 16 4 13 0

% Basic

23 36 11 23 5 25 36 13 24 9 31 35 22 31 3

% Below Basic

28 29 28 29 19 33 30 37 35 24 28 28 27 28 13

% Far Below Basic

40 20 59 40 77 31 16 48 32 64 25 16 45 25 84

Critical Findings:

Over 30% of students are scoring far below basic level in the 9th, 10th and 11th grade. However,

48% are scoring below or far below basic in the 11th grade.


Los Angeles High School Los Angeles Unified School DistrictMathematics California Standards Test Summary

Mathematics California Standards Test SummaryPercentage of Students in each Performance Band, 2002

Test Grade Advanced

Proficient

Basic Below Basic

Far Below Basic

Grade 9 General Math

0 3 20 50 27

Algebra 19 3 13 25 35 25

10 1 7 25 41 2711 0 0 20 52 28

Geometry9 5 15 27 40 13

10 1 8 18 51 2211 1 1 17 54 27

Algebra 29 8 24 36 20 12

10 3 13 39 29 1611 0 10 23 37 30

High School Math

(Cumulative)

910 33 7 7 7 4711 13 12 31 35 10

Mathematics California Standards Test SummaryPercentage of Students in each Performance Band, 2002

Grade 9 General MathGroup ALL EO

FEPEL ED SPED

Number Enrolled 894 398 496 691 72% of Enrollment 55% 24 30 42 4Mean Scaled Score 276.1 284.1 296.7 276.3 257.6% Advanced 0 0 0 0 0% Proficient 3 5 2 3 1% Basic 20 26 15 20 6

% Below Basic 50 48 51 50 51% Far Below Basic 27 20 32 27 42



Mathematics California Standards Test SummaryDisaggregated Percentage of Students in each Performance Band, 2002

Algebra IGrade 9 Grade 10 Grade 11

Group ALL EO/FEP EL ED SPED ALL EO/FEP EL ED SPED ALL EO/FEP EL ED SPEDNumber Enrolled

358 160 198 282 26 255 110 143 213 12 75 110 30 67 5

% of Enrollment

22 10 12 17 2 22 9 12 18 1 12 9 5 11 1

Mean Scaled Score

293.7 284.8 300.8 294.0 244.5 283.6 278.6 285.5 283.5 253.8 275.1 278.6 272.4 274.9 *

% Advanced 3 0 5 2 0 1 0 1 0 0 0 0 0 0 *% Proficient 13 7 17 12 0 7 2 10 7 0 0 2 0 0 *% Basic 25 29 22 27 4 25 27 24 25 0 20 27 17 18 *% Below Basic

35 41 30 34 35 41 43 40 40 58 52 43 47 55 *

% Far Below Basic

25 23 26 25 62 27 28 26 27 42 28 28 37 27 *


GeometryGrade 9 Grade 10 Grade 11


143 113 30 113 3 333 210 123 271 14 138 103 35 117 3

% of Enrollment

9 7 2 7 0 29 18 11 23 1 23 17 6 19 0

Mean Scaled Score

304.9 302.4 314.4 304.9 * 280.6 278.0 285.0 279.9 236.6 267.5 265.9 272.3 266.7 *

% Advanced 5 4 10 4 * 1 1 2 1 0 1 0 6 1 *% Proficient 15 17 10 15 * 8 5 13 8 0 1 1 0 1 *% Basic 27 25 33 28 * 18 20 15 18 0 17 17 17 17 *% Below Basic

40 42 30 40 * 51 52 48 52 36 54 56 49 56 *

% Far Below Basic

13 12 17 12 * 22 21 22 22 64 27 26 29 26 *




Algebra IIGrade 9 Grade 10 Grade 11


25 11 14 16 1 75 51 24 51 106 74 32 89 1

% of Enrollment

2 1 1 1 0 6 4 2 4 18 12 5 15 *

Mean Scaled Score

325.9 321.0 329.7 320.1 * 305.1 299.5 316.8 300.0 286.3 281.4 297.8 288.7 *

% Advanced 8 9 7 6 * 3 0 8 2 0 0 0 0 *% Proficient 24 18 29 19 * 13 10 21 16 10 9 13 12 *% Basic 36 36 36 38 * 39 41 33 29 23 18 34 22 *% Below Basic

20 18 21 25 * 29 35 17 33 37 39 31 37 *

% Far Below Basic

12 18 7 13 * 16 14 21 20 30 34 22 28 *


High School Math SummativeGrade 9 Grade 10 Grade 11

Group ALL EO/FEP EL ED SPED ALL EO/FEP EL ED SPED ALL EO/FEP EL ED SPEDNumber Enrolled 5 1 4 5 15 4 11 11 3 52 36 16 42% of Enrollment 0 0 0 0 1 0 1 1 0 9 6 3 7Mean Scaled Score

* * * * 326.6 * 282.9 310.1 * 316.8 316.6 317.2 314.1

% Advanced * * * * 33 * 18 27 * 13 14 13 12% Proficient * * * * 7 * 0 9 * 12 11 13 12% Basic * * * * 7 * 9 0 * 31 25 44 31% Below Basic * * * * 7 * 9 9 * 35 42 19 36% Far Below Basic

* * * * 47 * 64 55 * 10 8 13 10



Other Content Area California Standards Test SummaryDisaggregated Percentage of Students in each Performance Band, 2002

Social StudiesHistory World History US History


1534 720 814 1184 118 1080 574 504 864 74 546 377 168 458 33

% of Enrollment

94 44 50 72 7 93 49 43 74 6 90 62 28 76 5

Mean Scaled Score

292.0 306.1 279.5 291.8 268.8 288.9 302.3 273.8 287.1 265.8 307.8 317.4 286.0 307.0 271.3

% Advanced 1 2 0 1 0 2 2 1 1 0 6 8 2 6 0% Proficient 6 11 2 6 1 6 10 2 5 0 10 14 2 10 0% Basic 30 41 20 31 14 27 38 15 26 11 33 36 26 33 9% Below Basic

30 27 33 31 23 26 23 29 27 19 32 29 38 30 42

% Far Below Basic

33 19 45 32 62 39 26 54 40 70 19 13 33 20 48



Other Content Area California Standards Test SummaryDisaggregated Percentage of Students in each Performance Band, 2002

SciencesBiology Chemistry Earth Science Physics

Group ALL EOFEP

EL ED

SPED

ALL EOFEP

EL ED

SPED

ALL EOFEP

EL ED

SPED

ALL EOFEP

EL ED

SPED

Number Enrolled

3901 1919 1707 267 3901 1919 1707

267 3901 1919 1707 267 3901 1919

1707

267

% of Enrollment

13

Mean Scaled Score

308.1

% Advanced

.85 .64 .7 0 2.21 2.02 5 0 0 0 0 0 0 0 0 0

% Proficient

9.39 8.99 3.85 0 13.24

13.13

18.18

25 0 0

% Basic 40.24

46.47

31.82

30.43 50 48.48

45 100 0 0 0 0 0 0 0 0

% Below Basic

30 27.19

37.76

34.78 22.06

23.23

30 0 10.71

9.09 14.29

0 45.45

50 60 0

% Far Below Basic

19.51

16.7 25.87

34.78 12.5 13.13

20 0 89.29

90.91

85.71

100 36.36

25 40 100



Discuss the percentage of students performing at a low achieving/at risk level (defined as Below Basic and Far Below Basic) and the school's strategy to raise their level of achievement.

Discuss the percentage of student performance at each of the other performance bands.

Critical Findings:

25.1% of ALL students in grade (9 – 11) are at the basic level in English/language arts, with ________ % and _______% of ALL students scoring below and far below basic. Of those students, _______% below and far below basic are (English Learners, Economically Disadvantaged Students or students receiving special education services)

% of ALL students in grade (9 – 11) are at the basic level in (Mathematics, Algebra, Geometry, Algebra 2, Grade 9 General Mathematics) with ________ % scoring below basic and _______% scoring far below basic. Of those students, _______% below basic and ______% far below basic are (English Learners, Economically Disadvantaged Students and students receiving special education services) Repeat the statement and identify each disaggregated target group.



California English Language Development Test (CELDT)

In addition to assessing the progress of all students towards their mastery of California standards, schools are required to monitor the progress of English Learners (EL) towards developing academic proficiency in English. Progress is monitored in two ways. The first method is to analyze student scores on the California English Language Development Test (CELDT), an assessment mandated by the California Department of Education. English Learners must take the CELDT annually until they have been reclassified. The second method involves monitoring ongoing ELD progress using the District’s ELD Portfolio.

To obtain the range for the skill areas, please refer to the conversion table available at www.lausd.k12.ca.us/lausd/offices/langacquisitionbranch

Annual CELDT Overall Proficiency Level(Total number of ELs) 1489

2001-02 California English Language Development Test (CELDT) Distribution of ELs by Grade and Proficiency Level

Proficiency Level

Grade

9 10 11 12

Total Number

Tested

640 480 280 89

Advanced 12 6 5 2

Early Advanced 148 108 75 40

Intermediate 233 213 140 42

Early Intermediate

98 103 46 2

Beginning 149 50 14 3

Annual California English Language Development Test (CELDT) 2001-2002

California English Language Development Test (CELDT) ResultsMean Scale Score

Listening and Speaking

Reading Writing

Grade 2000-2001 2000-2001 2000-20019 470.3 502.8 483.210 483.9 525.9 501.611 493 534.6 515.412 506.1 555.2 523.8


http://www.lausd.k12.ca.us/lausd/offices/langacquisitionbranch


Critical Findings:

The annual CELDT results for 2001-2002 at Los Angeles High School reflect the progress that English Learners are making toward acquiring proficiency in English. Out of a total of 1,489 students tested, the scores of the 640 ninth graders indicate that 20% of these students (160) achieved Early Advanced or Advanced levels of proficiency. A higher percentage of 10 th, 11th, and 12th graders achieved Early Intermediate or Beginning levels of proficiency; 31% of 10 th graders, 21% of 11th graders, and only 5% of 12th graders were in those ranges. Thus, the longer English Learners were at Los Angeles High School, the higher their level of English proficiency achieved. The scores for students in the high, mid, and low spread for all grades appear to be in the middle range.



English Language Development (ELD) Assessment Portfolios

English Language Development (ELD) Placement by Grade EnrolledThe following table presents information regarding English Learners’ progress in acquiring English language proficiency. The progress of ELs in acquiring English language proficiency is determined by identifying their current proficiency level and amount of time in the program.

Each row represents a cohort of students based on the grade initially enrolled.

English Language Development (ELD) Placement by Grade Enrolled (2001-2002)

Current Grade

Grade Enrolled

Intro ESL A/B

% ESL 1A/B

% ESL 2A/B

% ESL 3/4

% PRP % RFEP % Total

9 K123456789 39 5 201 23 115 13 39 5 468 54 30 3 862Total 39 5 210 23 115 13 39 5 468 54 30 3 862

10 K12345678910 80 14 85 15 92 17 296 54 15 3 553Total 80 14 85 15 92 17 296 54 15 3 553

English Language Development (ELD) Placement by Grade Enrolled (2001-2002)

Current Grade

Grade Enrolled

Intro ESL A/B

% ESL 1A/B

% ESL 2A/B

% ESL 3/4

% PRP % RFEP % Total

11 K123



4567891011 41 23 140 77 18 10 181Total 41 23 140 77 18 10 181

12 K123456789101112 148 100 10 7 148Total 148 100 10 7 148

Critical Findings:

Current data indicate that 76% of 9th graders, 72% of 10th graders, 78% of 11th graders, and 80%

of 12th graders are progressing at least one ELD level per semester. Improvement of ELD

progress of 9th and 10th graders is needed especially since the largest number of EL’s is in those

grades.



The following table represents reclassification information over a three-year period. These reclassification rates are based on a December-to-December reporting period using the Master Plan Survey Data.

Student Reclassification Rate

=Number of Reclassified English Learners

Total EL Total Reclassified Percent Reclassified

2001-2002 Your School TBA TBA TBALocal District E TBA TBA TBALAUSD TBA TBA TBA

2000-2001 Your School 1246 166 13.32%Local District E 19,516 4,316 22.12%LAUSD 186,761 40,530 21.70%

1999-2000 Your School 1342 272 20.27%Local District E 20,272 4,294 21.18%LAUSD 188,179 38,284 20.34%

Critical Findings:

Reclassification rates for LEP students have declined in the past three years due to the change

in the reclassification criteria. Students are required to achieve scores at the 36 th percentile or

higher on reading and language on the Stanford 9/CAT-6 in addition to earning a 2.0 GPA in

academic classes and overall performance levels of 4 or 5 on the annual CELDT. Fewer EL

students are able to meet the reclassification criteria.



Aprenda Test

Aprenda is administered to English Learners, English-only, and fluent English proficient students who are enrolled in a Spanish Basic or Dual Language Program. The following data looks at groups of students across grade levels and in the content areas assessed on the Aprenda. A comparison of the 2001 to 2002 Aprenda is presented in the table below.

AprendaAprenda Comparison 2002 vs. 2001

Reading Math Language

Grade ‘01 ‘02 Change ‘01 ‘02 Change ‘01 ‘02 Change

9 34 27 -7 25 24 -1 36 31 -5

10

11

Critical Findings:

The decline in the Aprenda Reading, Math, and Language scores is due in part to the increased

number of pre-literate Spanish-speaking students in Waiver to Basic programs who are taking

the test. All of the students tested were in the 9th grade. Their progress will continue to be

monitored.



Local Assessments

Performance AssignmentLanguage Arts

Performance Assignment# Not

Proficient1

# Partially Proficient

2

# Proficient3

# Advanced4

%Not Proficient

1

%Partially Proficient

2

% Proficient3

%Advanced4

GRADE LEVELS GRADE 9 233 440 127 17 24.15 45.60 13.16 1.76 GRADE 10 0 0 3 0 0.00 0.00 75.00 0.00 GRADE 11 GRADE 12

Critical Findings:

Data available only for ninth grade. 24% of students were not proficient in ninth grade.



Special Education/Least Restrictive Environment

LASUD website/ Least Restrictive Environment Overview Summary

Least Restrictive Environment

LAUSD Division of Special Education

Least Restrictive Environment: Least Restrictive Environment data is gathered from a wide variety to District sources, CASEMIS, the California Department of Education databases, SESAC reports and web-based Individual Education Programs. A comparison of the percentages of students receiving special education services participating in the general education classroom is presented in the tables below.

Least Restrictive Environment Data

‘02/03

% of students with IEP’s participating in general education classrooms for 80% or more of the school day

Students receiving special education services participating in:

Number of students % of total students receiving special

education servicesDistrict general education curriculum for his/her grade level

District general education curriculum using accommodations/modifications.Alternate District curriculum provided to prepare him/her to access the District’s general education curriculum.

\

Students receiving special education services receiving Master Plan ServicesCopyright-2002 © Los Angeles Unified School District - All rights reserved 36

http://dse-web.lausd.k12.ca.us/

http://www.cde.ca.gov/spbranch/sed/calstat/se3mo6.ppt


Structured English Immersion Services

(ELD, SDAIE, Primary language support)

Basic Bilingual Services (Primary

language instruction, ELD, and SDAIE)

Mainstream English Services

Total

Critical Findings:

X % of students receiving special education services participate in the general education classroom for 80% of the day. X % of students receive special education services through a special day class. Of this number, X % are students with mild disabilities and X % are students with severe disabilities. X % of students receiving special education services in special day classes participate in the general education program for 20% or more of their day. X % of students served through a special day class are supported in general education through co-teaching, collaborative consultation, or learning centers.X % of students receiving special education services participate in general education curriculum with or without accommodations/modifications.

Least Restrictive Environment Exit Data

‘02/03

Critical Findings:

X % of students receiving special education services are able to participate within a general education class with no special education services and have been returned to full time general education placement.

X% of the exiting students were served through DIS, X % were served in RS and X % were served in SDC.



Critical Findings:

Grade ____ has the highest % of students receiving special education services with eligibility as Specific Learning Disabled.



High School Information

California High School Exit Exam (CAHSEE)

California High School Exit Exam (CAHSEE)English/Language Arts and Mathematics

2001-2002 Number Taking

Test

Eng. Math

Number/ %

Passing English

No. %

Number/ %

Passing Math

No. %

Number Needing to

Pass

Eng. Math

Number of Students Tested 608 814 259 43 198 24 349 616

Female 286 398 125 44 81 20 161 317Male 322 416 134 42 117 28 188 299American Indian 3 5Asian 80 71 41 51 55 77 39 16Black/African- American, Not of Hispanic Origin

43 72 20 47 15 21 23 57

Hispanic 467 188 40 279White 6Filipino 4Pacific IslanderEnglish Learner 402 442 129 32 107 24 335IFEP 12 9 75 25 186RFEP 134 257 91 68 71 28EO 502Economically Disadvantaged

509 669 205 40 167 25


18 27 0 0 0 0

Critical Findings:

Eight hundred fourteen LAHS students took the CAHSEE Math and 608 students took the English in 2001-2002. A total of 259 or 43% passed the English portion and 24% (198) passed the Math. ELs accounted for 32% of those passing the English and 24% of those passing the Math. Sixty-five percent of reclassified students passed the English segment. Twenty-eight percent of RFEP students passed the math. Math continues to provide the major struggle for nearly all of our students. Only the Asian sub-group excels with 77% of their number passing. Across all sub-groups, females score lower on the math and higher on the English than males.


Los Angeles High School Los Angeles Unified School DistrictA-G Course Enrollment and Pass Rate

by Ethnicity Grade 9 Grade 10 Grade 11 Grade 12Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

All 10,934 3,442 2,221 7,855 4,061 2,876 3,887 2,293 1,748 3,812 2,071 1,676American Indian 22 4 3 28 9 5Asian 1,146 378 280 756 419 337 455 295 247 447 266 242Black/African- American

1,1319 393 238 826 414 273 664 364 258 628 312 246

Filipino 70 23 19 83 40 35 103 66 53 54 32 32Hispanic 8,337 2,628 1,673 6,113 3,151 2,205 2,599 1,536 1,164 2,620 1,428 1,135Pacific Islander 7 5 5 7 3 2 7 4 0White 27 11 8 42 23 16 53 26 23 56 29 21Unknown 13 5 0 6 3 1

A-G Course Enrollment and Pass Rateby Language Classification

Grade 9 Grade 10 Grade 11 Grade 12Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

All 10,934 3,442 2,221 7,855 4,061 2,876 3,887 2,293 1,748 3,812 2,071 1,676English Only 1,675 540 326 1,132 574 373 861 464 330 783 377 275Initially Fluent English Proficient

328 129 103 312 186 148 177 111 86 190 102 83

Limited English Proficient

5,767 1,489 909 3,662 1,623 1,158 1,211 667 526 1,129 648 550

Reclassified Fluent English Proficient

3,001 1,226 857 2,672 1,644 1,174 1,568 1,009 781 1,683 932 756

unknown 163 58 26 77 34 23 70 42 25 27 12 12


Los Angeles High School Los Angeles Unified School DistrictA-G Course Enrollment and Pass Rate

by Program Grade 9 Grade 10 Grade 11 Grade 12Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

Total Course Enroll

A-G Enroll

A-G Pass

All 10,934 3,442 2,221 7,855 4,061 2,876 3,887 2,293 1,748 3,812 2,071 1,676Gifted Program 443 203 150 385 252 196 156 101 92 236 131 109Master Plan Program

5,692 1,469 895 3,614 1,609 1,152 1,204 662 525 1,122 643 546

No Program 4,513 1,726 1,142 3,674 2,141 1,499 2,403 1,488 1,101 2,377 1,274 1,009Special Education

787 131 69 530 119 77 265 46 37 230 55 42

Title 1 5 3 0Travel Program 7 5 5 17 6 0 7 6 3Economically Disadvantaged

Critical Findings: Forty-three percent of 9th grade EL students are enrolled in A-G classes. 61% of them passed. In 10th grade, 44.3% enrolled and 71% passed. Eleventh grade was 55% enrolled, 83.3% passed. 57.4% of 12th grade EL students enrolled, and 85% passed. The numbers indicate that fewer 9th grade students enroll, but that the percentage increases as they continue into the higher grades. Generally, the pass rate is between 70% and 80%, with the highest pass percentage attained by EL students in the 12th grade at 85%. The achievement gap exists between EL, former EL, and students who were initially FEP, and the English only students. EO students score 6-10 percentage points less over all grades.

Asian American students enroll in A-G classes in nearly the same percentages as African-American and Hispanic students. In the ninth grade 33% to 30% and 31.5% respectively. The numbers don’t change until the eleventh grade when significantly more students enroll—five to ten percent more. The pass numbers are higher for Asian American students in all grades, generally 10% to 15% more.



Graduation RatesBy Ethnicity/Program

All Ethnicities # Graduated % Graduated # Not Graduated % Non Graduated Size of ClassAll 526 46.71 600 53.29 1,126American Indian/Alaska NativeAsian 65 52.00 60 48.00 125Black/African- American, Not of Hispanic Origin

84 40.98 121 59.02 205

Filipino 7 53.85 6 46.15 13Hispanic 361 47.01 407 52.99 768Pacific Islander 1 50.00 1 50.00 2

White 8 66.67 4 33.33 12 Special Education

33 91.67 3 8.33 36

Unknown 0 0.00 1 100.00 1

Graduation RatesBy Language

Language # Graduated % Graduated # Not Graduated % Non Graduated Size of ClassAll 526 46.71 600 53.29 1,126English Only 106 39.85 160 60.15 266Initially Fluent English Proficient

28 50.00 28 50.00 56

Limited English Proficient

148 35.84 265 64.16 413

Reclassified Fluent English Proficient

240 64.86 130 35.14 370

Unknown 4 19.05 17 80.95 21



Critical Findings: The percentage of students graduating (46.6%) falls far behind that of students enrolling in (55-65%) and passing (70-85%) the A-G courses. Fewer African American students graduate than other sub-groups (40.1% compared to 52% Asian and 47% Hispanic students). While the numbers of students graduating is disappointing, the percentage of students of all sub-groups who pass A-G classes is improving and gives hope to an improving graduation rate.



Advanced Placement Enrollment and Test Scores

ADVANCED PLACEMENT ENROLLMENT and TEST SCORES

Enrollment In Course Total Number Taking Test

Passing Exam with 3,4,5AP Course Total AI A B H W F PI Total AI A B H W F PI

US History 13 9 8 6 0

Art HistoryArt: DrawingStudio Art 2DStudio Art 3DBiology 1 1 0 0 0

Chemistry 2 1 0 1 0

Computer Sci AComp Sci ABEcon: MicroEcon: MacroEnglish Lit English LangEnviron SciEuropean Hist

4 2 0 2 0

French LangFrench LitGerman LangGovt: USGovt: CompIntern Eng LanLatinCalculus AB

3 1 2 0 0

Calculus BCMusic TheoryPhysics BPhysics C-Copyright-2002 © Los Angeles Unified School District - All rights reserved 44


MechanicsPhys C-E&MPsychology 2 1 0 0 0

Spanish LangSpanish LitStatistics 2 2 0 0 0

World HistoryTotals

Critical Findings: Comment on Closing the Achievement Gap



Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade LevelGrades Issued Spring 2002 by Ethnicity, Academic Area and Grade Level

EnglishGrade Level

Grade Earned

American Indian

Asian Black/African-American, Not of Hispanic Origin

Hispanic White Filipino Pacific Islander

SPED EL

9 A 0 17 7 83 2 2 4 65

B 0 31 21 162 0 2 19 124

C 1 20 33 229 1 1 18 174

D 0 26 34 248 1 1 23 149

Fail 0 27 62 283 0 1 31 218

10 A 0 21 10 103 0 5 0 1 55

B 0 19 18 145 1 1 1 6 72

C 3 12 37 159 2 1 0 14 92

D 0 8 22 147 0 1 0 7 77

Fail 0 14 19 167 2 1 0 15 13

11 A 16 11 41 1 1 0 1 42

B 14 25 101 2 5 0 5 48

C 18 18 109 1 4 1 14 92

D 6 16 72 1 3 0 3 43

Fail 9 25 68 2 1 0 6 38

12 A 15 14 25 0 1 0 0 30

B 25 18 76 4 4 0 1 61

C 19 19 135 1 4 0 4 77

D 18 28 131 2 0 0 8 43

Fail 8 26 86 2 0 2 6 26



Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade LevelMathematics

Grade Level

Grade Earned

American Indian



SPED EL

9 A 0 40 8 63 1 2 3 49

B 0 14 12 108 0 6 2 72

C 1 2 26 153 0 1 16 118

D 0 24 20 197 1 0 10 173

Fail 2 57 83 602 2 0 30 422

10 A 0 39 5 53 0 3 0 0 83

B 1 20 12 87 2 1 1 4 84

C 0 15 23 123 1 2 0 16 119

D 1 9 16 157 0 2 0 4 92

Fail 1 25 43 378 3 3 0 15 95

11 A 19 7 19 2 0 2 28

B 11 10 31 0 5 2 27

C 13 21 69 1 2 7 53

D 4 7 51 1 2 3 45

Fail 16 24 130 1 5 7 81

12 A 8 6 7 0 0 0 2

B 3 5 11 0 2 1 61

C 7 12 42 1 0 6 29

D 0 9 61 1 0 4 24

Fail 8 8 63 1 0 1 50



Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade LevelSocial Studies

Grade Level

Grade Earned

American Indian



SPED EL

9 A 0 5 1 14 0 1 0 6

B 0 3 2 18 1 0 0 13

C 0 1 8 23 0 0 0 17

D 0 1 7 38 0 0 3 29

Fail 0 3 9 82 2 1 12 82

10 A 0 21 9 89 1 2 1 1 51

B 0 7 11 127 2 3 0 4 58

C 0 12 25 122 0 2 0 10 92

D 2 12 23 183 0 1 0 10 76

Fail 1 12 32 190 2 2 0 13 128

11 A 16 15 59 4 1 1 1 44

B 14 16 73 3 5 0 5 54

C 14 23 79 1 8 0 5 48

D 6 16 88 0 1 0 10 57

Fail 10 21 69 1 3 0 4 40

12 A 21 21 34 1 6 0 0 26

B 20 20 45 2 3 0 1 42

C 24 24 141 1 2 0 5 54

D 17 17 130 4 1 0 9 72

Fail 2 2 65 1 0 1 7 19



Grades Issued Spring 2002 by Ethnicity, Academic Area and Grade LevelScience

Grade Level

Grade Earned

American Indian



SPED EL

9 A 0 13 15 62 1 4 2 12

B 0 14 12 72 0 2 2 42

C 0 16 20 165 1 0 9 73

D 1 13 32 200 0 1 13 103

Fail 0 23 59 359 0 0 32 292

10 A 0 78 0 30 0 1 1 1 22

B 0 7 0 30 0 4 0 0 37

C 0 18 10 130 3 0 0 4 68

D 0 9 13 168 1 1 0 8 103

Fail 3 20 20 300 1 1 0 22 292

11 A 13 4 17 1 0 0 0 23

B 13 9 34 0 2 0 3 34

C 21 19 89 1 5 0 3 53

D 9 13 69 0 2 0 6 67

Fail 5 29 97 0 4 1 8 50

12 A 7 4 9 0 0 0 9

B 12 5 26 0 2 1 17

C 13 15 53 1 1 3 42

D 13 20 64 1 2 3 30

Fail 4 17 54 3 0 6 25

Critical Findings:

An unacceptable number of students are failing at every level in every sub-group, in every class. Mathematics and science have the most students failing and receiving D’s, especially in 9 th and 10th grades. These early failures directly impact the graduation rate.



SAT and ACT Summary Reports

SAT and ACT Summary ReportsGender Ethnic Group

Total Male Female American Indian

Asian Hispanic or Latino

African American

White

Grade 12 Enrollment

623 327 296 0 90 416 100

SAT TestTest Takers-Number

174 89 85 2 47 75 25

Test Takers-Percent

27.9 27.2 28.7 52.2 18 25 35

Average Verbal Score

401 416 385 377 394 406

Average Math Score

443 479 407 513 401 386

Average Total Score

844 895 792 890 795 792

Meeting Criteria (>= 1000)-Number

40 30 10 17 9 5

ACT TestTest Takers-Number

63 31 31 0 12 31 8

Test Takers-Percent

10.1 9.5 10.5 13.3 7.5 8.0 11

Average Composite Score

18.0 18.9 17.3 20.9 17.6

Meeting Criteria (>=21)-Number

21 14 7 8 6

Meeting Criteria (>=21)-Rate

3.4 4.3 2.4 8.9 1.4



Post Secondary Plans Self Reported by Graduates

Post Secondary PlansSelf Reported by Graduates

California Adult School

Non. CAUC CSU CC Private Voc. Military Employed Other 4

yr.2 yr.

Total GraduatesAmerican IndianAsian 14 13 14 3 1 4Black/African-American, Not of Hispanic Origin

7 12 16 8 2 2

Hispanic 11 33 87 9 6 10WhiteFilipino Pacific Islander 1 3 5 0 0 0 2Students Receiving Special Education Services

Critical Findings: A full time college counselor and a magnet coordinator (who works with magnet students) help students to plan for college. As may be expected from a college incentive magnet, the number of students matriculating to university is higher from that population, however, students from the wider student body enroll at university and also at community college. The college counselor is responsible for gathering information about post secondary choices. It is self-reported on graduation cards by the students.



Section FourCurrent Conditions/ Barriers and Solutions

Critical Findings Descriptors of Data Collection Process

Surveys: (CRITICAL FINDINGS ONLY) Surveys were administered to all faculty and 25% of the 9th grade students and their parents. The survey asked questions related to instruction and assessment, student safety, allocation of resources, use of content standards, use of instructional time, and specifics related to math and language arts curriculum. The patterns that emerged from the survey indicated there are issues related to: a lack of shared values, beliefs and attitudes related to teaching and learning for all students. Teachers and parents don’t believe that the school has a positive learning environment. Safety in the school for students and teachers was another major issue.

In order to assure that both parents and the community were involved in the development of the Single Plan for Student Achievement, several strategies were implemented. The School Team met with both the School-Site Council and all appropriate Parent Groups. The School Team conducted separate focus group meetings with parents where they were asked their opinions about the instructional program and xx parents responded to a survey that asked their feelings about the culture of the school, their participation and their involvement.

Interviews: The principal, groups of three to five teachers, classified staff members, parent groups and students were interviewed. In addition there was a two-year review WASC Accreditation team. The team felt the school had come a long way from the last visit and there were many major pockets of improvement especially in the school environment and staff relations. Most felt: that the school was doing a great job of providing a viable educational program, but because of the many issues regarding the nature of the fluid family structure within the school community, the task of change is immense.

Classroom Visits: Classroom visits were conducted to determine if standards-based instruction was being implemented throughout the school and if there was visible evidence in the classrooms. Standards were posted in every classroom however there was little to no evidence that teachers were applying or transferring the State standards to the daily lesson. Lessons were found not to contain rigor. Rubrics were posted and being used on a limited basis. Teachers were not using a wide variety of teaching strategies.

Examination of Student Work Critical Findings: Grade level teams collected all writing and mathematics assignments for one week. The work was then exchanged and calibrated to the standards for each grade. The percentage of student work addressing grade level standards ranged from 42% of the assignments in grade ten to 13% in grade eleven.



Narrative of Current Conditions

Directions:Throughout this section, you will want to answer as many of the questions as possible. It might help to have the whole school or specific groups of staff complete these sections individually and then have one person pull the information together. Be sure to have parents/community assist in responding to the questions in that section. Use the questions provided to generate the conversation as appropriate to your school. Use the data information from Section Three as you complete the following components. You may respond in a summary narrative or a bullet format. Include additional important information as appropriate to your school. This information will be used to identify the barriers to student achievement

Component 1

STANDARDS-BASED CURRICULUM AND ASSESSMENT

1. Alignment of standards, curriculum and assessment:

What is done to ensure that curriculum and assessment is aligned to standards for all students?

The School Leadership Team is responsible for professional development acquainting teachers with the state standards. Alignment of the standards with the curriculum and assessment is done through department staff development and also through off-track training for teachers who come for one-week sessions on designing standards-based curriculum. Common assessments, calibrated as to grades, pacing plans, and exit evaluations are developed for use within the various departments. The School Leadership Team, particularly the administrations is responsible for seeing to its implementation in the classroom, evaluating effectiveness, modifying where necessary, and seeing ot the instruction of teachers.

How are teachers educated about standards, curriculum and assessment?

-Through Professional Development provided by ALS Coaches and our own teachers - 1 -1 week State Based Seminars

How are the needs in content area classes identified and met to provide students with rigorous instruction and disciplinary literacy?Meeting in their various departments, teachers develop common assessments, compare student work, calibrate work/grades; develop remedies when assessment and evaluation identify problem areas.

How are students educated about expectations for standards mastery?-Syllabi distributed to students at the beginning of each semester-Standards for each instructional unit outlined and discussed at the outset-Rubrics

How do students participate in the assessment process?Copyright-2002 © Los Angeles Unified School District - All rights reserved 53


Rubrics are developed so that students may assess their own work in progress. Model Papers are provided to show them what constitutes “good” or “excellent” results. Criteria Charts are developed with students so they may understand clearly what the rubric is.

How do teachers participate in the assessment process?In departments teachers develop common assessments, pacing plans and exit criteria. They write rubrics based on desired results and identify how to remediate when students achievement falls short.

How are parents educated about standards, curriculum and assessment?-Parent councils-Parent Institute-Parent conferences-Syllabi for specific classes-Parent newsletters-Parent planner-9th grade orientation

How are testing accommodations provided for students with disabilities participating in the assessment process?-English Learners receive differentiated instruction utilizing effective SDAIE strategies in content areas from teachers who have the authorization to provide appropriate instruction to English Learners, which includes individual and small group assistance. Supplemental instructional materials are available to support standards-based instruction. Bilingual Teacher’s Assistants provide instructional support utilizing the primary language of the English Learner. A variety of assessments are utilized to accurately measure the progress of English Learners in achieving mastery of course content and standards. Accommodations for standardized testing of English Learners who have been in California public school for less than 12 months are being provided. Bilingual dictionaries are provided in the primary language. Additional time is given for the testing whenever needed. Extended time Small group setting Read questions orally Any technological equipment that enables a student’s responses without interfering

with a student’s independent ideas Any physical device which assists (enables) a student t respond Supplementary material Literary based instruction Tutoring Essential standard courses

Testing accommodations for Special Ed students: A student is allowed to have extended time to take the test. He/she is to be placed in a small group setting away from the general education students. The student may ask to have the questions read orally. If a student needs a word processor the grammar and spell check needs to be turned off. Also, any physical devices needed for a student to responds needs to be made available. All of the above need to be written on the student’s IEP. How do parents participate in the assessment process?

What accommodations are made for diverse learners to access standards-based curriculum and assessments?



Hear first-hand from teachers at PHBAO Conferences and by syllabi sent home by teachers.

Standards-Based Curriculum and Assessment: ALS strategies, described in detail in

Component 3, that will alleviate these barriers to reform include: Curriculum Mapping/Pacing,

Standards-based Lesson Design, Textbook and Resource Analysis in ELA and Math, and Data

Analysis

Research-Based Strategy Instruction: ALS strategies, described in detail in

Component 3 include Direct Instruction, Reciprocal Teaching, Math Literacy, SDAIE, Test-prep

Strategies for ELA and Math, Teamwork, Strategic Reading, and Process Writing.

Strategy-Focused Coaching: Because students arrive with a wide variety of abilities

there is a need for teachers to work together developing grade level and department aligned

curriculum. There is a lack of opportunities to collaborate, coach, and observe results in the

implementation of standards. Limited opportunities to observe peers inhibit the development of

an effective school-wide program, resulting in the inconsistent use of research-based

instructional strategies in all classrooms.

ALS strategies, described in detail in Component 3 that will alleviate these barriers to

reform include Strategy Training and Collegial Support, Demonstration Lessons from Expert

Educators, and In-Class Support.

Critical Findings: Alignment of standards, curriculum and assessment

Though some teachers are familiar with the use of strategies such as direct instruction,

reciprocal teaching, and the writing process, not all teachers have successfully implemented

these strategies. The 2001 school-wide percentage of students above the 50 th% in Reading was

13%, so 87% of All students still scored below the 50th%. Total math scores on the standards

portion of the STAR test indicate a need for training in Math Literacy and more math standards

alignment. Data for EL students showed that they generally perform about 10% below their Non

EL peers. The need for professional development in language acquisition and Specially

Designed Academic Instruction in English (SDAIE) is evident.

2. Data collection, analysis and reporting of student academic achievement:



A Data Team composed of teachers, administrator and coordinators is charged with analyzing data and making instructional decisions based on it. Data Used: CAT-6, CAHSEE, CELDT (State, yearly). Local District: Performance Assignment (9th grade yearly) Site LAHS: Department Finals (each semester), Student Work (monthly), Grades (every 4 weeks), Attendance (every 4 weeks). Surveys and interviews are given whenever appropriate. Department Teachers Coordinators collect and use data that are pertinent to their own discipline or program.

How is student academic achievement data disaggregated? (e.g. EO, IFEP, RFEP, EL by ELD level, ethnicity, SE, and SDE)

o Fluency Levelo Ethnicity o Gendero Grade Levelo Special Programso ELD Level

How is data used to inform instruction and close the achievement gap? To provide remediation for students whose skills levels are low To determine areas of weaknesses so that focus maybe department-wide.

What does the school do to prepare teachers to effectively use data to improve individual student achievement? To improve the overall instructional program?Professional Development on using

Rubrics Common Assessments Calibrated work results Making tests that give you information needed to track student progress.

What multiple measures are used and how are the results analyzed?

How does the school determine the effectiveness of data analysis to identify students for differentiated instruction and intervention?

How, and how often, is data reported to stakeholders? Report Cards every 4 weeks Supplemented by teacher notes, fail notices etc. 4 times annually at Parent Conferences. PHBAO Tests (State/District) annually students. Periodic assessment to see if students are reaching benchmarks I s used to determine

who needs remediation and/or tutoring on a consistent basis.How is periodic assessment data (Language,Developing Readers and Writers,

mathematics) used to inform instruction and provide intervention for students not meeting

benchmark criteria?

Critical Findings: Data collection, analysis and reporting of student academic achievementThere is an inconsistent implementation of standards-based instruction and assessment and

there is a lack of differentiated instruction. The school is not implementing cohesive on-going

professional development. Copyright-2002 © Los Angeles Unified School District - All rights reserved 56


Approximately 80% of All students scored at the basic level or below on the California

ELA Standards Test, indicating the need to incorporate the standards into the curriculum at all

grade levels. Low scores in reading, in grades 9-11 for All students, and profoundly lower for EL

students, point to a need for a comprehensive reading program, emphasizing vocabulary

development, comprehensive skills, and spelling. Writing proficiency scores indicate a need for

better implementation of a writing program across all content areas. Though math scores tend

to be higher than reading scores, students continue to score below the 50 th percentile in all

grades. Finally, teachers need assistance in using data to guide their instruction and planning.

3. Availability of textbooks:Critical Findings: Availability of textbooksThe Action Planning Team’s staff development plan implements a model that uses state

content standards, especially in the areas of Language Arts, Mathematics, and English

Language Development, and frameworks as the basis for planning and assessment

discussions. The content standards assist teachers to establish and maintain focus for

instructional lesson planning, and courses of study are available for all classes to ensure

alignment to state standards. In addition, the district sets a priority on assuring high standards

for textbooks and instructional program selection procedures. Prior to any adoption a team of

teachers and community personnel from schools throughout the district is convened to

examine the proposed materials. This team reviews the textbooks and supplementary

materials for content, ease of use and for alignment with the state and district approved

standards utilizing guidelines from the CDE. Once the team reaches agreement, then the

programs and/or textbook(s) are approved for school use.

4. State Approved and District Adopted TextbooksIn order for all students to have access to the CORE, schools must supply required

State approved and District adopted textbooks.

At Los Angeles High School, we are implementing the LAUSD core English program using

instructional materials aligned with the California standards and approved by the California State

Board of Education. In addition, for our alternative bilingual programs, we are implementing

High point (specify series). Ninth grade students in need of extra help in developing reading skill

(reading below the 3rd grade level) are in a developmental reader and writer (intervention) course Copyright-2002 © Los Angeles Unified School District - All rights reserved 57


using the (Language!, Read 180) program. To help English Learners progress through the

English Language Development (ELD) levels, we are using Hampton Brown’s the High Point

textbook series for all English as a Second Language (ESL) courses. In Algebra I, we are using

the (McDougal Littell Concepts and Skills, McDougal Littell Structure and Method, Prentice Hall

Algebra) textbook series. In higher-level mathematics courses (Geometry, Algebra II,

Trigonometry, etc), we are using textbooks approved by the California State Board of Education.

Instructional materials in the other subject areas (science, social science, health, physical

education, visual and performing arts) are also aligned with California content standards.

5. Supplemental materialsIn addition to implementing the core instructional program of the district, Your School receives

supplemental funds from the following:(Title I, EL, GATE, Special Ed, SI etc.) programs to assist

eligible students in accessing the core curriculum.

Content Textbook Supplemental MaterialsLiteracy Adventures in Reading (9th);

Adventures in Appreciation (10th); Adventures in American Literature (11th); Adventures in English Literature (12th) [All textbooks published by Holt, Rinehart, Winston]

Adventures in Reading (9th); Adventures in Appreciation (10th); Adventures in American Literature (11th); Adventures in English Literature (12th) [All textbooks published by Holt, Rinehart, Winston]

ELD Voices in Literature, McCloskey, Heinle & Heile, 1993Side by Side, Chamot, Heinle & Heinle, 1992Building Bridges,

Bilingual dictionaries: Spanish, Korean, Filipino, and Russian; Oxford Picture Dictionary; Please Write; Write to Succeed

Math Algebra 1: Concepts and Skills, Larson, McDougaal Littell, 2001Glencoe Geometry, Boyd, McGraw Hill, 1998Algebra and Trigometry, Structure and Method:: Book 2, Brown, Houghton Mifflin

Geometer SketchPad, Algetiles

Critical Findings: Supplemental materials

The Action Planning Team’s staff development plan implements a model that uses state

content standards, especially in the areas of Language Arts, Mathematics, and English

Language Development, and frameworks as the basis for planning and assessment



discussions. The content standards assist teachers to establish and maintain focus for

instructional lesson planning, and courses of study are available for all classes to ensure

alignment to state standards. In addition, the district sets a priority on assuring high standards

for textbooks and instructional program selection procedures. Prior to any adoption, a team of

teachers and community personnel from schools throughout the district is convened to

examine the proposed materials. This team reviews the textbooks and supplementary

materials for content, ease of use and for alignment with the state and district approved

standards utilizing guidelines from the CDE. Once the team reaches agreement, then the

programs and/or textbook(s) are approved for school use. Los Angeles High School is

presently using the following state approved textbooks:



BARRIERS TO STANDARDS-BASED CURRICULUM AND ASSESSMENT

BARRIERS TO INCREASED STUDENT ACADEMIC ACHIEVEMENT

MEASURABLE SOLUTIONS TO THESE BARRIERS (Action Steps)

Ineffective use of instructional time LAHS will offer a minimum of 5 workshops

each year, focusing on effective use of

classroom time.

Administrators will use an instrument during

observations to measure effective use in

all classrooms of skills offered in the

workshops.

A lack of “remedial” courses, combined with the

fact that that the majority of students are below

basic or far below basic in mathematics and

English arts

Continue to identify and schedule students

requiring “remediation” into Essential Math

and Language! Classes, during the school

day, in intercessions and in as Saturday

classes

Make sure instructors teaching these

classes, as well as department chairs and

appropriate administrators, receive district

training in these remedial classes.

Provide common planning time for these

teachers to share and develop effective

strategies.

Use entry and exit tests to measure

whether the students have actually

benefited from these classes.

Train teachers in techniques of moving

forward in the curriculum while still folding

in effective review of key material already

covered.

Regular and special education teachers need

training in adaptations to meet the needs of all

students and in using both core and

See Ms Parker/Spivey/Schwartz



supplemental to meet the needs of students

with disabilities.

Insufficient differentiated instruction across the

curriculum.

Train teachers in recognizing different

learning preferences in their students and

instructional techniques to meet these

different needs.

Identify a representative group of each

learning style and track any changes in

their academic success.

Lack of clear and common expectations within

departments

Development of standards-based pacing

charts for all courses.

Development of common final assessments

for all courses.

Development of common assessments—

summative and formative—for standards-

based units at key points in the semester.

Provide sufficient time for departments to

meet for the express purpose of working on

the three items bulleted above.

Provide expert training and support, from

within the school if possible, on developing

standards-based curricula and

assessments.

Insufficient academic rigor in most classrooms Training by IFL (Institute for Learning) in

lesson-study and other techniques for

assuring the presence of academic rigor in

all classes.

Training of administrators and peer-review



teams in identifying the presence or lack of

academic rigor in classrooms.

Establishment of “model-classrooms” for

each course, taught by exemplary

teachers, available for observation by other

teachers.

Ineffective use of instructional time LAHS will offer a minimum of 5 workshops

each year, focusing on effective use of

classroom time for standards-based

instruction.

Administrators will use an instrument during

observations to measure effective use in all

classrooms of skills offered in the

workshops.

A lack of “remedial” courses, combined with the

fact that that the majority of students are below

basic or far below basic in mathematics and

English arts

Regular and special education teachers need

training in adaptations to meet the needs of all

students and in using both core and

supplemental materials to meet the needs of

students with disabilities.

See Ms Parker/Spivey/Schwartz

A Data Team composed of teachers, administrator and coordinators is charged with analyzing data and making instructional decisions based on it.



Data Used: CAT-6, CAHSEE, CELDT (State, yearly). Local District: Performance Assignment (9th grade yearly) Site LAHS: Department Finals (each semester), Student Work (monthly), Grades (every 4 weeks), Attendance (every 4 weeks). Surveys and interviews are given whenever appropriate. Department Teachers Coordinators collect and use data that are pertinent to their own discipline or program.

How is student academic achievement data disaggregated? (e.g. EO, IFEP, RFEP, EL by ELD level, ethnicity, SE, and SDE)

o Fluency Levelo Ethnicity o Gendero Grade Levelo Special Programso ELD Level

How is data used to inform instruction and close the achievement gap? To provide remediation for students whose skills levels are low To determine areas of weaknesses so that focus maybe department-wide.

What does the school do to prepare teachers to effectively use data to improve individual student achievement? To improve the overall instructional program?Professional Development on using

Rubrics Common Assessments Calibrated work results Making tests that give you information needed to track student progress.

What multiple measures are used and how are the results analyzed?

How does the school determine the effectiveness of data analysis to identify students for differentiated instruction and intervention?

How, and how often, is data reported to stakeholders? Report Cards every 4 weeks Supplemented by teacher notes, fail notices etc. 4 times annually at Parent Conferences. PHBAO Tests (State/District) annually students. Periodic assessment to see if students are reaching benchmarks I s used to determine

who needs remediation and/or tutoring on a consistent basis.How is periodic assessment data (Language,Developing Readers and Writers,

mathematics) used to inform instruction and provide intervention for students not meeting

benchmark criteria?



Component 2

RESEARCH-BASED INSTRUCTIONAL STRATEGIES

1. Identification of strategies, and the consistency/fidelity of implementation

ALS has selected key instructional strategies that have proven effective in improving student

achievements for all students, including special needs populations such as English Learners,

Special Education and Gifted students. These strategies are aligned with the framework and

standards-based system of curricular programs and fall into three distinct categories: Direct,

Strategy and Performance. In direct instruction, the teacher controls the process, structures and

paces the learning, ensures continuity, and maintains maximum time-on-task for the students.1.

Strategy instruction is a model for teaching processes that involve a complex interaction of

component skills. The teacher must help students master each skill as well as provide students

with guidance and numerous structured practice opportunities to use the strategies for as many

appropriate tasks as possible.2 Performance instruction requires students to complete a variety

of thought-demanding assignments with a topic that advances the students’ knowledge well

beyond what they already know.3 ALS coaches teachers to design “performances” to support

the underlying standards to be learned and teaches students to access, interpret, produce, and

disseminate content in authentic ways.

Strategy-Focused Coaching: Coaching is a successful non-threatening model for

sustaining learning and promoting professional growth.4 ALS uses a Comprehensive School

Accountability Model that requires the school to modify its structure and organization to focus

upon student achievement. Teachers plan, work, assess, and analyze results together as a

team. Focus and alignment are tight, expectations are high, data is used as an assessment

tool, and opportunities to learn, both for students and teachers, are enhanced.5 Site

administrators must also be actively involved in a coaching process, receiving collegial support

for instructional leadership and evaluation of school programs.

Team-Structured Operations: Organizing the school around teams optimizes learning

opportunities for students, staff and administration and has proven to be one of the most

effective methods for systemizing reform. Horizontal and vertical teaming, interdisciplinary 1Brookover, Beamer, et al, Module 5: Effective Instruction, pp. 124-128.2 Robert Marzano, Debra J. Pickering and Jane E. Pollock, Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. (Alexandria, VA: Association for Supervision and Curriculum Development, 2001), pp. 141-143.3 David Perkins and Tina Bllythe, “Putting Understanding Up Front.” in Educational Leadership, vol 51, 1994, pp. 4-6.4Roland S. Barth, Improving Schools from Within (San Francisco, Ca: Jossey-Ball Publishers, 1991), pp 45-49.5 California State Department of Education, 2000.Copyright-2002 © Los Angeles Unified School District - All rights reserved 64


instruction, systematic inclusion of all special needs students and the creation of small learning

communities or academies at the secondary level provides opportunities to constantly evaluate

and modify curriculum and monitor the effectiveness of different types of instructional strategies.

Specific tasks such as data collection and assessment, benchmark development, intervention,

and after-school cross-age tutoring programs can also be based upon a team approach.

Family and Community Engagement: The participation of parents and other

community stakeholders in various activities is essential to the success of schools. Among

those identified activities are parenting, communicating, volunteering, learning at home,

decision-making, and collaborating.6 ALS has reorganized those types of programs into two

general categories of family and community participation: support and engagement. Support

consists of actions and attitudes reflected by the care-giver that reinforce the academic program

at home. Engagement consists of activities that require the care-giver to participate in school

activities, such as open house, parent-teacher conferences, and volunteerism.7 Schools should

provide opportunities for both types of family engagement with the understanding that the school

staff must explain what the curriculum is all about and what the achievement expectations are

for all students and must decide what it wants parents to do to enhance their child’s learning at

home or in the classroom.8 ALS offers programs that provide parents with many participation

opportunities. Standards-based Student Led Conferences, in which students organize, describe

and demonstrate standards-aligned work to their parents is one of ALS’ many successes in

engaging parents in the learning process.

Use of Technology: Using technology has become fundamental to every aspect of the

educational process. Schools now recognize technology’s capacity to create and stimulate

problem-solving possibilities, open-ended and interactive nature, and ability to provide access to

network and database information, multimedia function, and its profound implications for student

assessment.9 Because technology now impacts and shapes the role of every school

stakeholder, ALS has integrated the use of technology into each of its five components. ALS

schools use the Learning Legend, a data mining and analysis system developed by ALS.

Critical Findings: Identification of strategies and the consistency/fidelity of implementation

6 Joyce Epstein, National Network of Partnership Schools, (Baltimore, MD: Johns Hopkins University, 2001), p 1.7Brookover, Beamer, and others, “Module11: Parent Support and Involvement in Creating Effective Schools, p.265 8Brookover, Beamer, and others, pp. 264-270.9 Glen Thomas. “Beyond the Glitz.” In Thrust for Educational Leadership, vol. 24, 1994, p. 22.Copyright-2002 © Los Angeles Unified School District - All rights reserved 65


Though some teachers are familiar with the use of strategies such as direct

instruction, reciprocal teaching, and the writing process, not all teachers have

successfully implemented these strategies. The 2001 school-wide percentage of

students above the 50th% in Reading was 13%, so 87% of All students still scored

below the 50th%. Total math scores on the standards portion of the STAR test

indicate a need for training in Math Literacy and more math standards alignment.

Data for EL students showed that they generally perform about 10% below their Not

EL peers. The need for professional development in language acquisition and

Specially Designed Academic Instruction in English (SDAIE) is evident. The local

school site data team which represents the entire instructional staff, was formed to

analyze student performance data and makes informed instructional decisions that are

data driven. This team is however in its early stages but is committed to the task.

2. District CORE implementation How is the CORE program articulated to all staff? How does the school ensure that student work is calibrated to grade level/content

standards? How are the district’s Master Plan programs and educational objectives articulated

to all staff and parents of ELs? How is access to the CORE program provided for special education students?

Critical Findings: District CORE implementation

3. Closing the Achievement GapThe migrant education form will be part of the school enrollment packet. Individual

Learn Plan will be maintained for each Migrant in purple folder.

Upon enrollment, the SRQ is the identification tool. If the enrolling person checks

items in Box A, that should trigger referral and access to needed school and

community resources, such as the breakfast/lunch program, tutoring, special ed

assessment, Healthy Start Programs, school services, local health clinics, dental

clinics, clothing referrals, etc. The needs assessment should be case managed by the

support services personnel at the school. If there are none at the school, then it

should be monitored by the Students Success Team, which every school has.



The Migrant Education Questionnaire will be part of the school’s enrollment

packet.

An Individual Learning Plan will be maintained for each migrant student

enrolled.

Maintain a stable school and classroom environment.

rehearsal prior to demonstration

enhance self-concept and self esteem

integrate culturally relevant content

cooperative learning use

Maslow’s research has demonstrated that basic needs must be met. With

homeless students, often their basic needs are not met, making it very difficult for

the next level of needs to be met. Homeless students have a higher level of acute

and chronic illness, higher rates of mental illness, twice as many learning

disabilities,4 times the rate of development delays, more academic problems*.

Strategies to help increase student achievement include breaking down tasks into

smaller meaningful parts that can be completed in a short time; plan assignments

that do not require home resources; involve in cooperative learning experiences,;

de-emphasize competition; be clear and consistent with what is expected of the

student; offer support and help repeatedly.*.

Maintain a stable school & classroom environment.

Rehearsal Prior to Demonstration

Enhance self-concept and self-esteem

Integrate culturally relevant content

Use cooperative learning

Critical Findings: Closing the Achievement Gap

An examination of student scores on the English/Language Arts standards also demonstrates

the achievement gap between NON EL and EL students as well as the overall failure of all

students to score at the proficient level or above. Star results for ALL students indicate that 70%

of the students at any grade levels read at the lower levels of proficiency. 70% percent of all

students at all grade levels score at the lower two proficiency levels.



BARRIERS TO RESEARCH-BASED INSTRUCTIONAL STRATEGIES



Analysis of student work at grade/department

meeting revealed that work was assigned that

was below grade level standards.

Provide examples of grade-level appropriate

curricula--lesson plans and assessments—

for all courses.

Standards-based workshops noted above

will also focus on assuring presence of rigor

in instruction.

Provide common planning time for teachers

of the same courses to share and develop

effective strategies in maintaining academic

rigor.

Designate a “research team” of teachers

and administrators to seek out the latest

research-based techniques and make them

available to all teachers at LAHS.

Training by IFL (Institute for Learning) in

lesson-study and other techniques for

assuring the presence of academic rigor in

all classes.

Train teachers in techniques of meeting the

needs of students who are at various levels

of academic preparedness while still

maintaining academic rigor.

Development of projects and other

assessments that have “multiple entry

points” to assure that all students are

challenged but none is excluded.

Teachers do not like the interruption of their set

routine

Assure buy-in of teachers by including them

in the planning of any changes and a



gracefully graduated implementation of any

major changes.

A careful preservation of instructional

techniques that do work while implementing

needed changes.

Ongoing support for the inevitable stress

attendant on any major changes.

Development of articulated and reasonable

time-line and benchmarks for changes in

teaching techniques. Teachers should be

involved in development of these time-lines

and benchmarks.

Teachers feel their current routine is effective.

Training of teachers in an objective,

quantifiable method of measuring the

effectiveness of their teaching.

Create a non-threatening atmosphere—

perhaps involving peer-review—where

teachers feel comfortable discussing the

effectiveness of their instruction.

Identify effective practices so we honor what

is working.

Component 3TARGETED PROFESSIONAL DEVELOPMENT

1.



Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials

Quality of Staff, Status of Credentials and District Recruiting StrategyStatus of Teaching Credentials1998-1999 1999-2000 2000-2001

Total Number of Teachers

158 164 170

Full Credential 125 130 138Teaching Outside Subject AreaEmergency Credential

28 33 33

Teachers with Waivers

1 1 1

Teachers with Bilingual Certification

20 22 22

Teachers with District A-level fluency

15 12 15

Teachers with English Language Development

27 34 36

Teachers with Special Education certification

Critical Findings: Quality of staff

Of the 185 classroom teachers, 146 are fully certificated. 39 teachers are either District interns

enrolled in a program to obtain a multiple subject credential or have emergency status. 30 %

of teachers are authorized to teach ELs: 21 teachers have a BCLAD and 40 currently hold a Copyright-2002 © Los Angeles Unified School District - All rights reserved 70

hhttp://www.ed.gov/legislation/ESEA02/

hhttp://www.ed.gov/legislation/ESEA02/


CLAD and 22 have had SB1969 training. Fourteen teachers are teaching special education

classes, 6 of which are fully credentialed to teach special education.

The lack of certificated/qualified teachers is a statewide problem that has been exacerbated

in the last four years because of the implementation of Class Size Reduction. LAHS has hired

24 new teachers since July 2001—most hold emergency credentials, and some are enrolled in

intern programs. Although some support is available from the school and/or LDE, not all

emergency credential teachers are eligible for mentor services. As an inner-city school with a

high percentage of emergency credentialed and new teachers, the school will fully implement

an effective support system, including team building strategies as well as peer-coaching and

peer-consultation opportunities. In addition, the new structured, ongoing professional

development training will be augmented by “mini” in-services for timely and frequent

assistance. The new teachers and their mentors or team leaders will meet once a week to

develop teaching methods, management strategies, or lesson plans. They will be trained on

ELD and ELA strategies to support their learning of content and language in mainstream

instruction. They will learn how to provide ELL students access to core curriculum. The

teachers will be encouraged to complete their BCLAD/CLAD. The paraprofessionals will also

be encouraged and motivated to complete their university degree process and be offered

teaching positions at the school.

In

addition to the support and training previously mentioned, the District has made great strides in Copyright-2002 © Los Angeles Unified School District - All rights reserved 71

Credential Activity Responsible Party

Evaluation Method

Timeline

Emergency Enrollment in BTSA District and Mentor Teacher

Observation,Peer Coaching

Monthly

Emergency Mini In-service Training

Mentor Teachers

Observation,Peer Coaching

Weekly

Intern Instructional Portfolio

District Intern Program Staff

Observation, District Intern Program Credit

Ongoing

Emergency and Intern

Standards-Based Instruction

Instructional Coaches, Department Chairs

Observation, Lesson Plan

Twice per semester

All BCLAD/CLAD, SB 1969 certification

District andUniversity partners

Certification Ongoing

All National Board for Professional Teaching Standards certification

District andUniversity partners

Certification Ongoing


developing incentives to both recruit and retain teachers. Currently the district offers new

teachers a relocation fee to attract experienced teachers to the district and this year, through

the TAP (Teaching as a Priority) grant, provided signing bonuses, a materials budget and a

stipend for educational pursuits. The Beginning Teacher Support and Assessment

(BTSA)/School Mentor and Peer Assistance and Review (PAR) programs will be implemented

district wide and low achieving schools are given first priority for PAR mentors. Los Angeles

High School also has a full-time Secondary Literacy Coach and a full-time Secondary

Mathematics Coach. These coaches go into the classrooms, work especially closely with new

teachers, give demonstration lessons and keep abreast of all new development in their fields.

The district offers training to teachers needing to obtain a CLAD or BCLAD credential. It is the

District’s intent to provide fully credentialed teachers for every classroom, especially to low

performing schools where the needs are so profound. As the District strives to meet that goal,

they are working to provide a balance of experienced teachers with less experienced teachers

at each grade level, as well as provide additional coaching, mentoring and personal support to

the non-fully credentialed teacher.

2. Paraprofessionals are required to work under the direction of a highly qualified teacher.

Highly Qualified ParaprofessionalsTotal Number hired to work with students

BA Degree (or higher)

AA Degree 60 Semester Unit

LAUSD Para Exam

HS Diploma Working towards certification

8 0 8 8 0 8 4

Critical Findings: Highly Qualified ParaprofessionalsThe paraprofessionals will also be encouraged and motivated to complete their university

degree process and be offered teaching positions at the school. The school data which indicates

that Los Angeles High School has a 65% English learner population is used to determine the

need for paraprofessionals. Paraprofessionals are hired by the coordinators of special

education, Title 1, and English learner. They are assigned by request from teachers and/or Copyright-2002 © Los Angeles Unified School District - All rights reserved 72

http://www.ed.gov/legislation/ESEA02/


classes with a large number of English learners, special education or Title1 Students. The

effectiveness of these hired paraprofessionals is monitored by the immediate coordinator.

However, paraprofessionals are not always involved in the bi-monthly professional development

that takes place in the school, nor do they participate in the monthly training sessions.

3. Highly Qualified Teacher Recruitment (do not delete this section – mandated inclusion in plan)LAUSD Division of Human Resources aggressively seeks qualified teaching candidates from

local universities and out-of-state/country. LAUSD also provides alternative credentialing

opportunities for potential teachers through the District Intern Program, Pre-Intern Program,

Para-educator Career Ladder Program, and teacher academies at the high school level. The

district works with local universities to support student teaching as a means of identifying

high quality candidates. Additionally, district efforts are enhanced through on-line

recruitment.

4. Design and evaluation of professional development:

Critical Findings: Design and evaluation of professional development

The school’s Action Planning Team, led by the site principal, will monitor the instructional

program and establish a professional development calendar with priorities to support the

action plan. Comprehensive staff development will be held during off-track time, common

pupil-free days, buy-back days and bank-time days. Grade-level team meetings will take

place using professional development time, release time, shortened days, and banked

time. Budget will be allocated for substitute days to release teachers, for teacher pay to

participate on off-track time, Saturdays, or during an extended day.

Personnel with the expertise to lead staff development in designated areas will be drawn

from the District, outside contractors, and school site to assure that all priorities described in

the school Action Plan are addressed. Training will be ongoing throughout the year.

Professional development will focus upon the analysis of assessment data from both



formative and summative assessments to help teachers identify the academic needs of

students, design and implement specific and appropriate instructional strategies to address

those needs, and to target areas requiring immediate intervention. This extensive analysis

and decision making will be enhanced by the creation of teaching teams, organizational

models that also ensure uniformity and continuity.

Additional comprehensive staff development will train teachers to complete the following:

(1) implement the selected standards-based reading and math programs and focused

standards-based instructional programs aligned with the state standards;(2) use state-

approved textbooks and instructional materials more effectively; (3) develop English

language development lessons by ELD level for each grade level, (4) and implement the

adopted ELD program, Assessment Portfolios.

In addition, Los Angeles Senior High School will focus on professional development that

includes the monitoring of specific common instructional strategies including reciprocal

teaching, the writing process, using graphic organizers and employing direct instructional

strategies and programs. Staff development will be provided for the purpose of implementing

student-led conferences. School-site literacy and math coaches will provide follow-up

training and coaching to experienced and new teachers.

Finally, there will be opportunities for regular classroom teachers to articulate with

intervention teachers regarding student needs and for building capacity through coaching,

classroom observations, and learning walks.

During Year One, the following professional development time-line will be implemented:

ACTIVITY July- Aug

Sept-Oct

Nov-Dec

Jan-Feb

Mar-Apr

May-Jun

Reciprocal Teaching: an Overview

•

Reciprocal Teaching: Nuts and Bolts

•

Unbundling the Standards •Focusing on Key Standards •Planning a Standards-Based Unit

•

Using Rubrics to Grade Student Work

•

Introducing District’s Quarterly Assessments

•



ACTIVITY July- Aug

Sept-Oct

Nov-Dec

Jan-Feb

Mar-Apr

May-Jun

Preparing for District’s Quarterly Assessments

•

Examining Student Work •Learning Walks: teacher’s viewpoint

•

Learning Walks: administrator’s viewpoint

•



5. In-class coaching, collegial support and technical assistance:

Critical Findings: In-class coaching, collegial support and technical assistance

Provide professional development workshops for all staff. Workshop sessions include the

following: analyzing data; developing goals, expectations, and benchmarks; developing grade-

level pacing plans aligned with state standards and frameworks; and classroom management

strategies.

Provide the necessary staff development to implement all instructional components outlined in

the Secondary Literacy and Mathematics plans.

Provide quality outside professional development.

Provide substitute support or supplemental pay so teachers can prepare and/or improve

Standards-Based Instructional units.

Use banked time for team meetings, lesson studies and examination of student work.

Institute an orientation system for new teachers, administrators and classified personnel.



TARGETED PROFESSIONAL DEVELOPMENTBARRIERS TO INCREASED STUDENT

ACADEMIC ACHIEVEMENTMEASURABLE SOLUTIONS TO THESE

BARRIERS (Action Steps)

Professional development is inconsistent,

generalized, and/or fragmented and not based

on identified student and staff needs.

100 % of teachers, administrators,

paraprofessionals, and other support staff

will participate in comprehensive, focused

professional development, which

incorporates the mandates of the local

district and site-based needs identified

through data analysis and surveys.

As much as possible, use LAHS personnel

to develop and deliver relevant and

accessible professional development.

Departments will receive subject-specific

professional development, avoiding in-

services so generalized that they become

valueless.

Failure in the Past of professional development

because it creates apprehension and negative

attitudes towards future.

Align professional development activities

with comprehensive school reform and

ensure administrative monitoring of

participation and classroom implementation.

Strongly involve many teachers in the

development and implementation of

professional development.

Elicit formal and informal feedback after all

professional developments, and then adjust

future in-services based on careful analysis

of that feedback.

Avoid scheduling important professional

development for teachers about to go off-



track.

Assure that all in-services intersperse

“lecturing” with activities that illustrate the

points addressed in the “lecture.”

Professional development treats all teachers as

if they are the same.

All teachers should be objectively evaluated

by the appropriate administrative staff, and

then highly focused professional

development should be targeted based on

these evaluations.

Inappropriate and/or extra time for professional

dev affects teachers mental ability and takes

away from planning and grading time.

A representative group of teachers selected

by their peers will have input on scheduling

and content of professional development.



Component 4

PARENT AND COMMUNITY INVOLVEMENT

Directions: Use the following guiding questions to help you describe the Parents and Community Involvement at your school. Add any other significant factors pertinent to your school and identify any barriers that may exist.

1. Communication regarding student academic achievement and standards mastery:Parents are made aware of student participation in core curriculum, supplemental

instructional and auxiliary activities and receive individual student assessment and

achievement results through the following:

a. Bi-annual conference

b. Reproduction of STAR test results in reading and math

c. Intervention and intersession reports

d. Individual learning plan

e. Parent meeting and training sessions.

Schools should have in place regularly, scheduled opportunities for parents to be

informed about their child’s academic progress via parent conferences, open hose

and other school activities that include parent participation. For homeless parents, the

school should have additional outreach for these parents which may include hosting a

parent night at the nearby shelter, providing school information at the local hotels,

including dinner and child care at evening events at school.

Parents are made aware of the students participation in core curriculum,

supplementary instructional auxiliary activities and receive individual student

assessment and achievement results through the following activities:

a.) Bi-annual Conferences

b.) Reports of S.T.A.R. test results in Reading & Math

c.) Intervention/Intersession Reports

d.)Individual Learning Plan

e.) Parent Meetings & Training Sessions

Parent Involvement in the implementation of the Action Plan will include participation on

the quarterly team and evaluation meetings, assisting with the development of parent training

programs, assisting with the dissemination of materials, and recruiting parents for training

programs. Parents will be recruited to serve as volunteers for academic purposes in the



classroom or tutorials or to help support the school climate. A cadre of parents will be invited

to participate in some of the staff training sessions so that they will be able to act as

facilitators for parent education classes. Parents will be trained and encouraged to attend

Student Led Conferences to monitor their child’s academic progress. Parents will continue to

participate in intervention efforts regarding attendance and discipline.

The school’s plan for engaging and supporting parent/guardian participation includes:

Provide an ongoing orientation system for parents so they know the following: what LAHS

expects from its students; the services provided by the school; and how parents, teachers

and the administration can work together to promote success for our students.

Create a parent section of the school website. This could be part of a technology class, and

maintained by students.

Provide more professional translators for parent meetings and conferences.

Provide parent in-service on standards-based instruction and expectations for each grade

level.

Continue to notify parents of student progress regularly, provide notification if student is in

danger of receiving non- passing marks prior to the issuance of formal report cards.

Continue to hold regularly scheduled parents meetings at convenient times.

Provide weekend and/or after-school courses for parents—parent institutes—focusing on

parenting skills and becoming an “empowered” citizen of our community.

Provide “family nights” so we can showcase our students’ special achievements for their

parents, and strengthen our ties to the community.

Provide on-going training and classes for parents in techniques for helping their students at

home and in school.

Provide a Parent Center on campus, which the community feels “belongs” to them.

Institute a regular newsletter to keep the community up-to-date on school events, services

and policies. This could be part of a journalism class and prepared by our students.

Ability to meet with their child's teacher or teachers and the principal of the school in which

their child is enrolled

To volunteer time and resources for the improvement of school facilities and school programs

under the supervision of district employees, including, but not limited to, providing assistance

in the classroom with the approval, and under the direct supervision, of the teacher.



To be notified, on a timely basis, if their child is absent from school without permission.

To receive the results of their child's performance on standardized tests and statewide tests

and information on the performance of the school that their child attends on standardized

statewide tests.

To have a school environment that is safe and supportive of learning.

To examine the curriculum materials of the class or classes in which their child is enrolled.

To be informed of their child's progress in school and of the appropriate school personnel

whom they should contact if problems arise with their child.

To have access to the school records of their child.

To receive information concerning the academic performance standards, proficiencies, or

skills their child is expected to accomplish.

To be informed in advance about school rules, attendance policies, dress codes, and

procedures for visiting the school.

To receive information about any psychological testing the school does involving their child

and to deny permission to give the test.

To participate as a member of a parent advisory committee, school site council, or site-based

management leadership team, in accordance with any rules and regulations governing

membership in these organizations.

A description of the school's responsibility to provide a high quality curriculum and

instructional program in a supportive and effective learning environment that enables all

pupils to meet the academic expectations of the school.

The opportunity to work in a mutually supportive and respectful partnership with schools and

to help their children achieve academic and other standards of the school by any or all of the

following means:

Parents and guardians of pupils may support the learning environment of their children,

including, but not limited to, the following: (1) Monitoring attendance; (2) ensuring that

homework is completed and turned in on a timely basis; (3) participation of the children in

extracurricular activities; (4) monitoring and regulating the television viewed by their children;

(5) working with their children at home in learning activities that extend learning in the

classroom; (6) volunteering in their children's classrooms, or for other activities at the school;

(7) participating, as appropriate, in decisions relating to the education of their own child or the



total school program and (8) signing a school-parent compact that supports the appropriate

academic achievement of their child(ren).

The participation of parents and other community stakeholders in various activities is

essential to the success of schools. Among those identified activities are parenting,

communicating, volunteering, learning at home, decision-making, and collaborating.10 ALS has

reorganized those types of programs into two general categories of family and community

participation: support and engagement. Support consists of actions and attitudes reflected by

the care-giver that reinforce the academic program at home. Engagement consists of activities

that require the care-giver to participate in school activities, such as open house, parent-teacher

conferences, and volunteerism.11 Schools should provide opportunities for both types of family

engagement with the understanding that the school staff must explain what the curriculum is all

about and what the achievement expectations are for all students and must decide what it wants

parents to do to enhance their child’s learning at home or in the classroom.12 ALS offers

programs that provide parents with many participation opportunities. Standards-based Student

Led Conferences, in which students organize, describe and demonstrate standards-aligned work

to their parents is one of ALS’ many successes in engaging parents in the learning process.

Critical Findings:

An absence of long-term parent involvement exists and perpetuates inconsistent

community relations. Parent and school communication/collaboration is limited

and has not had as its goal a focus on the academic expectations of students and

the ways in which parents may understand those expectations and support their

child’s learning. Furthermore, parents and teachers note difficulty in meaningful

communication due to language barriers and parental inexperience with advanced

coursework Effective strategies to communicate with homeless parents include

outreach to the other places where they are staying, such as shelters and

hotels/motels. Providing school information home is a durable, weather resistant

folder site visitations. These are strategies that have proven successful with other

school distracts, such as Fresno, CA.

10 Joyce Epstein, National Network of Partnership Schools, (Baltimore, MD: Johns Hopkins University, 2001), p 1.11Brookover, Beamer, and others, “Module11: Parent Support and Involvement in Creating Effective Schools, p.265 12Brookover, Beamer, and others, pp. 264-270.Copyright-2002 © Los Angeles Unified School District - All rights reserved 82


Available After-School/Saturdays

Interpreter Available

Parent Liaison (Identify)

2. Program planning and evaluation:In order to ensure that both parents and community were involved in the development of

this plan, several strategies were implemented. Members of the School-Site Community Team

met with parent groups including the School Site Council (SSC) and Compensatory Education

Advisory Council and Bilingual Advisory Council (CEAC/BAC). Approximately 125 parents

participated in a discussion about the culture of the school, their participation, and their

involvement. Los Angeles parents were also members of the SCT.

Parent Involvement on the SCT will include participating with the team and attending

evaluation meetings, assisting with the development of parent training programs, assisting with

the dissemination of materials, and recruiting parents for training programs. Information from the

SCT will be shared regularly with the SSC and the CEAC/BAC. A cadre of parents will be

invited to participate in staff training sessions so that they will be able to act as facilitators for

parent education classes. Workshops for parents will be held on a regular basis and focus on

test-taking strategies, parent involvement in the educational process, and strategies for helping

their children at home.

Over the next two years our staff will begin implementing Student-Led Conferences,

providing students and parents with an authentic opportunity to discuss standards-based work

and ensuring that parents and the community have meaningful opportunities to participate in

academic discussions at the school. By the end of the second year, parents and other

stakeholders will take part in Action Walks, designed to highlight student achievement. The ALS

model for parent and community involvement is fully consistent with our own strategies.



Critical Findings: Program planning and evaluation

Include parents on the data team.Develop a model for providing more frequent evaluations of student achievement

3. Training and support:

Los Angeles High school believes that a full partnership with ALS will enhance our

success. ALS has a strong positive record of assisting underperforming schools to improve

academic performance . ALS staff has been leaders in the development of standards and

accountability legislation both in the state and nationally. ALS employs or contracts with more

than 12 state-approved external evaluators who are already successfully working with schools

with profiles like ours and has been recognized by the state as a model program provider. For

these reasons, we will use the services of ALS for Technical Assistance and Monitoring of our

progress on the goals and benchmarks as delineated.

Our Technical Assistance Monitor (TAM) will work with our staff to prepare a yearly “State

of Los Angeles High School” report. This report will detail progress made in the school including:

Disaggregated Student Learning Results around the full range of state and local assessments of

student progress with particular emphasis on reading/language arts, mathematics and English

Language Development, Degree and Quality of Implementation of Standards and Research-

based Instructional Strategies, and a comparative analysis of beginning and ending “Levels of

Sustainability” as measured at the site and district levels. A Statement of Work (memorandum

of understanding) will be used as a means of ensuring that ALS, the District, and Los Angeles

HS will work effectively for implementation of the model.

Lastly, ALS will administer yearly a pre/post test survey related to those factors that

measure and are predictive of sustainability.



Critical Findings: Training and support

There is a lack of meaningful Parent support group and parent training that help parents develop an

understanding of the content standards and learning skills and ideas for assisting their children in

becoming better learners

4. School/Community/Business Partnerships

Los Angeles High school believes that a full partnership with ALS will enhance our

success. ALS has a strong positive record of assisting underperforming schools to improve

academic performance . ALS staff has been leaders in the development of standards and

accountability legislation both in the state and nationally. ALS employs or contracts with more

than 12 state-approved external evaluators who are already successfully working with schools

with profiles like ours and has been recognized by the state as a model program provider. For

these reasons, we will use the services of ALS for Technical Assistance and Monitoring of our

progress on the goals and benchmarks as delineated.

Our Technical Assistance Monitor (TAM) will work with our staff to prepare a yearly “State

of Los Angeles High School” report. This report will detail progress made in the school including:

Disaggregated Student Learning Results around the full range of state and local assessments of

student progress with particular emphasis on reading/language arts, mathematics and English

Language Development, Degree and Quality of Implementation of Standards and Research-

based Instructional Strategies, and a comparative analysis of beginning and ending “Levels of

Sustainability” as measured at the site and district levels. A Statement of Work (memorandum

of understanding) will be used as a means of ensuring that ALS, the District, and Los Angeles

HS will work effectively for implementation of the model.

Lastly, ALS will administer yearly a pre/post test survey related to those factors that

measure and are predictive of sustainability.

Critical Findings: School/Community/Business Partnerships

ALS is in its first year at Los Angeles High school. However, there needs to be greater

involvement in the implementation of the strategies.



5. Parent/School Compact/Parent Involvement Policy Parents are involved in creating the Parent/School Compact by giving their input during the monthly parent meetings of the CEAC, ELAC, and SSC held at the school site. The parents are asked if there will be any modifications to the currents compact and all necessary changes or modifications are made prior to the new school year.

BARRIERS TO PARENT AND COMMUNITY INVOLVEMENT



Lack of parental participation Provide full-time bilingual personnel—

Korean and Spanish---for all offices. Improved two-way communication with

parents through mail and telephone. Regular parent newsletter, translated into

Spanish and Korean. Continue regular ELAC/Title I meetings with

translation into Korean and Spanish.Continue Parent Institute classes on Saturdays, training parents in skills for fostering success for their children.

Parents do not know how to interpret Grade Reports and other school correspondence about their children.

Looped slide-shows and videos for PHBAO and open house with information about interpreting school reports, attendance and tardy policies, and other relevant issues.

Lack of coordination of effort to inform community about necessary ingredients for student achievement

Provide an ongoing orientation system for parents so they know the following: what LAHS expects from its students; the services provided by the school; and how parents, teachers and the administration can work together to promote success for our students.

Development of compacts between parents, students, and teachers asking for a commitment to very specific behaviors and expectations necessary for students’ academic success. For example, a compact could include limitation of television time or commitment to providing am established time and space when students are expected to do their homework



and other school work. This compact should also spell out how and when the parents can be reached if necessary.

After each Grading Report, hold meetings where each department presents strategies and techniques for helping parents to help their children raise their grades. Prepared handouts with very specific suggestions, translated into Spanish and Korean, will be made available, followed by discussions with representatives of the departments. The textbooks for each course as well as homework and grading policies will also be discussed. These meetings will be in addition to PHBAO evenings and Open Houses.

Lack of efficient communication with parents due to language difficulty.

Continue to notify parents of student progress regularly, provide notification if student is in danger of receiving non- passing marks prior to the issuance of formal report cards. Hire bilingual staff to help with interpretations.

Continued and strengthened use of Phone Master to contact parents about meetings and important schools procedures and policies.

Provide full-time bilingual personnel—Korean and Spanish---for all offices.

Improved two-way communication with parents through mail and telephone.

Regular parent newsletter, translated into Spanish and Korean.

Contribute a regular column to local Hispanic and Korean newspapers covering school issues relevant to the community.

Strengthen existing connections with local institutions—churches, community colleges, etc.—and create new relationships.

Provide a “hotline” for community members and parents to use to communicate concerns and questions and assign school personnel to service this hotline.

Lack of efficient communication with parents Continue to notify parents of student Copyright-2002 © Los Angeles Unified School District - All rights reserved 87


due to language difficulty. progress regularly, provide notification if student is in danger of receiving non- passing marks prior to the issuance of formal report cards. Hire bilingual staff to help with interpretations.

Continued and strengthened use of Phone Master to contact parents about meetings and important schools procedures and policies.

Provide full-time bilingual personnel—Korean and Spanish---for all offices.

Improved two-way communication with parents through mail and telephone.

Regular parent newsletter, translated into Spanish and Korean.

Contribute a regular column to local Hispanic and Korean newspapers covering school issues relevant to the community.

Strengthen existing connections with local institutions—churches, community colleges, etc.—and create new relationships.

Provide a “hotline” for community members and parents to use to communicate concerns and questions and assign school personnel to service this hotline.

Suitable time and transportation for parental involvement

Use Title I funds to buy or rent a mini-bus to

transport parents to school meetings. Arrange time and setting of meetings to be

most convenient for parents and community members, based on informal parent input and results of parent/community surveys.



Component 5

LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES

Directions: These conclusions will lead to barriers to improve academic achievement.Describe in narrative or bullet form the leadership, school organization, support structures and culture of your school. You should answer, but not limit yourself to the following questions as appropriate to your school.

1. School organization:Describe the school’s organization and structure that ensures a focus on student achievement and closing the achievement gap

Coaching is a successful non-threatening model for sustaining learning and promoting

professional growth.13 ALS uses a Comprehensive School Accountability Model that requires the school

to modify its structure and organization to focus upon student achievement. Teachers plan, work,

assess, and analyze results together as a team. Focus and alignment are tight, expectations are high,

data is used as an assessment tool, and opportunities to learn, both for students and teachers, are

enhanced.14 Site administrators must also be actively involved in a coaching process, receiving collegial

support for instructional leadership and evaluation of school programs.

Critical Findings: School organizationLack of space prohibits additional classrooms resulting in overcrowded conditions such as

“traveling” or “roving” teachers. “Traveling” places undue burden on those teachers and their

students making it difficult to create a reasonably stable teaching and learning environment.

Although there are materials and textbooks for all students, not all teachers are trained in the

optimum use of these materials. As new teachers join the staff (24 new teachers in Fall 2001),

they are not always provided the needed time to learn and be coached on the best

implementation of the materials.

- Members of staff designated as a contact with migrant education officer.

The school’s organization and structure that ensures a focus on student achievement and

closing the achievement and closing the achievement gap of homeless students includes

a process of

1. identification

13

14



2. needs assessment

3. referral to educational an support services

4. parent contact via conferences, progress reports

5. case management/follow up

The member of staff designated as a contact with Migrant Education Office is

the Title 1 Coordinator.

The Leadership of Los Angeles High School has not created nor implemented an organizational

support system that ensures that all students have equal access to all activities, programs and

quality standards based instruction.

2. Articulation across programs and schoolsOrganizing the school around teams optimizes learning opportunities for students, staff and

administration and has proven to be one of the most effective methods for systemizing reform.

Horizontal and vertical teaming, interdisciplinary instruction, systematic inclusion of all special needs

students and the creation of small learning communities or academies at the secondary level

provides opportunities to constantly evaluate and modify curriculum and monitor the effectiveness of

different types of instructional strategies. Specific tasks such as data collection and assessment,

benchmark development, intervention, and after-school cross-age tutoring programs can also be

based upon a team approach.

Critical Findings: Articulation across programs and schools

There is a lack of meaningful Parent support group and parent training that help parents develop an

understanding of the content standards and learning skills and ideas for assisting their children in

becoming better learners in high school as compared to their middle school.



3. Extended Learning Opportunities

Intervention Program Check all Intervention Programs that apply

Emergency Immigrant Education Program (EIEP)English Language Acquisition Program (ELAP) *English Language and Intensive Literacy Program (ELILP) *Extended Learning Program (ELP) (Summer School/Intersession)

*

Extended Learning Program (ELP) (Before-, After-, Saturday School, etc)

*

Extended School Year (ESY) Migrant EducationStandards-Based Promotion (Summer School/Intersession) *Standards-Based Promotion Bridge ProgramSupplemental Educational Services / Program Improvement (PI)

*

Other

Critical Findings: Extended Learning Opportunities

Need for after school/extended learning opportunity accountability. Currently, Los Angeles High school has

some after school programs which is not targeted at any particular group. Students are advised to attend after

school classes if they need help in any of the classes they are taking during the regular school day. The

teachers are responsible for referring the students for after school tutoring. Students are not referred to tutoring

on the basis of data.

There is no data to indicate the effectiveness of the current tutoring program or proof that the program is

closing the achievement gap.

Currently there are no before school programs for under achieving students.

We have intersession classes for students that are failing or in danger of failing any class.

Saturday school has been implemented to provide intervention for students scoring below the 20th percentile.

4.Copyright-2002 © Los Angeles Unified School District - All rights reserved 91


5. Staff Attendance

Staff AttendanceAverage Number of Days Absent per School Year

1998-1999 1999-2000 2000-2001 2001-20021998-2002Change

Certificated StaffYour School 7.24 7.9 8.3 8.1 -0.07Local District E

6.9 7.5 8.0 8.2 +0.17

LAUSD 7.2 7.9 8.3 8.6 +0.22Classified StaffYour School 19.1 18.85 21.03 19.15 -1.89Local District E

14.08 13.62 14.80 15.98 +1.18

LAUSD 14.90 15.50 15.60 16.30 +0.69

5. Auxiliary ServicesSchool Attendance and Discipline/Behavior

Student AttendanceYear Stability Rate Transiency Rate Actual Attend Rate2001-02 73.70 41.30 82.732000-01 67.62 50.53 80.091999-00 70.75 47.41 81.05

Suspensions Year Total

#Al/Alsk Asian Filipino Pac

IslBlack Hispanic Other

WhiteUnknown SPED AVG

# Days

2001-02

1133 2 121 10 0 329 666 5 0 1.12

2000-01

1184 3 88 6 0 362 718 7 0 1.5

1999-00

895 2 49 6 0 318 506 14 0 1.25

Expulsion Referrals

Year Total #

Al/Alsk Asian Filipino Pac Isl

Black Hispanic Other White

Unknown SPED AVG # Days



2001-02

12 0 0 0 0 3 9 0 0

2000-01

14 0 3 0 0 5 6 0 0

1999-00

7 0 1 0 0 1 5 0 0

Crime and Safety Statistics

Crime and Safety Statistics: Enrollment ADW Battery Chemical Substance

AbusesProperty Crimes

Your School 2 5 10 19LAUSD 732,124 335 3474 2515 4622

Crime and Safety Statistics: Destructive Devices

Homicide Loiter Trespass Possession of Weapons

Robbery Sex Offenses

Your School

1 0 1 0 4 0

LAUSD 68 0 335 868 285 580

Critical Findings: School Attendance and Discipline/Behavior

Los Angeles High School’s in-seat attendance has averaged about 81% over the last three

years. The student population at LAHS can fluctuate by several hundred students within and

between school years. In addition, LAHS has a student stability rate (students who start and

complete the school year at LAHS) of only about 69% and a student transience rate of about

50% over the past three years. The constantly changing faces destabilize the instructional

environment while the changing numbers frequently result in discordance between funding and

needs. Also, student absenteeism hinders classroom involvement and participation, which

affects the entire school climate. In general, Special Education students have more difficulty

maintaining acceptable school attendance and often require more intervention with respect to

discipline and behavior. Although, there is not an exact number available of Special Education

students who were suspended, interviews with the deans suggested that Special Education

students have greater than average ratio of suspensions as compared with Non-Special

Education students. Our tardy policy is effective in encouraging students to be in class on time,

but those students who are tardy first period are required to spend the entire class period in the

cafeteria area doing class work under the supervision of a dean. There is also a tardy lock out at



the beginning of fourth period. Tardy kids are required to help in the campus beautification

process before returning to class.

Room thus they loose an entire period of classroom instruction.

6. Governance and Funds Management:

Critical Findings: Governance and funds management

Due to the nature of a year round school, it is very difficult to seek advise of all the councils

before all decisions are made.

7. Facilities Management:Critical Findings: Facilities management

There is not enough school spirit within the student groups and hence students are found

littering the school with lunch wastes and graffiti. There is access to all floors for students with

disabilities. The impact of large enrolment has greatly affected the individuality of the students.

Students feel they as an individual wouldn’t make any difference and may as well be

absent/invisible.



BARRIERS TO LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES



Classes are not organized to maximize utilization of teachers authorized to provide

instruction to ELs.

Careful review of CLAD and BCLAD holders in school when preparing master schedule.

Lack of incentives for qualified teachers

In-house support network for National Board certification.

Development of reimbursed peer-review process staffed by qualified teachers.

Lack of support for under-qualified teachers Regular visitations by coaches, with systematic focus on targeted issues.

Pairing of all new teachers with a more experienced teacher within their department, supplementing existing mentor program.

Researching of possible outside sources of relevant professional development.

Lack of regularly scheduled meetings with classified and certificated staff to improve

communication and enhance the coherence of the instructional program.

Timing and content of all meetings planned by a committee that includes classified and certificated staff.

Use of Title I and HPSG funds for substitutes and reimbursements to schedule regular meetings during and after school day.



Section FiveACTION PLAN STEPS

Measurable Objectives and Benchmarks for Three Year Plan

Measurable Objectives and Benchmarks Aligned to Disaggregated Student Academic Achievement Data to Close the Achievment Gap

What to Know about Closing the Achievement Gap

Directions: These objectives and benchmarks should be transferred directly to the appropriate section of the Action Steps templates.

Based on the collected data, the school has established the following plan that outlines the specific actions the school will undertake to meet these school wide and target group objectives and to improve the SAT-9 and Standards scores for all students, including all subgroups, which will result in the school meeting and/or exceeding the state’s API expectations.

By June 2003, the overall API scores will increase a minimum of 16 points over the June 2002 score for the total school to the 2003 target of xxx or better. By June 2004, the overall API scores for the total school will continue to increase a minimum of 5% over the previous year’s scores. Yearly, the scores will increase by a minimum of 5%. In addition, the scores for the significant subgroups will improve as follows

(SAMPLES)School wide, 36% of all students are scoring at or above the 50% percentile in reading, language arts, math, science and social studies on the augmented SAT9. There will be an increase by 5% or better in the percentage of all students scoring at or above the 50th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004.

2% of EL students score at or above the 50th percentile on the augmented SAT 9. There will be an increase by 3% or better in the percentage of EL students scoring at or above the 50 th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004.

Current school wide results indicate that only 2% of our English learner (EL) students scored at or above or below the 50% percentile in reading comprehension on the SAT9. For the first year, the number of students scoring at or above the 50% percentile in reading comprehension will increase to 35%, the second year to 45% and the third year to 60%.

CELDT scores indicate that 24 % of students are meeting levels 1,2, and 3. EL students will move through levels 1, 2, and 3 on the CELDT at the rate of one level per year.EL students will move through levels 4 and 5 on the CELDT at the rate of one level every two years.

88 % of students receiving special education services participate in State and District-wide assessments, including Alternate Assessment. By June 2005 the number of students with IEP’s


http://www.nochildleftbehind.gov/start/facts/index.html


participating in State and District-wide assessments will mirror the percentage of general education students participating in these assessments (approximately 95%).

4 % of students with disabilities receiving special education services are performing at or above the 50th percentile on State assessments. By June 2005, the number of students with IEP’s performing above the 50th percentile will mirror the percentage of general education students performing above the 50% percentile. Currently 13.8 % of students with disabilities receiving special education services are performing at or above the 50th percentile on State assessments.

% of students receiving special education services are returned to general education without special education services. There will be a 10% increase in this number for the 2002/03 school year and a further increase of 10% from 2003/04.

% of students receiving special education services graduate with a diploma and % receive a certificate of completion. By June 2005 the percentage of students with IEP’s graduating with a diploma or certificate of completion will mirror the percentage of general education students. Current District percentage is 15.3 % receiving diploma, 9% receiving certificate of completion.

41% of all African-American males complete 4 years of high school. There will be an increase by 5% or better in the number and percentage of African American male students successfully completing 4 years of high school from 2002 to 2003 and a further 5% from 2003 to 2004.

36% of ALL students completed the A-G courses in 2001-2002. There will be an increase by 5% or better in the number and percentage of ALL students completing the A-G courses from 2002 to 2003 and a further 5% from 2003 to 2004.


Los Angeles High School Los Angeles Unified School DistrictACTION STEPS TO IMPROVE SECONDARY LITERACY

3 YEAR PLAN

OBJECTIVE: By June 2005, students will demonstrate 2.0 matched student NCE gains.Students in all grades will improve their reading comprehension with grade-level material. Current school wide results indicate that only 11% of students scored at or above the 50th percentile in reading comprehension on the Stanford 9. For the first year, the number of students scoring at or above the 50th percentile in reading comprehension will increase to 25%, the second year to 35%, and the third year to 50%

Action Steps Targeted Populations

Evidence Timeline MonitoringResponsibility

Funding Source

Monitoring Comments

Provide the necessary staff and staff

development to implement all

instructional components outlined in

the Local District E Secondary Literacy

Plan, e.g. Reciprocal Teaching

EL Eld portfolio gain at least 1 level

July 2003- ongoing

Literacy coach and principal

Bilingual & Title 1 funds

Develop extended learning and

intervention programs for intersession,

Saturdays and after-school.

Students failing any English class

Monitor report cards

July 2003-ongoing

Counselors and coordinators

General and categorical funds

Establish and train a team of school

personnel (SSAT, principal, grade and

content level teachers) to analyze and

use achievement data to determine

academic needs of students and the

subsequent programs to meet those

needs.

All Students Functioning Data team

July 2003-ongoing

Literacy coach, data team and principal


Develop programs/interventions to

assist students struggling with

Language Arts.


Red folder contents

July 2003-ongoing

Literacy coach and principal


98

Los Angeles High School Los Angeles Unified School DistrictDevelop programs/interventions to

assist struggling readers; e.g. reading

enhancement classes for low level

readers, Sustained Silent Reading,

and summer programs.

All students Improved CAT 6 scores

3years Literacy coach and principal


Hire 2 literacy coach/coordinators to

design, implement and coordinate staff

development program and follow-up

coaching.

All students Staff development log



Develop and implement a staff

development program designed

specifically to address the learning

needs of all students, e.g. SDAIE and

AEMP strategies, reciprocal teaching.

All students Staff development log



Implement targeted intensive reading

instruction that may include any of the

following: (1) reading competency

programs; (2) direct instruction on

reading at grade level using English

language content standards; (3)

intervention programs.


Classroom visitations

July 2003 ongoing

Literacy coach assistant principals and principal


99

Los Angeles High School Los Angeles Unified School DistrictACTION STEPS TO IMPROVE MATHEMATICS

3 YEAR PLAN

OBJECTIVE: By June 2005, students will demonstrate 2.0 matched student NCE gains.School wide, 23% of all students are scoring at or above the 50% percentile in math on the augmented SAT9. There will be an increase by 5% or better in the percentage of all students scoring at or above the 50 th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004.



Funding Source

Monitoring Comments

Purchase supplemental resources to support the two year algebra class.

Students failing Algebra

Monitor Algebra grades

July 2003-ungoing

Counselors and coordinators

General fundsCategorical funds

Increase learning time including tutoring and teacher assistants in beginning algebra classes.

All 9th grade students

Monitor Algebra grades

July 2003-ungoing

Math coach, counselors, coordinators, data team members and principal


Provide on-going training to mathematics teachers in the power standards of each of the five mathematical strands, including identification, content surrounding the standards, and student learning activities that will reflect mastery of the standards.

All math teachers

Training logs

July 2003-ongoing

Math coach, counselors, coordinators, data team members and principal


Hire 2 Math coach/coordinators to design, implement and coordinate staff development program and follow-up coaching.

All math teachers

Training logs

July 2003-ongoing

Math coaches and administrators

HPSG and categorical funds

100

Los Angeles High School Los Angeles Unified School DistrictACTION STEPS TO IMPROVE ALL OTHER CONTENT AREAS

3 YEAR PLAN

OBJECTIVE: By June 2005, students will demonstrate 2.0 matched student NCE gains.School wide, 32% of all students are scoring at or above the 50% percentile in reading, language arts, math, science and social studies on the augmented SAT9. There will be an increase by 5% or better in the percentage of all students scoring at or above the 50th percentile in reading, language arts, math, science and social science from 2002 to 2003 and a further 5% from 2003 to 2004.



Funding Source

Monitoring Comments

Expand instructional enrichment classes by hiring teachers for the special classes.

All students Mark analysis report

July 2003-ungoing

Counselors, coaches and coordinators

HPSGTitle1

Tutoring program All students Monitor

report cards

July 2003-ungoing

All coordinators

HPSGTitle 1

Identify groups of students needing specific interventions in content area classes including enrichment and mediation.

Students failing more than two content area classes

Data team reports

July 2003 –ongoing

Counselors, coaches, data team and coordinators

HPSGTitle 1

Expose students to activities and places that will complement their background such as field trips to museums, Libraries, fairs, and theaters.

All students Field trip logs

July 2003-ongoing

Title 1 coordinator and administrators

General funds and categorical funds

Hire a coach for core content areas to design, and coordinate professional development and follow-up coaching.

All students Training logs

July 2003- ongoing

Administrators and local district

General funds and HPSG

101

Los Angeles High School Los Angeles Unified School DistrictACTION STEPS TO CLOSE THE ACHIEVEMENT GAP

3 YEAR PLAN

OBJECTIVE: By June 2005, schools will have identified and provided professional development and training on culturally responsive pedagogy with built in follow-up to classroom instruction for 100% of teachers in the school.41% of all African-American males complete 4 years of high school. There will be an increase by 5% or better in the number and percentage of African American male students successfully completing 4 years of high school from 2002 to 2003 and a further 5% from 2003 to 2004.



Funding Source

Monitoring Comments

By June 2005 two identified students will perform at proficiency or above, in literacy and math, on California Content Standards Assessment.

Title 1 students

Cat 6 scores

July 2005-ongoing

Title 1 coordinator

Categorical funds

By June 2004, schools will have identified and provided professional development using, if necessary, rental equipment and/or other equipment to train staff on culturally responsive pedagogy with built-in follow-up to classroom instruction for 100% of teachers in the school.

All staff Implementation in classrooms

July 2005-ongoing

Teachers, administrators and local district personnel

Categorical and General funds

Objective: By June 2005 identified migrant students will perform at proficiency or above, in literacy and math, on California Content Standards Assessment

Migrant students

Cat 6 scores

July 2005-ongoing

Title 1 coordinator

Title 1 coordinator

102

Los Angeles High School Los Angeles Unified School DistrictObjective: By June 2005, schools will have identified and provided professional development and training on culturally responsive pedagogy with built-in follow-up to classroom instruction for 100% of teacher in the school.

All students including migrant, homeless and AI/AN students

Cat 6 scores

July 2005-ongoing

All counselors and coordinators


Objective: By June 2005 identified homeless students will perform at proficiency or above, in literacy and math, on California Content Standards Assessment

Homeless students

Cat 6 scores

July 2005-ongoing

Title 1 coordinator


Expose students to activities and places that will complement their background such as field trips to museums, Libraries, fairs, and theaters.

All students Field trip logs

July 2003-ongoing



Improve cultural awareness by organizing field trips to cultural festivals, music centers and local institutes and parks.

All student Field trip logs

July 2003 – ongoing



Articulate with feeder schools by field trips and visitations to middle schools

In-coming 9th

gradersCum contents

July2003-ongoing

Counselors Coordinators


Moving Collage pathways to B trackAfrican American and Hispanic students

Availability of courses

July 2003-ongoing

Counselors General funds

103


Concurrent programs with community colleges including field trips to colleges and universities.

All students Monthly visit from community college counselors

July 2003-ongoing

College counselor and coordinators


Implementation of student technology courses

All ninth graders

At least one technology class on 9th

grade class schedule

July 2003-ungoing

Counselors General funds and categorical funds

104

Los Angeles High School Los Angeles Unified School DistrictACTION STEPS FOR LEADERSHIP, SCHOOL ORGANIZATION AND SUPPORT STRUCTURES

3 YEAR PLAN

OBJECTIVE: By June 2005, the school will implement an improved organizational structure that supports a rigorous standards-based educational system as measured by increased student achievement in the content areas.

36% of ALL students completed the A-G courses in 2001-2002. There will be an increase by 5% or better in the number and percentage of ALL students completing the A-G courses from 2002 to 2003 and a further 5% from 2003 to 2004.



Funding Source

Monitoring Comments

Provide substitute support or supplemental pay so teachers can prepare and/or improve Standards-Based Instructional units.

All teachers Standards based lessons implementation in all classes

July 2003-ongoing

Administrators and coaches

HPSG and general funds

Family and community partnershipsProvide a Parent Center on campus, which the community feels “belongs” to them with staff (custodial and student aides) to maintain the center.

Parents and community members

Designated parent area on campus

July 2003 -ongoing

Principal, assistant principals and coordinators


Hire a PSA to hold monthly meeting of counselors, deans and coordinators to brief about student attendance and progress.

All students Meeting agenda

July 2003-ongoing

Principal and assistant principals

Categorical and general funds

Enforce ESLRSAll students Improved test

scoresJuly2003-ongoing

All stakeholders


Have available a school nurse and psychologist at all times students are in school.

All students Patient log July 2003- ongoing

Administrators and local district


105

LAUSD, 06/13/03,

Identify target populations (e.g. GATE, Special Education, Economically Disadvantaged, EL’s)


106

Los Angeles High School Los Angeles Unified School DistrictCOMPLIANCE ITEMS FOR ENGLISH LANGUAGE DEVELOPMENT

3 YEAR PLAN

Items – ENGLISH LANGUAGE DEVELOPMENT Full compliance In Progress Not compliantClassroom instruction is organized to assure that English Learners are grouped together by ELD level to facilitate differentiated instruction.

*

All teachers with ELs provide rigorous ELD instruction differentiated by proficiency level on a daily basis (2 periods in secondary)

*

Every teacher of ELs has appropriate state-approved materials for ELD instruction (High Point for secondary)

*

Professional development is provided during grade level/department/faculty meetings and/or professional development days to all teachers and paraprofessionals based on the ELD standards, curriculum, assessment, and identified student and staff needs.

*

Each teacher uses ELD Assessment Portfolios appropriate to their grade span and ELD level to record student progress at each grading period.

*

Teachers of ELs are appropriately authorized to teach ELD and teachers-in-training are enrolled in course work leading to appropriate authorizations.

*

Language Appraisal Team (LAT) is established to 1) assess the general ELD progress of students as well as individual student concerns and 2) prescribe program modifications and/or interventions.

*

Time is scheduled for staff to analyze ELD progress data, work samples and instructional materials to inform ELD program improvement, identify staff development needs, and align student needs to appropriate intervention services.

*

107

Los Angeles High School Los Angeles Unified School DistrictACTION STEPS TO MEET COMPLIANCE FOR ENGLISH LANGUAGE DEVELOPMENT

3 YEAR PLAN

OBJECTIVE: By June 2004, 100% of 9-12 English Learners will progress at least one English Language Development (ELD) level per semester. Current School wide results indicate that only 02% of our English learner (EL) students scored at or above or below the 50% percentile in reading comprehension on the SAT9. For the first year, the number of students scoring at or above the 50%

percentile in reading comprehension will increase to 15%, the second year to 25% and the third year to 50%.



Funding Source

Monitoring Comments

Provide assistance and incentives for teachers to attain BCLAD or CLAD certification.

All teachers Teacher certifications

July 2003-ongoing

El coordinators, counselors and administrators

HPSG, Categorical and general funds

Provide professional development programs in state academics and performance standards, including ELD standards.

All teachers Professional development log

July 2003-ongoing



Provide supplemental instructional materials to include:Supplemental text, dictionaries, manipulative, copier services, laboratory experiments and equipment, and the extension of the library hours.

All students Improved test scores

July 2003-ongoing

All program coordinators and administrators


108

Los Angeles High School Los Angeles Unified School DistrictImplement targeted intensive reading instruction that may include any of the following: (1) reading competency programs; (2) direct instruction on reading at grade level using English language content standards; (3) intervention programs.

All EL students

Red folders

July 2003-ongoing



Develop and implement a staff development program designed specifically to address the learning needs of all students, e.g. SDAIE and AEMP strategies, reciprocal teaching.

All teachers Teacher certification

July 2003-ongoing



Ensure that English Learners are properly identified and placed in appropriate English Language Development and sheltered classes.

All EL students

Student schedules

July 2003 –ongoing


General funds

Provide additional consultants to support staff development in the areas of ELD, including phonemic awareness and decoding skills.

All EL teachers

Teacher training logs

July 2003-ongoing

Counselors, coaches and coordinators

Categorical funds

109

Los Angeles High School Los Angeles Unified School DistrictCOMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID STATE COMPENSATORY

EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)

CATEGORICAL PROGRAMS Full compliance In Progress Not compliantMinutes of School Site Council (SSC) meetings are on file to verify that the SSC updates the school plan annually and proposes related expenditures.

*

Evidence exists that the advisory committees provided suggestions in the development of the school site plan and modifications to the plan.

*

Documentation exists verifying the broad involvement of staff and parents in the development of program improvements.

*

The school plan contains activities that are based on sound educational theory and that respond to the academic needs of all students, including at-risk students,

*

The school plan contains staff development activities needed by teachers, other personnel, and parents to effectively implement plan improvement to the instructional program.

*

Proposed expenditures are clearly related to the purposes of their fund source and necessary for the implementation of planned activities.

*

The school plan includes criteria to determine the relative effectiveness of planned programs.

*

The school plan is modified when planned improvements are found to be ineffective. Activities are either upgraded or eliminated.

*

Schools that operate under the provisions of the School-Based Program Coordination Act have included that compensatory education program design included in the plan.

*

Schools receiving Title 1 funds use highly qualified staff. *Title 1 Targeted Assistance schools have used resources to help participants meet state performance standards.

*

110

Los Angeles High School Los Angeles Unified School DistrictACTION STEPS TO MEET COMPLIANCE ITEMS FOR CATEGORICAL PROGRAMS TITLE I, ECONOMIC IMPACT AID

STATE COMPENSATORY EDUCATION (EIA-SCE), SCHOOL IMPROVEMENT (SI)

OBJECTIVE: The school will make adequate yearly progress (AYP) each year by meeting the school wide and numerically significant subgroups’ API growth target.8% of Title 1 students are scoring at or above the 50% percentile in reading, language arts, math, science and social studies on

the augmented SAT9. There will be an increase of 10% or better in the percentage of Title 1 students scoring at or above the 50 th

percentile in reading, language arts, math, science and social science from 2003 to 2004 and a further 10% from 2004 to 2005.



Funding Source

Monitoring Comments

Establish and implement a coordinated professional development plan that will lead to improved Title 1 student achievement and awareness of their needs.

All Title 1 students

Agenda, class roster identification of Title 1 students

On going Coordinators, counselors and administrators

Gen funds, Title 1 funds

Standards-based Curriculum and Assessment

Focus Standards Curriculum Mapping and

Pacing Standards-based Lesson

Planning Standards-based Grading Data Training

Standards-based Portfolios

All Title 1 Students

Portfolios,Standards based lessons

On going Title 1 coordinator, administrators,

Gen. funds, Title 1 funds

111

Los Angeles High School Los Angeles Unified School DistrictAssign roles to teachers for designing, developing and implementing Intervention Programs that focus on the needs of Title 1 students

Title 1 students

Effective tutoring/intervention programs, increased test scores

Ongoing Title 1 coordinator


Expand the school website with useful links for parents, students and teachers with access to homework assignments, course guides and supplementary materials and resources.

All students and their parents.

Web based programs

2 years Tech. coordinator, Title 1 coordinator


Hire and provide training for all Para educators in the teaching of reading and interventions for at-risk students

All Title 1 TAs

Highly qualified TAs

Ongoing Title 1 coordinator, administrators


Provide programs to increase teachers’, administrators’ and classified personnel’s fluency in students’ primary languages, so as to better serve our community and student population.

All Title 1 Students and their parents

Bilingual clerks and office assistants

Ongoing Title 1 and EL coordinator, administrators


Provide professional translators, so as to decrease our dependence on students and to help facilitate parent meetings.

All Title 1 Students and their parents

Bilingual clerks and office assistants

Ongoing Title 1 and EL coordinator, administrators

Gen. funds

Continue to hold regularly scheduled parents meetings at convenient times.

Parents of Title 1 students

Meeting agenda

Ongoing Title1 coordinator

Title 1 and gen. funds

112


COMPLIANCE ITEMS FOR SPECIAL EDUCATION 3 YEAR PLAN

SPECIAL EDUCATION Full compliance In Progress Not compliantSchools analyze data from the web-based IEP, SIS and SECAC to identify students who have and have not met the established criteria.

*

Schools plan and implement in-class accommodations and modifications to ensure the participation of students with disabilities in the general education classroom.

*

Schools implement various learning models (e.g. co-teaching, collaborative consultation, learning centers) to support students in the general classroom.

*

Teachers participate in professional development to improve their skills in differentiating instruction, and implementing appropriate accommodations and modifications to ensure the participation of students with disabilities in the general education classroom.

*

113

Los Angeles High School Los Angeles Unified School DistrictACTION STEPS TO MEET COMPLIANCE FOR SPECIAL EDUCATION

3 YEAR PLAN

OBJECTIVE: By June 2006, 85% of students with disabilities will be served in general education classrooms for 80% of the day.4 % of students with disabilities receiving special education services are performing at or above the 50 th percentile on State assessments. By June 2005, the number of students with IEP’s performing above the 50 th percentile will mirror the percentage of general education students performing above the 50% percentile. Currently 11% of general education students are performing at or above the 50th percentile on State assessments.



Funding Source

Monitoring Comments

Institute a study skills and test-taking program, after school and/or on the weekends to.

Spec. Ed. Increased test scores

2years Spec. Ed. coordinator

Gen. Funds, Title 1

Hold monthly meetings with spec. ed. teachers to discuss data and realign instruction and monitor implementation of existing program/s

Spec. Ed. Monthly agenda

2 years Administrator over spec. Ed.

Spec. Ed funds, Gen. funds

Assign a Gatekeeper who participates in all IEP meetings and is available whenever needed to address appropriately the needs of special education students as well as monitoring the effectiveness of their programs.

Spec. Ed Yearly appointment of coordinator

Yearly Principal Gen Funds

114

Los Angeles High School Los Angeles Unified School DistrictReview and develop master schedule to ensure that student programming allows maximum access to grade level content standards for all students, especially (mainstreaming)

Spec Ed. SIS report of schedule

Ongoing

Spec ed coordinator, sis coordinator, counselors

Gen. funds

115


Section Six

SITE LEVEL MONITORING/ EVALUATION

LOCAL DISTRICT MONITORING/ EVALUATION(Local District will add )



Monitoring/EvaluationSchool Site and Local District Monitoring and Evaluation of the Action Plan

A comprehensive and multi-leveled evaluation will facilitate Action Step implementation, provide information for long-term site planning and serve to focus Local District efforts on student academic achievement. Surveys, evaluations, and examination of hard data will all be used as appropriate to monitor and evaluate progress of each objective. Formative and summative monitoring and evaluation of this Action Plan will provide accountability on several levels.

During the monitoring process, schools and local districts will use the Action Steps identified in Section 5 to document the effectiveness of planned activities.

Suggestions for monitoring: Grade level and vertical team meetings, (or departmental and cross-departmental

meetings) Teachers will: Example: administer and monitor in-program six-eight week assessments, examine student work samples (how often? In what form? Reported to whom?)

Literacy and math coaches at the school site will: Example: Facilitate analysis of data, monitor the identification and dismissal of students requiring Extended Learning Program support, etc…(how often? In what form? Reported to whom?)

The School site council will: (How often? In what form? Reported to whom?) A school-site data team, composed of representatives from _____, ______, and,

________ will: (How often? In what form? Reported to whom? Parents and community members will: (How often? In what form? Reported to whom?) Local District ______ Directors of Instruction (Coordinators, _____, _____ ) will: (How

often? In what form? Reported to whom?)

Look for these key issues and questions during the monitoring process:

What is the evidence that the Action Plan has been successful in helping all subgroups meet content standards and local performance measures, particularly in reading, writing, math and ELD?

To what extent does the Action Plan affect school educational programs such as: (a) the ability of teachers to teach the core content areas and align their work with the standards; (b) the extent to which the parent engagement is positively affecting student achievement?

Are all students learning to high levels and progressing towards the quantifiable goals? How are EL students progressing in ELD standards? How does the school use time and organization to optimize student learning? How and how often are teachers able to collaborate and work together towards

achieving student academic goals? How are parents and the community engaged in partnerships to increase student

academic achievement? To what extent are special education students assessing general education classrooms

and the CORE curriculum?



The Local District will monitor the extent to which each student has appropriate textbooks and supplementary materials aligned with the state core content standards and will also be responsible to provide and facilitate the use of all assessments to alter instruction and improve academic achievement.

Describe the school monitoring process.- designated contact person who will:

2. monitor the completion and analysis of ILP3. assure that needed support serves the recommended4. provide/facilitate professional development for staff and migrant parents on services available to migrant students.5. Assure that there is communication with migrant parents

The monitoring process for homeless students should include overall case management, which includes:1. Completion of a needs assessment2. Referral to services3. Follow up to ensure student/family has followed through with the referral4. evaluation of program services to determine if they are helping5. regular communication with parent to determine success and/or additional needs

Or the school should go follow the Students Success Team model in serving these students , to ensure needs are addressed and success is being achieved

The designated contact person will: Monitor the completion and analysis of the Individual Learning Plan Assure that needed support services are recommended Provide/facilitate professional development for staff and Migrant parents on services available to Migrant Parents Assure that there is communication with Migrant Parents Contact Migrant office for support

(School completes)

Describe the Local District monitoring process.

(Local District completes)



Section Seven

BUDGET

BUDGET NARRATIVE

SINGLE PLAN FOR STUDENT ACHIEVEMENT ASSURANCES

BUDGET ASSURANCES

CENTRALIZED SERVICES(insert when you receive)



Categorical Funding Allocated to This SchoolThe following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

State Programs

Economic Impact Aid/ State Compensatory Education Amount: $91,667Purpose: Help educationally disadvantaged students succeed in the regular program.

Economic Impact Aid/ Limited English Proficient Amount: $452,728Purpose: Develop fluency in English and academic proficiency of English Learners.

Other State or Local funds (list and describe)(HPSG) Amount: $1,674,400

Federal Programs

Elementary and Secondary Education Act:

Title I: Targeted Assistance Program Amount: $810,218Purpose: Help educationally disadvantaged students achieve grade level proficiency.

Total amount of state and federal categorical funds allocated to this school: $3,029013



Title 1Budget

Fiscal Year 2003-2004Name of District: LAUSD Date: May 2003_____________ CDS Code:1964733 2003-04 Allocation___________ Name of School: Los Angeles High School School CDS Code: 1935352___ School Contact Person: Chichi Mbuko_____ Phone:_323 937 3210________ Local District: E Fax:_323 936 8455___________

Object Code

Description of Line Items

Amount of Funds ($)

Funding Source

Number of Positions

Justification # in Single Plan

1000 Certificated Personnel Salaries

S046

1101 Teacher Secondary

80,334 1 98, 102

1102 TA Relief 16,163 100 1121103 Teacher

Supplementary98, 100, 105

1105 Day-Day Sub 8,155 35 1051107 TA Salaries 100, 112

5 Hours/day 12,177 16 Hours/day 58,444 4

1501 PSA 94,052 1 1141601 Nurse 2,934 0.05 1051901 Teacher –X-

time54,376 98, 100, 105

1903 Teacher –Z-time

26,162 98, 100, 105

Cat. Prog. Advisor

80,334 1 102, 103, 112

Cat. Prog. Adv. Z-time

23,783 16wks 111, 112

Diff, Cor nonclasiffied

1,340 1 111, 112

Diff, Cor-Teacher

2,681 2 111, 112

Staff Train Rate

11,718 109

2000 Classified Personnel

S046

2301 Senior Office Assistant

49,481 1 81, 112


Los Angeles High School Los Angeles Unified School DistrictClerk, Bilingual 38,354 1 81, 112

2302 Clerical Overtime

10,000 112

2402 Custodial Overtime

2,999 105

2903 Student Aide 66,477 $6.75/hr. 1053909 Other Ben. Adj. 3,831 1054000 Books,

Material, Supplies

S046

4310 IMA 67,884 100, 1084490 Other Equip 18,350 81, 1024501 Supplies &

Register33,700 108

4503 Custodial Supplies

300 108

5000 Services and Other Operating Expenses

S046

5150 Curricular Trips 7,352 35 82, 1035503 Telephone

Exp.840 82, 112

6000 Capital Outlay (Equipment)

S046

7000 Other Outgoing

S046

7900 Pending Distribution

7909 Funding variance

40,511

Total $810,218



EIA - SCEBudget

Fiscal Year 2003-2004Name of District: LAUSD Date: May 2003_____________ CDS Code:1964733 2003-04 Allocation___________ Name of School: Los Angeles High School School CDS Code: 1935352___ School Contact Person: Chichi Mbuko Phone:_323 937 3210________ Local District: E Fax:_323 936 8455___________

Object Code


Amount of Funds

Funding Source

Number of Positions



S539

Staff Train Rate

12,124 105, 109


S539

4000 Books, Material, Supplies

S539

4310 IMA 58,332 100, 108Neg. Allocation -2,514


S539

5604 Rental of Equip.

16,628 1 102


S539

7000 Other Outgoing

S539

Pending DistributionFunding variance

4,583

Total 91,667



Bilingual EdBudget

Fiscal Year 2003-2004Name of District: LAUSD Date:_May 2003_____________ CDS Code:1964733 2003-04 Allocation___________ Name of School: Los Angeles High School School CDS Code:_1935352___ School Contact Person: Steve Austin Phone: 323 937 3210_________ Local District: E Fax: 323 936 8455___________

Object Code


Amount of Funds ($)

Funding Source

Number of Positions



S536

1102 TA Relief 12,000 100, 1121103 Teacher

Supplementary1105 Day-Day Sub 13,380 60 62, 1051107 TA Salaries 100, 112

4 Hours/day 9,460 15 Hours/day 11,824 16 Hours/day 28,374 2

1901 Teacher –X-time

20,000 98, 100, 105

1903 Teacher –Z-time

98, 100, 105

Cat. Prog. Advisor

80,334 1 103, 108, 111

Cat. Prog. Adv. Z-time

21,000 12wks 108

Diff, Cor nonclasiffied

108

Diff, Cor-TeacherProff. Expert 30,000 109, 111


S536

2301 Office Assistant

46,599 1 81, 112

Clerk, Bilingual 38,354 1 81, 1122302 Clerical

Overtime9,000 81, 112

2101 Instr. Aide 24,963 3 100, 112Copyright-2002 © Los Angeles Unified School District - All rights reserved 124



S536

4310 IMA 43,832 1084490 Other Equip 15,000 1024501 Supplies &

Register20,000 102

4502 Adv. Com. Exp.

1,100 105, 112


S536

5202 Staff Conf. Att. 245 1105203 Parent Train.

Allow.500 81

5606 Maint. Of Equip.

2,127 102

Prof. Dev. 2,000 102


S536

7000 Other Outgoing

S536

Pending Distribution

7909 Funding variance

22,636

Total $452,728



Parental InvolvementBudget

Fiscal Year 2003-2004Name of District: LAUSD Date: May 2003_____________ CDS Code:1964733 2003-04 Allocation___________ Name of School:Los Angeles High School School CDS Code:_1935352___ School Contact Person: Chichi Mbuko Phone: 323 937 3210_________ Local District: E Fax:_323 936 8455___________

Object Code


Amount of Funds

Funding Source

Number of Positions



E046


E046

Clerical Overtime

3,535 81


E046

4502 Advisory Com. Exp.

2,500 105, 112


E046

5110 Contr. Inst. Serv.

6,000 81

5203 Parent Train. Allow.

2,000 81

5202 Parent Conf. Atten.

750 81


E046

7000 Other Outgoing

E046

Funding variance

Total $14,785



Title I Budget Detail JustificationYear One 2003-2004

Formerly Known as Common Pages

1000 Certificated Personnel SalariesCategorical program advisor(1)@ $80,334-Title I Coordinator—eight-hour position, including six hours of direct services and two hours of indirect services. Direct services to students including teaching, program evaluation activities, and demonstrating lessons. The Title 1 Coordinator will provide and coordinate instructional services and guide students in mastering the content standards. Indirect services are provided before or after the regular teaching day and include monitoring the program expenditures, distributing program materials, and planning related to the program. Monitor expenditure of Title 1 program. Assist in the selection of instructional materials and equipment for title 1 students and their teachers. Monitors program progress and demonstrates lessons. Conducts needs assessment with SSC to determine modifications or expansions of programs. Proposal and program development and writing. Liaison with advisory and council. Hire and assign Title 1 TAs as indirect services.Teacher Tech Coordinator- The Tech coordinator provides individual and group supplemental instructional assistance to targeted student s in the classroom and in the media resource center for six periods of the teaching day. Works with classroom teacher to integrate technology into the curriculum to enhance and improve Title 1 students understanding of the standards. Will assist students and teachers to identify appropriate information gathering sites for research and also put information into a multi media presentation for faculty and students.Differential, Coordinating3@$1,484/coordinator – A supplemental payment which is added to the salary of a highly qualified teacher performing additional responsibilities related a supplemental assignment based on funding. A coordinating differential is paid to a teacher who performs program related activities outside the regular six-hour work day. PSA Counselor (1)@$94,052- Works with the participating students, the home and school to increase school attendance. Budget as days per week. Organizes comprehensive school attendance improvement programs. Conducts parent education or counseling groups. Provides student counseling, group or individual. Participates or shares student study team and or guidance committee . Establishes community partnerships e.g. healthy start. Conducts staff dev programs. Facilitates staff training.Nurse (.05)@ $2,934 A nurse provides a direct supportive component aligned with the district priorities. She will provide supplemental health services to participating students. Paraprofessional 5 Hrs/day (1)@$11,824, 6 Hrs/day (4)@$14,187 Student enrolled in a two or four year college who provides reinforcement and support of instruction to participating students in the classroom. The highly qualified TA provides services under direct supervision of the highly qualified classroom teacher. They will work directly with EL students, individually and/or in small groups, to reinforce and support the instructional program of EL classroom teacher. They will provide primary language support to assist EL students in the classroom to gain content mastery. Assist in making phone calls to parents of EL students, inviting them to ELAC meetings.Day-to-Day Substitute (35 days)@$233/day-Substitutes may be provided for teachers to attend professional development and planning related to the program, observe classes and attend conferences. If a substitute shortage occurs, substitutes may not be available for professional development and planning.



Miscellaneous“Z” Time@$26,162 (direct services) This assignment is for regular status employees performing regular duties outside their basic assignment basis. The assignment is for ten or more working days. Provide additional staff development programs for new teachers in the school. Provide additional demonstration lessons to staff. Assist in facilitating standards based workshops.“X” Time@$54,376 (direct services) This assignment is for regular status employees performing regular duties outside their basic assignment basis or for employees not performing regular ongoing duties. The assignment is fewer than ten working days.

2000 Classified Personnel Salaries

Senior Office Assistant -Bilingual (1) @$49,481 – performs difficult or complex clerical tasks related to program. May supervise a clerical employee. Will help maintain records of IMA purchases, provide copying services, produce instructional materials using office technology, keep records of student performance. Will assist in the translation of Spanish documents and/or communication material for Spanish speaking parents and students.

Clerical Relief and Overtime -$10,000 Funds for short – term clerical help and for overtime payments directly attributable to the program. Budget total hours, times hourly rate, times employee benefits factor. Order Clerk - Bilingual (1) @38,354- Works directly with consolidated program certificated staff and Senior Office Assistant and will engaged in recording and controlling instructional materials or equipment.. Will assist the office assistant in filling and keeping Title 1 student records. Will assist in the translation of Korean documents or communication material for Korean speaking parents and students.Overtime—Custodian $3,000 (services needed following monthly council meetings).

District sponsored training rate -$11,718 at $25/hr. Payments to certificated or classified staff for participating in professional development activities outside the regular six- hour workday. Student Aide (9)@7.54/hr. – may be employed to assist certificated or classified employees in performing entry-level duties which do not fall within any other classification. Assignments are limited to 60 hours/pay period. Budget total hours needed times hourly rate.

4000 Books, Materials, Supplies

IMA $79,470 for Supplemental Literacy materials and workbooks for the Developing Reader and Writers Class.Other Equipment $18,350 for other equipment. Funds to purchase computers and laptops to enhance the access of Title 1 students to the use of technology and make them technologically literate individuals. Also to purchase machine for making posters and labels used for perfect attendance rewards.

Supplies & School Register $33,700For supplies and school registers that directly impact the Title 1 program.Custodial Supplies $300.00 Funds to purchase supplies used for the cleaning of surfaces and rooms after parent meetings.




Contracted Bus Services for Curricular Trips (30) Total=$7350 (5017) Broaden the exposure of our students to experiences that they will not normally be exposed to and make them aware of cultures that are around them. Trips include visit to:

Shakespeare Festival Pomona Fair grounds Korean festival Huntington Library Fowler Cultural History Museum Music Center Magic Mountain Dana Point Ocean Institute Universal City Walk Museum of Latin America UCLA Campus Bilingual Foundation of the Arts Pasadena Center Renaissance Fair Griffith Park Oxnard Channel Island LA Theater Center

Telephone Expenses Total $840 Needed to maintain the use of fax and to request supplemental services. To communicate with parents.


Equipments Other $ 18,350–Show amounts for audiovisual and other equipment of $500 or more separately on your budget. All equipment purchases must be described and justified in the school plan and referenced on the appropriate Budget Justification page. The description should make clear how the equipment supports the instructional program and how students will benefit from its use. Cost estimates regarding instillation charges may be obtained from the vendor or the Maintenance and Operations office.

Note: Please refer to the Equipment Control Manual before discarding equipment purchased through categorical funds.

Repair of Equipment–Los Angeles High School Title 1 office has sizeable investments in equipment used to support instructional and/or professional development activities, such as computers, copiers, etc overhead projectors poster maker and laminator. The Title 1 does not have a maintenance contract for the repair of all such equipment. Funds from Title 1 are set aside in Repair of Equipment to pay for any needed repairs.

Telephone Expenses $840-Use actual cost for current year, projected for the entire year on existing phones. Budget $620 for installation and the basic service fee for a new telephone.

7000 Other Outgoing $40,511 District mandated set aside.Copyright-2002 © Los Angeles Unified School District - All rights reserved 129


EIA-SCE Budget Detail JustificationYear One 2003-2004


1000 Certificated Personnel SalariesDistrict sponsored training rate1 Certificated -$12,124 $25 Payments to certificated or classified staff for participating in professional development activities outside the regular six- hour workday.



IMA $62,192 for Supplemental Literacy materials and workbooks for the Developing Reader and Writers Class. Provide Title 1 Students with supplemental standards based reading and writing materials for mastery of content in Math and Literacy.



Equipments –Show amounts for audiovisual and other equipment of $500 or more separately on your budget. All equipment purchases must be described and justified in the school plan and referenced on the appropriate Budget Justification page. The description should make clear how the equipment supports the instructional program and how students will benefit from its use. Cost estimates regarding instillation charges may be obtained from the vendor or the Maintenance and Operations office.

Purchase of equipment-copy machines, computers, etc.-should be supplemental, reasonable, not excessive. These expenditures cannot replace the basic responsibility of the District to fund equipment.

Note: Please refer to the Equipment Control Manual before discarding equipment purchased through categorical funds.

Rental of Equipment- OCÉ @ $16,628 Enter the amount for lease agreement for instructional equipment.

7000 Other Outgoing $4,583



Title I Parent Component E046 Budget Detail JustificationYear One 2003-2004




Clerical Relief and Overtime -$3.535 Funds for short – term clerical help and for overtime payments directly attributable to the program. Budget total hours, times hourly rate, times employee benefits factor.


School Advisory Council or SSC Expenses $2,500 Funds for local school advisory committee or

School Site Council operating expenses. Expense may include refreshments but not meals.

Expenses may be funded with Title 1, EIA-SCE (CEAC), School Improvement (SSC), or EIA-LEP

(ELAC).


Contracted Instructional ServicesParent Institute@ $6,000 for 9weeks

Parent Conference Attendance. $750 This service is considered an indirect service. It is provided so that parents may attend a conference which will be an integral part of the school improvement .activities such as conferences to understanding the content standards and communication with teenage kids.Parent Training Allowance $2,000 Reimbursement for meals, child care, and mileage to parents attending in-service training sessions related to the Title 1 program.



Bilingual LEP Budget Detail JustificationYear One 2003-2004


1000 Certificated Personnel SalariesCategorical program advisor(1)@ $80,334 Bilingual Coordinator— eight-hour position, including six hours of direct services and two hours of indirect services to students. Direct: The bilingual coordinator uses LAHS test results in English and primary language and interviews incoming students to determine program placement. The coordinator interviews students to gather information on prior educational background and initiates transcript evaluation when appropriate. The coordinator helps school counselors program each student by making recommendations based on tests and transcripts. Conducts in-service workshops on the California English Language Development Test (CELDT). The coordinator is also responsible for providing supplemental tutorial instruction (pull-out and after-school); and conferencing with students on instructional needs. Coordinator also provides EL program evaluation activities and data to staff and parents regarding CAT/6, Aprenda, SABE and Bilingual Survey results. Indirect: The coordinator provides translation services to parents, communicating the needs of their children in the ELL-bilingual program. He also organizes and participates in parent training for parents of English language learners. He meets with parents to plan the agenda of r the BAC meeting. He keeps teachers informed of state and district compliance requirements and coordinates the on-site implementation of federal, state and district policy as outlined in the Master Plan program. The coordinator also coordinates the selection, ordering and use of materials and equipment for the ELL-bilingual program.Differential, Coordinating3@$1,484/coordinator – A supplemental payment which is added to the salary of a highly qualified teacher performing additional responsibilities related a supplemental assignment based on funding. A coordinating differential is paid to a teacher who performs program related activities outside the regular six-hour work day.

Paraprofessional Teacher Assistant 4 Hrs/day (1)@$9,460 5 Hrs/day (1)@$11,824 6 Hrs/day (2)@$28,374 Student enrolled in a two or four year college who provides reinforcement and support of instruction to participating students in the classroom. The highly qualified TA provides services under direct supervision of the highly qualified classroom teacher. They will work directly with EL students, individually and/or in small groups, to reinforce and support the instructional program of EL classroom teacher. They will provide primary language support to assist EL students in the classroom to gain content mastery. Assist in making phone calls to parents of EL students, inviting them to ELAC meetings.Education Resource Aide (4) @$24,963- Educational resource aides will assist in supporting the instructional program of EL students by helping maintain a safe and nurturing school environment. They work under the direct supervision of the classroom teacher.Day-to-Day Substitute (60days)@$233/daySubstitutes may be provided for teachers to attend professional development regarding the implementation of portfolio assessment and planning for the improvement of language acquisition of EL students. If a substitute shortage occurs, substitutes may not be available for professional development and planning. Copyright-2002 © Los Angeles Unified School District - All rights reserved 132


Extended Teacher Assignment (450 Hrs) Extended Teacher assignments will be given to ESL/Bilingual and SADIE content-area teachers to provide after-school tutoring in their subject fields to LEP students who need individualized instruction in order to gain mastery of the course content and state ELD standards. Assistance will also be given to LEP students who are preparing to take the CELDT and California High School Exit Exam. On going support will also be given to students who have redesignated within the past year.Miscellaneous“Z” Time (direct/indirect services) This assignment is for regular status employees performing regular duties outside their basic assignment basis. The assignment is for ten or more working days. Provide additional staff development programs for new teachers in the school. Provide additional demonstration lessons to staff. Assist in facilitating standards based workshops.Indirect Services- Monitor expenditure of Title 1 program. Assist in the selection of instructional materials and equipment for title 1 students and their teachers.Hire and assign Title 1 TAsTeacher “X” Time 450 hrs.$20,000 (direct/indirect services) This assignment is for regular status employees performing regular duties outside their basic assignment basis or for employees not performing regular ongoing duties. The assignment is fewer than ten working days.


Office Assistant (1) @$46,599 – The office assistant will work exclusively in the ESL Office, providing a variety of clerical services to supplement and support the instructional program for EL students. Duties will include:Maintain accurate accounting of all books, equipment and other instructional materials purchased with EIA/LEP funds.Organize an efficient system for ESL teachers to check out and return instructional materials, videos, tapes, overhead projectors, tape recorders, laptop computers, camcorders, and other equipments.Assist ESL teachers in typing up lessons, exams and other assignments for EL students to use in the classroom in order to acquire proficiency in English. Clerk (1) @$38,354- Works exclusively in the ESL Office, providing a variety of non-typing clerical services to supplement and support the instructional program for EL students. She will perform the following duties:Assist teachers in making multiple copies of supplemental lessons, reading selections, and other instructional materials.In-service teachers of EL students on the use of the copier machine, the laminator, the book binder, and other equipment purchased with EIA/LEP funds.Assist ESL Office personnel in maintaining an accurate filing system of portfolio folders for ESL students.

Clerical Relief and Overtime -$9,000 Funds for short – term clerical help and for overtime payments directly attributable to the program. Budget total hours, times hourly rate, times employee benefits factor.


Los Angeles High School Los Angeles Unified School DistrictProfessional expert 4months @30,000 Payments to persons for working on a special project or for leading workshops. Person is a retired district employee. or classified staff for participating in professional development activities outside the regular six- hour workday.


IMA $43,832 for Supplemental Literacy materials which will be purchased for ELs in ELD and content classes to facilitate their acquisition of English fluency and mastery of state standards in content classes.Other Equipment $15,000 for other equipment

Supplies & School Register $20,000 (4050)

School Advisory Council or SSC Expenses $1,100 Funds for local school advisory committee or

School Site Council operating expenses. Expense may include refreshments but not meals.

Expenses may be funded with Title 1, EIA-SCE (CEAC), School Improvement (SSC), or EIA-LEP

(ELAC).

5000 Services and Other Operating Expenses . Independent Contracts agreements with non- district individuals for instructional services. Person may not perform the duties of any classified, unclassified , or certificated employee. Schools may not independently contract for services. Telephone Expenses Total $840

Maintenance of Equipment – Konica 3340 @ $2,127 schools that have a sizable investments in equipment used to support instructional and /or professional development activities such as computers copiers, etc. Maintenance must be matched with the original funding source.


Equipments –Show amounts for audiovisual and other equipment of $500 or more separately on your budget. All equipment purchases must be described and justified in the school plan and referenced on the appropriate Budget Justification page. The description should make clear how the equipment supports the instructional program and how students will benefit from its use. Cost estimates regarding instillation charges may be obtained from the vendor or the Maintenance and Operations office.

Purchase of equipment-copy machines, computers, etc.-should be supplemental, reasonable, not excessive. These expenditures cannot replace the basic responsibility of the District to fund equipment.

Note: Please refer to the Equipment Control Manual before discarding equipment purchased through categorical funds.Copyright-2002 © Los Angeles Unified School District - All rights reserved 134


Rental of Equipment- Konica- 3340 @$2,074Enter the amount for lease agreement for instructional equipment.

Repair of Equipment–Many schools have sizeable investments in equipment used to support instructional and/or professional development activities, such as computers, copiers, etc. If a school does not have a maintenance contract for the repair of such equipment, the school must place sufficient funds in Repair of Equipment to pay for any needed repairs.

Parent Training Allowance- $500 Budget funds for reimbursements for meals, child care, and mileage to parents attending in-service training sessions related to the program.

7000 Other Outgoing Potential Variance $22,636



School Site Council Membership

Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Names of Members

Prin

cipa

l

Cla

ssro

omTe

ache

r

Oth

er S

choo

l S

taff

Par

ent o

rC

omm

unity

Mem

ber

Sec

onda

ryS

tude

nt

Mary Kaufman X

Nick Deligencia X

Maximo Cauich X

Mario Guitierrez X

Carmen Zometa X

Richard Cunningham X

James McClure X

Jean Moore X

Larry Seigle X

Yana Brailovskaya X

Irma Galdamez X

Leticia Nunez X

Numbers of members of each category 1 4 1 3 3At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students. Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).

State guidelines require an “Action Team” consisting of 51% non-school site personnel for schools participating in II/USP or CSR (Education Code 52054(a)). To meet this requirement, a school may add one or more non-school site personnel to the existing school site council to form the “Action Team”.Copyright-2002 © Los Angeles Unified School District - All rights reserved 136


Recommendations and Assurances

The school site council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following:

1. School districts must assure that school site councils have developed and approved a plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process, and any other school program they choose to include.

2. School plans must be developed “with the review, certification, and advice of any applicable school advisory committees.”

The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):* School Advisory Committee for State Compensatory Education Programs* English Learner Advisory Committee* Community Advisory Committee for Special Education Programs

Gifted and Talented Education Program Advisory CommitteeII/USP/CSR Action TeamOther (list)

3. Any plans required by programs funded through the consolidated application must be consolidated into a single plan.

4. The content of the plan must be aligned with school goals for improving student achievement

5. School goals must be based upon “an analysis of verifiable state data, including the Academic Performance Index, and the English Language Development test, and may include any data voluntarily developed by district to measure pupil achievement.

6. The plan must address how Consolidate Application funds will be used to “improve the academic performance of all pupils to the level of the performance goals, as established by the Academic Performance Index.

7. The plan must be “reviewed annually and updated, including proposed expenditures of funds allocated to the school through the consolidated application, by the school site council.

8. Plans must be reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic programs for students covered by programs” funded through Consolidated Application.

9. This school plan was adopted by the school site council on: May 02, 2003=4hr.


Los Angeles High School Los Angeles Unified School DistrictAttested:Mary KaufmanTyped name Signature DateNick DeligenciaTyped name Signature DateRichard CunninghamTyped name Signature DateJames McClureTyped name Signature DateJean MooreTyped name Signature DateLarry SeigleTyped name Signature DateMaximo CauichTyped name Signature DateMario GutierrezTyped name Signature DateCarmen ZometaTyped name Signature DateYana BrailovskayaTyped name Signature DateIrma GaldamezTyped name Signature DateLeticia Nunez

The dollars projected for expenditure are each directly related to overcoming the identified

challenges in each of the five components:

Editorial and Comments Page:


Los Angeles High School Los Angeles Unified School DistrictSchool Plan for Consolidated Programs

2002-2003School Name: Los Angeles High School District: Los Angeles Unified School District

ASSURANCESThe signatures below verify that the respective chairpersons, chapter chair, classified person, and administrator have accepted the responsibility for the following assurances:

Councils/Committees have been formed in accordance with the procedures established by the programs

The SSC has developed the plan and approved the budget.

A list of members of each school-level council/committee is available at the school

Councils/Committees have been informed that the intent of supplemental funds is to improve academic achievement for students.

Members of the CEAC, the ELAC, the teachers, and the classified persons at the school have had the opportunity to be involved in planning, implementing, and evaluating the programs.

Title I school-parent compact and parent policy have been developed.

The SSC concurs that the district may apply for any waivers necessary to implement appropriate supplemental programs to support the districts goals using categorical funds

School Improvement School site Council (SSC)

Typed name of chairpersonNick Deligencia

Signature Date

٧ Check box if SSC is an umbrella group for the CEAC. The minutes for this vote are on file at the school site.Compensatory Education Advisory Committee (CEAC)

Typed name of chairpersonAda Salas

Signature Date

English Learners Advisory Committee (ELAC)

Typed name of chairpersonIvan Castro

Signature Date

Classified Typed name of classified personOscar Saravia

Signature Date

Chapter Chair or Chapter Chair’s Designee

Typed name of teacherJim Hatem

Signature Date

Principal Typed name of principalMary Kaufman

Signature Date

Local District Superintendent Typed name of superintendent Lilliam Castillo

Signature Date



SCHOOL PLAN FOR CONSOLIDATED PROGRAMSDESCRIPTION OF CENTRALIZED SERVICES



Section Eight

ATTACHMENTS

PROGRAM IMPROVEMENT STATUS

PARENTS RIGHT TO KNOW

SCHOOL-PARENT COMPACT

SCHOOL ACCOUNTABILITY REPORT CARD (SARC)

PARENT INVOLVEMENT POLICY

MIGRANT EDUCATION INDIVIDUALIZED LEARNING PLANS (ILP)

SBM /LEARN WAIVERS



Data Set LinksLos Angeles Unified School District ProfileLAUSD http://www.lausd.k12.ca.us/ click on local district information on the left

School Profile1. DSS www.lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System

School Profile Location: Enrollment and Attendance Tab, Location Enrollment Report, gives # of enrollment by ethnicity, other demographics. School would have to compute percentages.

2. LAUSD Website www.lausd.k12.ca.usClick on school info on the left, scroll down to School Profiles

3. DataQuest http://data1.cde.ca.gov/dataquest/

Crime and Safety Statistics LAUSD/Demographics http://www.lausd.k12.ca.us/lausd/demographics/ LA School and Police Crime ReportDirections: Click on the referenced hyperlink. Click on L.A. School Police Crime Report. Select the school’s level. Click on the scroll down arrow and select the school’s name. Click on the Search button.

School Attendance and Discipline/Behavior

LAUSD/School Accountability and Report Card http://www.lausd.k12.ca.us/lausd/achievement/Directions: Click on the referenced hyperlink. Select the school level to be viewed. Click on the Submit button. Click on the school’s name to view the school’s report. Click on the hyperlink entitled School Safety & Climate for Learning.

Academic Performance Index (API) 2002 Growth Report1. DSS http://dss.lausd.k12.ca.us Student Assessment Tab-Academic Performance Index Growth Report or DSS www.lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support SystemDirections:Click on the Student Assessment TabClick on Academic Performance Index Growth ReportUse the green selector cube to specify your school, under LocationUse the green selector cube to specify the measures you want to see and the order, under Measure

2. LAUSD website/Student Achievement http://www.lausd.k12.ca.us/lausd/achievement/


http://www.lausd.k12.ca.us/lausd/achievement/

http://www.lausd.k12.ca.us/

http://dss.lausd.k12.ca.us/


http://www.lausd.k12.ca.us/lausd/demographics/

http://data1.cde.ca.gov/dataquest/




Los Angeles High School Los Angeles Unified School District3. CDE Website http://api.cde.ca.gov/reports.html website API information.Directions: Click on the referenced hyperlink. In the far left column under Favorites, select API-Academic Performance Index. Click on Academic Performance Index Reports. Click on the report entitled School Level Reports. Type a portion of the school’s name and press the Submit button. In the window labeled Select Agency, click on the scroll down arrow and select the appropriate school & district. Under the heading Select Report, choose 2001-2002 API Growth Report. Click on the Submit button.

STAR Comparison 2002 vs. 2001 Percent Scoring At or Above the 50th Percentile1. DSS STAR data: DSS http://dss.lausd.k12.ca.us Student Assessment Tab – Stanford 9 Standardized Test Results or DSS www.lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support System Directions:Click on the Student Assessment TabClick on Stanford 9 Standardized Test Results Click on Stanford 9 Mean NCE ReportUse the green selector cube to specify your school, under LocationUse the green selector cube to specify the measures you want to see and the order, under Measure Use the green selector cube to specify the years, under Time

2. Ed-Data Website http://www.ed-data.k12.ca.us/dev/School.asp

3. CDE Website http://www.eddataonline.com/StarComp/Directions: Click on the referenced hyperlink. In the far left column click on the District Index icon. Click on the scroll down arrow or use the slide bar and locate Los Angeles Unified. Select Los Angeles Unified. Click on the scroll down arrow or use the slide bar to locate the appropriate school name. Click on the school’s name.

Disaggregated 2002 Stanford 9 Data

1. DSS http://dss.lausd.k12.ca.us Student Assessment Tab – Stanford 9 Standardized Test Results or DSS www.lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support SystemDirections:Click on the Student Assessment TabClick on Stanford 9 Standardized Test Results Click on Stanford 9 Quartile & Decile ReportUse the green selector cube to specify your school, under Location.Use the green selector cube to specify the measures you want to see and the order, under Measure.Use the green selector cube to specify the years, under Time.




http://www.eddataonline.com/StarComp/

http://www.ed-data.k12.ca.us/dev/School.asp



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

Los Angeles High School Los Angeles Unified School DistrictPull the dimensions for Ethnicity, Language Classification and Student Program into the report (one at a time) to obtain the disaggregated number.

2. Ed-Data Website http://www.ed-data.k12.ca.us/dev/School.asp

3. CDE Website http://star.cde.ca.gov/star2002/Reports.html grades 2-11

Matched SAT 9 Percentile Report(Data Source: 2001-2002 Achievement Report for Title I Students and Students in other Specially Funded Programs) http://www.lausd.k12.ca.us/lausd/offices/Title_1(Available October 31, 2002)

Standards-Based Criterion Reference TestCalifornia Standards Test Summary

1. DSS Location: http://dss.lausd.k12.ca.us Student Assessment Tab, California Content Standards. Or DSS www.lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support SystemClick on the Student Assessment TabClick on California Content Standards

Use the green selector cube to specify your school, under Location.Use the green selector cube to specify the measures you want to see and the order, under Measure.Use the green selector cube to specify the years, under Time.Pull the dimensions for Ethnicity, Language Classification and Student Program into the report (one at a time) to obtain the disaggregated number.For the 2000-01 school year, we have data only for English Language Arts.

2. CDE Website http://star.cde.ca.gov/

Aprenda TestLAUSD Website http://www.lausd.k12.ca.us/lausd/achievement/Directions: Click on School Accountability and Report CardsSelect the school level to be viewed. Click on the Submit button. Click on the school’s name to view the school’s report. Click on the hyperlink entitled Academic Data. Scroll down to the section entitled Aprenda Second Edition.

California English Language Development Test (CELDT))CDE website http://celdt.cde.ca.gov/

Directions: Click on the referenced hyperlink. Click on CELDT 2001 Exam Results. Copyright-2002 © Los Angeles Unified School District - All rights reserved 144

http://celdt.cde.ca.gov/


http://star.cde.ca.gov/



http://www.lausd.k12.ca.us/lausd/offices/Title_1

http://star.cde.ca.gov/star2002/Reports.html

http://www.ed-data.k12.ca.us/

Los Angeles High School Los Angeles Unified School DistrictSelect the hyperlink entitled District Index. Click on the scroll down arrow or use the slide bar to locate Los Angeles Unified. Select Los Angeles Unified. Click on the scroll down arrow or use the slide bar to locate the school’s name. Click on the school’s name. Click on the scroll down arrow next to the Assessment box to locate and select All Assessments. Click on the scroll down arrow next to the Subgroup box to locate and select All Students.

English Language Development (ELD) Assessment PortfoliosLAUSD websitehttp://www.lausd.k12.ca.us/lausd/offices/lang_acquisition_branchClick Resources (this data will be on-line by January, 2003)

Student Reclassification Rate

1. DSS Location: http://dss.lausd.k12.ca.us Student Assessment Tab, EL Reclassification Rate Report or DSS www.lausd.k12.ca.us Use drop down menu Reference: Highlight Decision Support SystemClick on the Student Assessment TabClick on El Reclassification RateClick on EL Reclassification Rate ReportUse the green selector cube to specify your school, Local District, and LAUSD under Location.Use the green selector cube to specify the measures you want to see and the order, under Measure.Use the green selector cube to specify the years, under Time

2. LAUSD Website http://www.lausd.k12.ca.us/lausd/achievement/Directions: Click on School Accountability and Report CardsSelect the school level to be viewed. Click on the Submit button. Click on the school’s name to view the school’s report. Click on the hyperlink entitled Academic Data. Click on Academic Data.Scroll down to Number of Reclassified English Learners.

Local Assessments Performance Assignments DSS Location: http://dss.lausd.k12.ca.us Student Assessment Tab, Performance Assignment. Click on the Student Assessment TabClick on Performance AssignmentUse the green selector cube to specify your school, under Location.Use the green selector cube to specify the measures you want to see and the order, under Measure.Use the green selector cube to specify the grade levels, under Grade.Pull the Grade dimension into the report to replace location to give you the breakdown by grade level.






http://www.lausd.k12.ca.us/lausd/offices/lang_acquisition_branch


Special Education/ Least Restrictive Environment The data needed to complete these sections will be available through our web-based IEP, SESAC reports, and CASEMIS. Some of the information may need to be collected through the District i.e. CASEMIS. The school will need to track the information needed to answer the % of population eligible as SLD through the SIS system (Grades 1, 2, and 3 only).

HIGH SCHOOL DATA

Graduation Rates1. DSS Location: http://dss.lausd.k12.ca.us Graduation & Promotion Tab, Graduation Rates. Click on the Graduation & Promotion TabClick on Graduation RatesUse the green selector cube to specify your school, under Location.Use the green selector cube to specify the measures you want to see and the order, under Measure.Pull the Ethnicity dimension into the report to replace location to give you the disaggregated data.Pull the Language Classification dimension into the report to replace Ethnicity to give you the disaggregated data.

2.LAUSD Website http://www.lausd.k12.ca.us/lausd/achievement/Directions: Click on School Accountability and Report CardsSelect the school level to be viewed. Click on the Submit button. Click on the school’s name to view the school’s report. Click on Post-Secondary Preparation

Post Secondary Plans Self Reported by GraduatesSecondary Student Information System (SIS)

California High School Exit Exam (CAHSEE)

1.CDE website http://cahsee.cde.ca.gov/Directions:Click on the referenced hyperlink. CAHSEE Internet Reports2002 Exam Results (not yet available)Select District IndexSelect Los Angeles Unified School DistrictSelect school nameSelect either Combined or May or MarchSelect type of report: English Language Arts (ELA) or MathematicsClick “View Report”

2.Secondary Student Information System (SIS)


http://cahsee.cde.ca.gov/



Los Angeles High School Los Angeles Unified School DistrictGrades Issued Spring 2002 by Ethnicity, Academic Area and Grade LevelDSS Location: http://dss.lausd.k12.ca.us Student Assessment Tab, Secondary Marks. Click on the Student Assessment TabClick on Secondary MarksUse the green selector cube to specify your school, under Location.Use the green selector cube to specify the measures you want to see and the order, e.g., # or % of A’s, B’s, C’s , under Measure.Use the green selector cube to specify the grade levels you are interested in.Use the green selector cube to specify the departments, under Courses. To collapse the courses into departments, in the selection window, click on the “-“ square next to “All Subjects”. All courses listed will disappear. Click again on the “+” next to “All Subjects” and only the departments will appear. Select “English,” “Mathematics,” ”Social Science,” and “Science”Pull the Ethnicity dimension into the report on the X axis.Pull the measures into the Y axis.Place Grade dimension to the left of measures on the Y axis. Use the drop down arrow under Course to specify the department. Your data will change for each department selected

A-G Course Enrollment and Pass RateDSS Location: http://dss.lausd.k12.ca.us Student Assessment Tab, Secondary Course Enrollment. Click on the Student Assessment TabClick on Secondary Course Enrollment ReportUse the green selector cube to specify your school, under Location.Use the green selector cube to specify the measures you want to see and the order, under Measure.Use the green selector cube to specify the grade levels you want in your report.Pull the grade dimension into the report on the X axis above your measures.Pull the Ethnicity dimension into the report to replace location to give you the disaggregated data.Pull the Language Classification dimension into the report to replace Ethnicity to give you the disaggregated data.

SAT and ACT Summary ReportsDataQuest http://data1.cde.ca.gov/dataquest/Directions:Click on subject High School (SAT/ACT/AP) ScoresClick on level School submit

Advanced Placement Enrollment and Test Scores

1.DSS Location: http://dss.lausd.k12.ca.us Graduation & Promotion Tab, Graduation Rates. Click on the Graduation & Promotion TabClick on Graduation RatesUse the green selector cube to specify your school, under Location.Use the green selector cube to specify the measures you want to see and the order, under Measure.Pull the Ethnicity dimension into the report to replace location to give you the disaggregated data.Pull the Language Classification dimension into the report to replace Ethnicity to give you the disaggregated data.



http://data1.cde.ca.gov/dataquest/




2. CDE Website http://www.cde.ca.gov/ope/research/Directions:Click on the referenced hyperlink. Select Advanced Placement (AP) ResultsSelect Statewide, County, District and School Reports (Data Quest)

State approved and District adopted CORE textbooks and Otherwise Authorized Instructional Materials Mathematics and Reading Professional Development Program (AB 466)

1. LAUSD Website/Textbook Services http://www.lausd.k12.ca.us/lausd/textbooks/ 2. CDE Website http://www.cde.ca.gov/pd/ab466/materials.html

Quality of Staff, Status of Credentials and District Recruiting Strategy Status of Teaching Credentials

1.DSS Location: http://dss.lausd.k12.ca.us Teacher Information Tab, Teacher Information Report shows teacher status and years of experience in LAUSD.

2. LAUSD Website LAUSD Website http://www.lausd.k12.ca.us/lausd/achievement/Directions: Click on School Accountability and Report CardsSelect the school level to be viewed. Click on the Submit button. Click on the school’s name to view the school’s report. Click on Teacher & Staff Information.

Staff AttendanceLAUSD Website LAUSD Website http://www.lausd.k12.ca.us/lausd/achievement/Click on School Performance IndicatorsSelect the school level to be viewedClick on the Submit buttonClick on the school’s name to view the school’s report

Web ResourcesSingle Plan for Student Achievementhttp://www.cde.ca.gov/ccpdiv/singleplan/index.html

Acronyms and AbbreviationsHttp://www.cde.ca.gov/help/acronyms.htm#e

Principal Training Act (AB 75)http://www.cde.ca.gov/pd/prin/rfa.html


http://www.cde.ca.gov/pd/prin/rfa.html

http://www.cde.ca.gov/help/acronyms.htm#e

http://www.cde.ca.gov/ccpdiv/singleplan/index.html





http://www.lausd.k12.ca.us/lausd/textbooks/

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

Los Angeles High School Los Angeles Unified School DistrictMathematics and Reading ProfessionalDevelopment Program (AB 466)http://www.cde.ca.gov/pd/ab466/materials.html

Performance AssignmentsComprehensive Assessment Systemhttp://assessment.cse.ucla.edu/

Rodriguez Consent DecreeRefer to School Management Services (213)241-6414

No Child Left Behindhttp://www.nochildleftbehind.gov/Quality of Teachers and Paraprofessionalshttp://www.ed.gov/legislation/ESEA02/Sec. 1119 Qualifications for teachers and paraprofessionals

LASUD website/ Least Restrictive Environment Overview Summary http://www.cde.ca.gov/spbranch/sed/calstat/se3mo6.ppt

LAUSD Division of Special Educationhttp://dse-web.lausd.k12.ca.us/

What to Know about Closing the Achievement Gaphttp://www.nochildleftbehind.gov/start/facts/index.html


http://www.nochildleftbehind.gov/start/facts/index.html

http://dse-web.lausd.k12.ca.us/

http://www.cde.ca.gov/spbranch/sed/calstat/se3mo6.ppt

http://www.ed.gov/legislation/ESEA02/

http://www.nochildleftbehind.gov/

http://assessment.cse.ucla.edu/


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