PDF Maya Angelou Hs SJ Fine Arts Spsa 2014-2016 Final Doc May 6 2014

Dr.
Maya Angelou Community High SchoolFine and Performing Arts

Los Angeles Unified School District

Single Plan for Student Achievement
2014-2016
Implementation

Superintendent
John Deasy
Board Members
Richard Vladovic, Board President
Mnica Garcia
Tamar Galatzan
Steve Zimmer
Bennett Kayser
Mnica Ratliff

Dr. Maya Angelou Community High School Fine and Performing Arts

TABLE OF CONTENTS
DISTRICT AND SCHOOL INFORMATION................................................................................................................................................ 1
School Program Identification......................................................................................................................................................................................1
School Site Council Composition.................................................................................................................................................................................2
Committee Recommendations and Assurances..........................................................................................................................................................3
Parental Involvement Policy Assurances.....................................................................................................................................................................4
District Description and Core Program for All Students...............................................................................................................................................5
ESEA California Office to Reform Education (CORE) Waiver.....................................................................................................................................6
Seven Turnaround Principles ......................................................................................................................................................................................8
Mission Statement and School Profile Description......................................................................................................................................................9
COMPREHENSIVE NEEDS ASSESSMENT............................................................................................................................................ 11
AYP Report................................................................................................................................................................................................................11
CORE Waiver Data Report (Reward, Priority, Focus, Support schools only)............................................................................................................11
SPSA Evaluation .......................................................................................................................................................................................................11
GOAL MATRIX......................................................................................................................................................................................... 12
Academic Domain100% Graduation......................................................................................................................................................................12
Academic DomainEnglish Language Arts..............................................................................................................................................................14
Academic DomainMathematics..............................................................................................................................................................................14
Academic DomainEnglish Language Programs.....................................................................................................................................................16
Culture and Climate DomainParent and Community Engagement........................................................................................................................17
Social/Emotional Domain100% Attendance, Suspension/Expulsion and Non-Cognitive Skills.............................................................................18
CORE WAIVER STATUS AND INTERVENTION FORM......................................................................................................................... 26
TITLE I REQUIRED COMPONENTS FOR IMPLEMENTATION.............................................................................................................. 28
Schoolwide Program (SWP) / NCLB 1114 ................................................................................................................................................................30
PARENT & COMMUNITY ENGAGEMENT ATTACHMENTS.................................................................................................................. 31
Parental Involvement Policy ......................................................................................................................................................................................31
School-Parent Compact.............................................................................................................................................................................................33
EDUCATIONAL SERVICE CENTER MONITORING............................................................................................................................... 34
FUNDING (BUDGETS) ............................................................................................................................................................................. 25
ATTACHMENTS....................................................................................................................................................................................... 36
1

SCHOOL PROGRAM IDENTIFICATION

School Name: Dr. Maya Angelou Community HS Fine and Performing Arts Educational Service Center: East

County District School

CDS Code 1 9 6 4 7 3 3 1 0 7 7 2 2 1

For additional information on our school programs contact the following:

Principal: Jared Dupree E-mail address: jared.dupree@lausd.net

Contact Person: Mia Young-Adeyeba Position: Title 1 Coordinator E-mail address: mly2577@lausd.net

Address: 300 E. 53rd. Street Los Angeles, CAlifornia 90011 Telephone Number: 323-846-4700

Indicate which of the following Federal, State and Local Programs are consolidated in this plan:
X
Title I School wide Program (SWP)

Reward Priority Focus Support

Title I Targeted Assistance School (TAS)

X Title III English Language Acquisition, Language Enhancement, and Academic Achievement

The District Governing Board approved this
revision to update the Single Plan for Student
Achievement on:

The Educational Service Center staff has reviewed the school plan with the principal and agreed to support and provide feedback for implementation.
Signature Signature

Educational Service Center Instructional Director Date Educational Service Center Superintendent or
Designee
Date

2
Single Plan for Student Achievement
School Site Council Composition (SSC) EC 52012, 52852

Part A School Staff Part B Parents/Community
Name Principal
Classroom
Teacher
Other
Personnel
Name Parent Community Student
Jared Dupree x Sophia Giron x
Michele Fruchter x Cesar Perez x
Blanca Cruz x Mayreth Hernandez x
Kelly Flores x Kiara Quintero x
Maria Canafax x Cesar Magallanes x
Tyrone Severe x Yudith Roman x

Total number in each column 1 4 1 Total number in each column 3 3
Total number in Part A 6 Total number in Part B 6

Cesar Magallanes Student 4-7-14

Name of SSC Chairperson

Position (e.g., Parent, Teacher)

Signature of SSC Chairperson

Date

Jared Dupree 4-8-14

Name of Principal

Signature of Principal

Date


3
COMMITTEE 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 site councils have developed and approved, and will monitor the plan, to be known as the Single Plan for Student Achievement for schools participating
in programs funded through the consolidated application process.
2. School 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. Signatures are requested
for those advisory committees/groups providing input in the development of this plan.

Chairperson Check
Committees
Print Name Signature
Parent/
Community
Staff
Date of
recommendation
English Learner Advisory Committee (ELAC) Mayreth Hernandez 4-7-14
UTLA Chapter Chair or Chapter Chairs Designee Ron Gochez 4-7-14
Other (list)

3. The content of the plan must be aligned with school goals for improving student achievement.
4. The plan must be reviewed annually and updated, including proposed categorical expenditures of funds allocated to the school through the consolidated
application, by the school site council.
5. Plans 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 the consolidated application.
6. The school minimizes the removal of identified children during the regular school hours for supplemental Title I instruction. (Targeted Assistance Schools only)
1. This school plan was adopted by the School Site Council on:
3/10/14

Date

Attested:
Cesar Magallanes 3/10/14
Typed name of SSC chairperson

Signature of SSC chairperson

Date
Jared Dupree 4-8-14
Typed name of school principal

Signature of school principal

Date

Directions: Check which groups or committees participated in the plan writing process. If box is checked, indicate date.

Grade Level Teams Date(s):
1/14/14
WASC Focus Groups Date(s):
1/25/14

School Site Council Date(s):
11/4/14, 12/2/13, 2/2/14, 4/7/14
Departments Date(s):
1/28/14, 2/18

ELAC Date(s):
2/16/14
Community of Practice Partners Date(s):


4

Parental Involvement Policy Assurances

Each school in LAUSD is required to develop a written parental involvement policy. This policy describes how the school will support and increase parent
involvement. The parental involvement policy must be developed with parents, include participation from the appropriate advisory committee and be
agreed upon by the School Site Council.

The written parental involvement policy at Title I schools must be developed with parent participation and describe how parents will be informed of the
schools Title I program requirements, including the development of a School-Parent Compact. The policy must be distributed to parents annually.

Schools not receiving categorical funds must develop a written parental involvement policy with parent participation that describes how the school will:

(a) engage parents in their childrens education by helping parents develop skills to use at home to support their childrens academic efforts and their
childrens development as responsible members of society
(b) inform parents that they can directly impact the success of their childrens learning by providing them with strategies to improve academic success and
to assist children in learning at home
(c) build consistent and effective communication between the home and school so parents know when and how to help their children with classroom
learning
(d) train teachers and administrators to communicate effectively with parents
(e) integrate parent involvement programs with the Single Plan for Student Achievement (EC 11504)

Questions regarding this requirement should be addressed to the Educational Service Center Administrator of Parent and Community Engagement or the
Parent Community Student Services Branch at (213) 481-3350.

Chairperson Check
Committees
Print Name Signature Parent Staff
Date of review by
Committee
English Learner Advisory Committee (ELAC) Mayreth Hernandez 2/16/2014

Chairperson Check
Council
Print Name Signature Parent Student
Date of review and
approval by Council
School Site Council Cesar Magallanes x 4/7/14

Person(s) Responsible for Parental Involvement Activities at the School
Print Name (s)
Signature(s)
Blanca Cruz


5
Los Angeles Unified School District Profile

District 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.
District Description:

Local Educational Agency (LEA) Plan Goals
The LEA plan serves as the instructional plan for the District and is measured through the Performance Meter and aligned to the following academic goals:
Goal 1: English/Language Arts and MathematicsProficiency for All
! Increasing literacy skills through the transition to the Common Core State Standards in K-12 ELA, K-12 mathematics, and literacy in secondary H/SS, science, and technical
subjects.
! Increasing the number of students performing at proficient or advanced on the Algebra 1 California Standards Test.
! Implementing a multi-tiered system of support to provide targeted instruction and intervention to K-12 students based on English/language arts and mathematics data.
Goal 2: English LearnersProficiency for All
! Providing and administering K-12 Instructional Programs for English Learners (ELs) that include:
- Structured English Immersion
- Mainstream English Instructional Program
- Dual Language two-Way Immersion
- Transitional Bilingual Education Program
- Maintenance Bilingual Education Program
- Accelerated Learning Program for Long Term English Learner Program
- Secondary English Learner Newcomer Program
! Using Title III funds to help ELs meet the States annual measurable achievement objectives and build teacher capacity in meeting the needs of students in the core subject
areas including ELD
! Meeting the Districts expectation for EL at the elementary level to advance on English Language Development (ELD) and reclassify after five years of instruction
! Promoting parent and family involvement in EL programs at the central, ESC, and school site level
! Enhancing the quality of language instruction in the Districts EL programs
! Planning and developing the tools necessary to implement high-quality comprehensive professional development designed to improve the instruction and assessment of ELs
! Monitoring the continued academic success of former ELs
Goal 5: All Students will Graduate from High School100% Graduation
! Providing ongoing professional development, designed specifically towards accurate student placement and construction of the master schedule.
! Monitoring individual graduation plans to ensure all students have access to a high-quality course of study that builds toward college and career readiness.
! Offering differentiated, evidence-based instructional support and professional development that address the unique learning needs of the Districts diverse learners, including at-
risk students, and, as appropriate, provide interventions that respond to factors that may negatively impact student learning and achievement and impede their graduating from
high school college-prepared and career-ready.

2013-2014 District Professional Development Priorities:
1. Transition to and implementation of the Common Core State Standards (CCSS) in ELA, mathematics, and H/SS, Science, and Technical Subjects
2. Improve instruction and increase reclassification rates for English learners by implementing the English Learner (EL) Master Plan
3. Use of the Teaching and Learning Framework Rubrics to improve teaching and learning across the district
4. Transition to and implementation of the Smarter Balanced Assessment Consortium


6
ESEA CALIFORNIA OFFICE TO REFORM EDUCATION (CORE) WAIVER
On August 6, 2013 eight California school districts including LAUSD, received a waiver from the Program Improvement mandates of the No Child Left Behind Act from the
U.S. Secretary of Education. The eight school districts are grouped together under a consortium called the California Office to Reform Education (CORE). Central to the
CORE Waiver is a holistic school performance system with tailored support for schools and Local Educational Agencies (LEAs) called the School Quality Improvement
System. The CORE waiver is based on three key principles that will support reform. They key principles are: Principle 1: College- and Career-Ready Expectations for All
Students; Principle 2: Differentiated Recognition, Accountability, and Support; and Principle 3: Supporting Effective Instructional Leadership.
Commitments:
Implement Common Core Standards in the 2013-2014 School Year (SY) and Smarter Balanced Assessment Consortium (SBAC) assessments, starting in 2014-
2015
Participate in the School Quality Improvement System, which includes a CORE-designed holistic accountability model, AMOs, and school designations (e.g.,
Reward, Focus, and Priority schools)
Track, submit, and release school-level academic, social-emotional, and culture and climate information
Develop guidelines for the teacher and principal evaluation system by the start of the 2013-2014 SY
Implement by 2015-2016 (and pilot by 2014-2015) a teacher and principal evaluation system that differentiates performances into four tiers and includes, as a
significant factor, student growth
Partner with LEA peers to support and monitor waiver activity implementation
Priority or Focus schools or other schools needing improvement will participate in pairing process with a Reward or exemplar school
Goals:
The CORE School Quality Improvement System seeks to:
Establish a holistic school performance system that values multiple measures of student success across academic, social-emotional, and culture-climate domains
Provide schools, teachers, and administrators clear, in-depth feedback on areas of strength and those in need of improvement to improve outcomes for students
Create a collective ownership structure within schools, districts, and the CORE network in which teacher, staff, and administrator collaboration and shared
responsibility for student outcomes are primary drivers of accountability
Increase and restore student, parent, and community confidence in all CORE network schools.
Usage:
CORE seeks to apply these goals to the differentiated accountability, recognition and support framework required through the ESEA waiver:

7
A school-level improvement index (School Quality Improvement Index) that clearly evaluates schools on student achievement, subgroup performance and
graduation rates
Annual Measurable Objectives (School Quality Improvement Goals) that are used to design targeted interventions and rewards; and
A school designation system that identifies and outlines rewards for high performing or high progress reward schools, and interventions for severely
underperforming Priority schools or Focus schools with persistent achievement gaps
LEAs will use this holistic, detailed information to inform school self-assessments, professional learning community topics, and school partner pairing to drive
tailored interventions and school support.

Required program activities for Reward schools:

Reward schools paired with Priority or Focus schools will deliver assistance and hold monthly meetings with their paired schools
Reward schools will establish professional learning communities with other Reward schools, and receive specialized professional development and technical
assistance from CORE
Required program activities for Priority schools:
Beginning in Fall 2013, Priority schools will be paired with Reward schools and begin attending monthly meetings designed to support implementation of the
School Quality Review Process and the 7 Turnaround Principles. Related professional development activities should be described in the appropriate goal
matrix domain (Academic Domain, Culture and Climate Domain, or Social/Emotional Domain) of the Focus Area entitled Effective Instructional Program
(Professional Learning and Classroom Instruction)
Priority schools must continue implementation of their School Improvement Grant (SIG) plans in addition to developing a three-year plan
Required program activities for Focus and Support schools:
Beginning in Fall 2013, Focus and Support schools will join appropriate communities of practice which will convene at least quarterly to address specific needs.
Professional development activities related to communities of practice should be described in the appropriate goal matrix domain (Academic Domain, Culture and
Climate Domain, or Social/Emotional Domain) of the Focus Area entitled Effective Instructional Program (Professional Learning and Classroom Instruction)
In years 1 and 2 of designation, focus schools will have the option to pair with peer Reward schools that have demonstrated excellence in closing achievement
gaps, or in improving results for traditionally underserved subgroups to assist in developing the improvement plan
Upon reflecting on shared learning from the community of practice, Focus and Support schools will implement the School Quality Review Process and revise their
school improvement plans
Focus and Support schools are required to develop a two-year plan

8
2014-2015
Seven Turnaround Principles

The CORE Waiver is predicated on providing meaningful, pragmatic support for school transformation. Interventions are designed to
help stakeholders rethink components of the school structure, communications, professional development, instructional practices, and
family engagement that are not currently achieving desired outcomes and substitute them with proven strategies that are aligned to
best practices - all of which are guided by the seven turnaround principles that are based on Principle 2 of the Core Waiver.

Seven Turnaround Principles are:

1. Strong Leadership
a. Ensuring that the principal has the ability to lead the turnaround effort;
b. Providing the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget
2. Ensure that teachers are effective and able to improve instruction
a. Providing job-embedded, ongoing professional development informed by teacher evaluation and teacher and student needs such
as those identified by instructional data collected by progress monitoring in the areas of reading, math and positive behavior
interventions;
b. Developing the skills to better recruit, retain and develop effective teachers
3. Redesign the school day, week or year to include additional time for student learning and teacher collaboration
a. Redesigning time to better meet student needs and increase teacher collaboration focused on improving teaching and learning
4. Strengthen schools instructional program
a. Ensuring teachers have the foundational documents and instructional materials needed to teach to the rigorous college and career
ready standards that have been adopted;
b. Ensuring teachers utilize research-based effective instruction to meet the needs of all students
5. Use data to inform instruction and for continuous improvement
a. Ensuring school-wide use of data focused on improving teaching and learning, as well as climate and culture;
b. Using student data to inform and differentiate student instruction and to provide tiered interventions
6. Establish a school environment that improves school safety and discipline and addressing other non-academic factors that
impact student achievement
a. Establishing school environments with a climate conducive to learning and a culture of high expectations
7. Provide ongoing mechanisms for family and community engagement
a. Increasing academically focused family and community engagement;
b. Developing and implementing a family and community engagement plan which provides information and data on a formal and
frequent basis to all district stakeholders and community collaborators


9

MISSION STATEMENT AND SCHOOL PROFILE DESCRIPTION
School Vision and Mission

The Social Justice Academy (SJA) is committed to developing students personally and intellectually to be prepared for graduation,
college and a career of choice by engaging in rigorous instructional programs which will prepare students to be academically,
professionally and technologically competitive, while being civically responsible.

Teachers of the Social Justice Schools apply the following strategies to provide effective instruction for our students population:
Cognitive engagement Writing across the curriculum
After school Tutoring Interactive journals
Partnering with Parents Transformative Leadership
Math and English Intervention Courses Culturally Relevant and Responsive Education
! Co-Teaching Exponential Learning

Students meet with a mentoring class for 40 minutes four days a week. They develop a working relationship with one teacher over their
four years. This mentor teacher provides academic and behavioral support to maximize student success

The vision of SJA is to produce college graduates who use their academic foundation and social justice consciousness to become
transformative leaders in their own lives, communities, and world.

SJA employs our WOLF PACK TRAITS, through our Wolfpack for Life Program. These traits embody the socially aware and
academically prepared student we aim to graduate:

W - WILLINGNESS
O - OUTSPOKEN
L - LEADERSHIP
F - FOCUSED
P - PERSEVERANCE
A - ACHIEVEMENT
C - CITIZENSHIP
K - KINDNESS


10

" Dr. Maya Angelou Community High School; Fine Arts is located in
South Los Angeles (300 E. 53
rd
St., 90011)
o 85% Hispanic/Latino; 12% African American;
o Most residents of 90011 speak Spanish as their first
language (www.zipskinny.com)
o Highest percent of population earns between $15,000-
$24,999/year or less; (www.zipskinny.com)
o Located in mixed industrial/residential area;
" Poverty Level: approx. 65%of students turned in school meal
application; of that number, 65.18% qualify for free/reduced lunch
based on income (source: Cafeteria Manager).
" Enrollment/trends:
o Approximate enrollment: 658 students;
o 12
th
grade: 94
o 11th grade: 128
o 10th grade: 209
o 9th grade: 227
o Projected Enrollment, 2014-2015:
" Feeder Schools: Los Angeles Academy MS, Carver MS, Santee
Education Complex, Jefferson Senior High School
Language, racial and ethnic make-up of the student body
o Hispanic or Latino of Any Race: 583
o Asian, Not Hispanic: 1
o African American, Not Hispanic: 73
o White, not Hispanic: 1
" School Facilities:
o 21
st
century library, computer labs, multi-purpose room,
gym/kinesiology facilities.
" School Culture and Community
o Maya Angelou Community High School: Fine Arts is
designed to involve parents and the community to help us
create an important and relevant curriculum and
experience for the students, their families, and the
community. We have an active Family and Community
Engagement Center (FCEC), Parent Community Rep,
monthly parent meetings, and have developed community
partnerships with organizations such as Boys Scouts of
America, UCLA Street Law, Los Angeles Chamber of
Commerce, Find a Tree Program, San Miguel Foundation
and Community Clinic.
" Communication of Academic Results to Families:
o Maya Angelou Community High School: Fine Arts, based on
Social Justice, recognizes the importance of involving parents
and the community (many of which speak primarily Spanish).
The school will take advantage of community resources
(volunteers, businesses, parents) and LAUSD resources (live
translation, online translation services) to facilitate discussion
and dialogue about individual student progress and
achievement.

" System of early warning to address the needs of underperforming
students:
o Students analyze and reflect on their own progress with the
guidance of their Mentoring teacher and perform a Progress
Check twice a semester. Factors that are considered are
credits completed, GPA, CAHSEE scores and parent
participation. Students are deemed eligible, or ineligible and
corrective steps are taken to help the student get back on
track. The counselors closely monitor this and other student
data, as outlined in RTI, keeps a series of scheduled
personalized counseling appointments during the four years.
The Social Justice Schools pull together our Title I and Title III
resources, wherever feasible, for items such as a Title I
Coordinator, professional development, and/or additional
resources as deemed necessary for the success of our
students. We also collaborate to provide support for struggling
students via intervention programs such as after school
tutoring, Saturday school, and APEX. In addition, teachers are
expected to maintain an open line of communication with
students' families via phone calls home, written notes home,
Blackboard Connect, and parent meetings, etc. These efforts
scaffold our vision of the entire MACHS campus as the
academic, cultural, and social service hub for the community.

" Description of Reform Process:
6 LAUSD Public School Choice (PSC)
" WASC Accreditation Results
o 3 year


11

COMPREHENSIVE NEEDS ASSESSMENT

A comprehensive needs assessment incorporates several components, including data analysis related to student achievement, professional
development, school-family relationships, attendance, and suspensions/expulsions. The COMPREHENSIVE NEEDS ASSESSMENT, CORE
Waiver Status and Intervention Form, and LAUSD School Review Process Recommendations comprise the LAUSD Comprehensive Needs
Assessment for the SPSA.

Directions: Insert the following documents which were used to analyze data in order to formulate School Goals and Key Strategies. Based
upon the data, determine actions/tasks that will help improve teaching and increase student achievement.

AYP Report
Data Summary Sheet (subgroup data reflects sample size down to 11 students)
SPSA Evaluation


12

2014-2015 Single Plan for Student Achievement Goal Matrix
ACADEMIC DOMAIN
100% GRADUATION

LEA Goal: All students will graduate from high school.

*School Goal:
We will increase our graduation rate from 60% to 70% by the end of the 2015 school year.

Identify data used to form this goal:
x
AYP Report/CAHSEE

CORE Waiver Data Report (if applicable)

MyData (A-G Report)

Data Summary Sheet

Student Grades

Curriculum-Based Measure:

Other:

Using the results of the Comprehensive Needs Assessment and the answers to
the questions below, what conclusions can be drawn?
! Did the school meet school wide graduation rate targets? If not, what
strategy(ies) will the school use to increase graduation rates?
! Did the school have graduation rates with less than 5% improvement?
If so, what strategy(ies) will the school use to increase graduation
rates to meet graduation rate targets?
! How will the school provide differentiated support to subgroups of 20
or more with the lowest proficiency rate on the CAHSEE?
The LAUSD goal for graduation was 68% and our school graduation rate was
60%. We did not meat the districts goal. In order to increase our graduation
rate, students and teachers have worked collaboratively with 2 school clubs
and 3 College Peer Counselors to create an FPA Student Union Room for
students to have a room where they can study and receive college counseling
and academic support.Students that have not passed the CAHSEE are given
support by moving them to a classroom with the subject specific subject
teacher in order to target their specific needs.

Key Strategy(ies):
School will monitor students at risk of not graduating and offer the proper interventions.


13

Focus Areas Actions/Tasks to accomplish Strategy(ies)**
(Actions/Tasks must address subgroup needs.)
Projected Costs,
Expenditures, and
Funding Sources
How will the school
monitor the
actions/tasks?

Staff
Responsible
Start/
Completion
Date

Effective
Instructional
Program
(Professional
Learning and
Classroom
Instruction)
Saturday tutoring and enrichment for students not on track for graduation.
After school workshops will focus on ELA & Math effective interventions
strategies.

Teachers will attend Professional Development on writing to support
literary analysis and reading comprehension and math strategies. Staff will
receive training on ELA and Math effective strategies.

$6,800
(25 weeks, 2x a week,
2 teachers per week
@$68)
Tutor Teacher Xtime
Title I

$4,080
Professional
Development
Teacher X/Z
6hrs./day x 10
teachers @$68)
Ttile 1
Principal will
monitoring
assessments,
periodic
assessments,
analyze students
grades, student
work, and establish
culminating tasks
with department
chairs.

Principal August 2014
- June 2016
Maximizing
Instructional Time
Technology will be integrated into classroom projects and project-based
learning provides differentiated and to engage students and enhance
Common Core curriculum.

$5000
NonCapitalized
\Equipment
Title 1
Classroom
observations and
instructional rounds
to ensure that
instructions is
being differential is
occurring for low
achieving students.
Principal August 2014
- June 2016
Interventions to
Close
Achievement
Gaps
Students will have more options in A-G electives to choose from.
Mentoring teachers will track student progress through their A-G path and
provide options to help students get back on track. Counselor will assist
with the monitoring the student progress.

Categorical Program Advisor will provide instructional support for teacher
regarding effective strategies for at risk students and assist SSC fulfilling
their legal responsibilities.
$1360
Secondary
Counselor X
20hrs per
semester
@$68

94,000
Categorical
Program
Advisor
Title I
Principal will meet
with counselor and
mentoring teacher
on a monthly basis
for an update.

Weekly reports,
sign in sheets,
monthly meetings
with principal
Principal

Principal
August 2014
- June 2016

August 2014
- June 2016

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).
**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix
14

ACADEMIC DOMAIN
ENGLISH LANGUAGE ARTS

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

*School Goal:
For the 2014-2015 school year, ELA CAHSEE passage rate will increase 5% from 56% to 61%.

x
AYP Report/CAHSEE


MyData (CST Strand Report)

DIBELS

Student Grades

x
Data Summary Sheet

(Name) School
15
Using the results of the
Comprehensive Needs Assessment
and the answers to the questions
below, what conclusions can be
drawn?
! Based on the assessments, in
what strands of the English
Language Arts instructional
program were subgroups of
20 or more least proficient?
! What factors explain changes
in proficiency levels over
time?
! Were interventions effective in
moving students to
proficiency? If not, what
change in intervention(s) does
the school propose?
! What intervention(s) will be
used to address the lowest-
achieving subgroups?
School-wide achievement shows that economically disadvantaged students were least proficient in the ELA strand pertaining
to persuasive writing. Factors that explain changes in proficiency levels over time are high staff turnover, and an unfilled
English positions filled by various substitutes. Additionally, professional development was not properly targeted based on
student need. The 9th grade students scores declined 3.5% in Proficient or Advanced.

Interventions that were in place to assist the needs of these students were Double-Blocked English courses for 9th and 10th
grade students that allowed them to have extra time within the English classroom on a daily basis. We also offered after-
school tutoring, three days a week for an hour and a half each day. Along the same lines, we offered lessons on test taking
strategies through our Mentoring classes and after school for the two weeks leading up to the test.

For next year, we plan to change our bell schedule from an 8-period 4x2 to a standard 6-period. One of the major rationales
behind this decision is to allow all students to receive instruction, in all courses, every day. Similarly, we will implement
Writing Across the Curriculum so that students will be asked to write in a focused manner within all subjects.

Key Strategy(ies):
The school will implement Writing Across the Curriculum to help facilitate the implementation of Common Core and 5-paragraph
essay structure.

Focus Areas Actions/Tasks to accomplish the Strategy(ies)**
Projected Costs,
Expenditures, and
Funding Sources
How will the school
monitor the
actions/tasks?
Staff
Responsible
Start/
Completion
Date

Effective
Instructional
Program
(Professional
Learning and
Classroom
Instruction)
Professional Development Teacher X-Time will provide staff training in Common
Core instructional strategies for at risk students in writing across the curriculum,
Close Reading, increasing text complexity, text based answers, and balancing
informational and literary text.

Day to Day Substitutes will release teacher to develop and plan specific criteria for
identifying, selecting, implementing, monitoring, and evaluating research-based
interventions designed to accelerate critical analysis and reading comprehension
for at risk students.

$10,200
Professional
Development
Teacher X/Z
6hrs./day x 25
teachers @$68)
Ttile 1

$9,360
Day to Day
Substitutes (30
participants,
6hrs./day @ $52
per hours)
Title 1
Principal will ensure
that every teacher
implements the
strategies learned
during professional
development.

Classroom
observations and
instructional rounds.

Principal will meet
with department
chairs to monitor
student progress.
Principal
Title 1
Coordinator
Teacher
August 2014 -
June 2016
16
Maximizing
Instructional
Time
Teachers will provide after-school tutoring to at-risk students.

ELA Enrichment provides preparation and instruction
for at risk students failing to meet progress goals in the area of English Language
Arts and intervention on ELA and Math content access for struggling students.

School will provide field trips for students to reinforce grade level content
standards and build academic vocabulary.

$16,320
2 teachers per week
@$68)
Tutor Teacher Xtime
Title I

$1,451.34
CPA, Differential

$760
Curricular Trips (2
busses @$380
each)Title 1

As measured by:
! Periodic assessments
! Student grades
! Student work
! Classroom assessments
! End of unit tests
! Progress monitoring (My
Data
Principal
Title 1
Coordinator
Teacher
August 2014 -
June 2016
Interventions to
Close
Achievement
Gaps
Teachers will meet with students during their regular Mentoring period to give
them counsel and intervention.

10
th
grade students and 11
th
grade students who have not passed the CAHSEE are
enrolled in math and/or English intervention classes that incorporate CAHSEE
standards and support grade-level standards.

$1250
($250 x 5 English
teachers)

IMA/General
Supplies will be
purchased to
support
instructional
programing,
including
interventions for at
risk students.

Classroom
observations and
instructional rounds.

Principal will meet
with department
chairs to monitor
student progress.
Principal
August 2014 -
June 2016

17

ACADEMIC DOMAIN
MATHEMATICS


*School Goal: A. Increase CAHSEE first time pass rate by 5% in the 2014/2015 school year

x
AYP Report/CAHSEE



DIBELS

Student Grades


Data Summary Sheet

Using the results of the Comprehensive Needs Assessment and the answers to the
questions below, what conclusions can be drawn?
! Based on the assessments, in what strands of the mathematics instructional
program were subgroups of 20 or more least proficient?
! What factors explain changes in proficiency levels over time?
! Were interventions effective in moving students to proficiency? If not, what
change in intervention(s) does the school propose?
! What intervention(s) will be used to address the lowest-achieving subgroups?
Intervention will be applied via double block common core classes for 9
th

grade students. Additional intervention will be focused on common core,
CAHSEE, and PSAT. All 9-11 grade students will be exposed to intervention
during their Tuesday math course. A select group of 11
th
and 12
th
grade
students will compose a strike team to tutor in small groups for the 11
th
grade
common core.

Key Strategy(ies):
Teacher will create standard-based projects, activities and assignments and use discussion techniques with a focus on statistic, data
analysis, and probability.

Projected Costs,
Expenditures, and
Funding Sources
How will the school
monitor the
actions/tasks?
Staff
Responsible
Start/
Completion
Date
Effective Instructional
Program (Professional
Learning and Classroom
Instruction)
Teachers will continue professional development in the strategies used to
help all learners achieve. These strategies include but are not limited to:
Meta Cognition
Culturally Relevant and Responsive Education
Specially Designed Academic Instruction in English (SDAIE)
Interactive Notebooks
$9,360
PD Teacher X Time
(30 participants,
6hrs./day @ $52 per
hours)
Title 1

Principal will ensure
that every teacher
implements the
strategies learned during
professional
development.
Principal
Teacher
August 2014 -
June 2016
18
Maximizing Instructional
Time
Teachers will provide after-school tutoring to at-risk students.

MATH Intervention provides preparation and instruction in the area
of Math at-risk students who are struggling to meet grade level
requirements

School will provide field trips for students to reinforce grade level
content standards and build academic mathematical applications.

$16,320
(40 weeks, 3x a week, 2
teachers per week @$68)
Tutor Teacher Xtime Title I

$760
Curricular Trips (2 busses
@$380 each)Title 1

$1250
($250 x 5 math teachers)
IMA/General Supplies will be
purchased to support
instructional programing,
including interventions for at
risk students.
Classroom
observations and
instructional
rounds.

Principal will meet
with department
chairs to monitor
student progress.
Principal

Department
Chair
August 2014 -
June 2016
Interventions to Close
Achievement Gaps

The mentor teacher will support the math classroom as well as other
content areas. The mentor teacher will provide tutoring or access to
services for students when they need extra help to remain on track.

Teachers will have opportunities to participate in conferences/
workshops during and after regular school hours day to learn
effective instructional Math strategies to support student learning.
Math lessons are based on cognitive research and learning theory
that optimizes understanding and retention, and enables students to
bridge the conceptual gap created by traditional math curricula.

Teacher Tutor X Time
3 teachers, 3x a week @
$68
$24,000

$10,200
Professional
Development
Teacher, X-Time
6hrs./day x 25 teachers
@$68)

$5,000
PD, Teacher Regular
Title 1

Classroom
observations and
instructional
rounds.
Principal
August 2014 -
June 2016

19

ACADEMIC DOMAIN
ENGLISH LEARNER PROGRAMS
English Language Development (ELD) and Access to Core

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

*School Goal: All limited-English-proficient students will demonstrate English proficiency as measured by the passing of the ELA and Math sections
of the CAHSEE, meeting State and District goals for reclassification, and meeting A-G requirements for high school graduation.

The percentage of EL students who meet the standards for reclassification will increase by 5%.

The students enrolled in the Structured Immersion Program will increase English proficiency as measured by the CELDT by at least 1
ELD level in the domains of Listening, Speaking, Reading, and Writing.

x
AYP Report/CAHSEE

x

x
CELDT / AMAOs
x
Student Grades

x
Data Summary Sheet

Using the results of the Comprehensive Needs Assessment and the
answers to the questions below, what conclusions can be drawn?
! What factors explain the changes in proficiency levels over time?
! Why were interventions effective or ineffective in moving students
to proficient or advanced on the assessment?
! What factors explain the increase or decrease in the number of
Long Term English Learners (LTELs)?
Improvements in proficiency levels of English Learners and the decrease of LTELs at
MACH FPA was greatly influenced by the following: the implementation of the new
English Learner Master Plan, i.e. ELD courses for Long term English Learners, the
increased parent involvement and support, the interventions of After-School tutoring, the
instructional support of paraprofessional staff, the ongoing monitoring of the Language
Appraisal Team, and the ongoing efforts of educating students of their EL status.

20
Key Strategy(ies):
Enhance English Learners access to the core curriculum and progress towards reclassification through research-based access to
core strategies, targeted intervention, and school-wise EL progress monitoring.

(Actions/Tasks must address English learner needs.)

Projected Costs,
Expenditures, and
Funding Sources
How will the school
monitor the
actions/tasks?

Staff
Responsible
Start/
Completion
Date

Effective Instructional
Program (Professional
Learning and Classroom
Instruction)
Day to Day Substitutes will release teachers to English learners to
participate in Master Plan related activities, including analyzing English
learners data, developing and planning effective progress monitoring
designed to meet the needs of English learners with the purpose of
increasing reading comprehension, writing skills and overall acquisition of
the English language.

Additional teachers actions/task -

Planning and Preparation: awareness of student skills, knowledge and
language proficiency: design coherent instruction; design standards-based
English learners activities, design, plan, analyze student English learner
assessments.

Professional Growth: Use reflection to inform future instruction; collaborate
with colleagues (English learner teachers) using a cycle of inquiry.

$10,200
Professional
Development
Teacher X/Z
6hrs./day x 25
teachers @$68)
Ttile 1

Day to Day Subs
$3000 Title III

$3000
Staff
Conference
Attendance
(15 teachers x
$200 towards
registration)
Title I
Principal will
ensure that every
teacher implements
the strategies
learned during
professional
development.

Classroom
observations and
instructional
rounds.

Principal will meet
with department
chairs to monitor
student progress.
Principal
August 2014 -
June 2016
21
Maximizing Instructional
Time

Teachers will be highly trained in ELD, SDAIE, and the adopted
curriculum.
! Teachers will utilize the support of bilingual paraprofessionals to
maximize instructional time and the effectiveness of lessons.

Principal will
ensure that every
teacher implements
the strategies
learned during
professional
development.
Principal
August 2014 -
June 2016
Interventions to Close
Achievement Gaps
Parent Conference Attendance - To send parents of ELs to EL Program-
related conferences, including CABE, NABE and ELD Accountability
Institute to empower parents to become an integral part of their childrens
education and learn strategies on how to support ELD and academic
instruction at home.
$16,320
2 teachers per week
@$68)
Tutor Teacher Xtime
Title I

$1750
($250 x 7 EL
teachers)
IMA/General Supplies
will be purchased to
support instructional
programing, including
interventions for at
risk students.

Parent Conference
Attendance
$500 Title III

$12,972
2 assistants, 5 days a
week, 3 hrs a day @
$6486.00
Principal/Intervention
Coord. will monitor
the proper
implementation of the
tutoring program.
Principal/Int
ervention
Coordinator
August 2014 -
June 2016

(Name) School
22
CULTURE and CLIMATE DOMAIN
PARENT AND COMMUNITY ENGAGEMENT


*School Goal:
Parents will attend at least 10 parent meetings during school year (i.e. workshops, Parent Conferences, etc)


AYP Report/CAHSEE



x
Student Grades

School Experience Survey

Data Summary Sheet
x
Other:

! What factors explain changes in parents feeling welcomed at school
over the last two years?
! What factors explain changes in parents having opportunities for
involvement at school over the last two years?
! What factors explain the changes in parents talking with their childs
teacher about schoolwork over the last two years?
The factors that explain the changes in parents feeling welcomed at school
over the last two year are Parent Center and Monthly Academy Parent
workshops that focus on the understanding of achievement data for students
as well as the topics and level of understanding required for students.
Additionally, Parent-Teacher conferences provide parents opportunities to
review and understand their childrens progress on an ongoing basis. This
facilitates conversations between parents and students about their progress in
each of their classes. Community Representative collects feedback from
parents on what type of information they need. Community Representative
facilitates workshops or coordinates with an outside provider to host relevant
workshops. Parent Center/Principal hold monthly Instructional Rounds so that
parents can be exposed to their childs different course curriculum and
expectations and the ways they can support them.

23
Key Strategy(ies):
Hold monthly parent academy workshops, coffee with principal, call home for every event, communicate progress through
Mentoring Progress check, monthly PTSA meetings


Projected Costs,
Expenditures, and
Funding Sources
How will the school
monitor the
actions/tasks?

Staff
Responsible
Start/
Completion
Date

Parent
Engagement
Monthly parent academy workshops
Monthly parent meetings for Seniors
Coffee with Principal
Monthly PTSA Mtg.
$1750
IMA/General Supplies
will be purchased to
support workshops for
parents of at risk
students.

Custodial Overtime
Parent
representative and
Operation
Designee check in
and parent
passport log
documented
Cruz/
Aguilar
August 2014 -
June 2016
Parent
Communication
Community Rep will serve as liaison between the school and
parents/community members to help facilitate activities through the Parent
Center, increase EL parent involvement, provide advice or interpretation
involving local school and classroom relationships, and serve as a
neighborhood resource.

All material translated to Spanish.
Connect Ed messages for all important matters related to school

$5000
Community
Rep

$2000
Clerical
Overtime
Call log report for
Connect Ed
Parent
representative and
Operation
Designee check in
Cruz/
Aguilar
August 2014 -
June 2016
Parent Training
Monthly parent academy workshops (i.e. common core, writing across the
curriculum, etc)
$1,020
PD Teacher X time
5 workshops x 3 hours
@68hrs
Cruz/
Aguilar
August 2014 -
June 2016

24

SOCIAL/EMOTIONAL DOMAIN
100% ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS

*School Goal:
All students will maintain attendance rate of 96% (District Goal) by June 2016.


AYP Report/CAHSEE

MyData (Early Warning/At-Risk Report)

Student Grades

Data Summary Sheet

School Experience Survey


Other:

! Did the school meet its 2013-2014 attendance targets?
! What factors explain changes in student attendance rates over the last
two years?
! How many instructional days were lost to suspension over the last two
years?
! What factors explain the changes that occurred in the suspension rates
over the last two years?
! What factors explain the changes that occurred in instructional days lost
to suspension over the last two years?
! What factors explain the changes that occurred in student responses to
school safety?
Currently, we have been recognized by the district for our attendance
improvement. However, we are not meeting the district/schools target. Over the
last year, we have taken on proactive steps to increase attendance rate by doing the
following:
-Having monthly operational assemblies where we discuss expectations
around tardies/attendance.
-Teaching student how to obtain and read attendance reports and offering
opportunities for attendance recovery.
-Offered incentives through Attendance Awards (Semester
Academic/Attendance Awards Night) to students who are meeting attendance
goals.

A total of 8 days of instruction time were lost to suspension. We attribute
these changes to student support provided by deans that were put in place 2012,
making it so that deans, and not administration, dealt with Student Discipline.
This years rate has gone down dramatically because our Dean and Administrator
are working together and effectively to proactively address student behavior,
including an increase in SST meetings and parent contact.

Due to our change in administration, staff is being supported at all levels
to effectively promote increase in student attendance rate, particularly in our
Family and Community Engagement Center, where our new Parent Representative
is reaching out to parents the minute we find a student is truant to class
(Name) School
25

Key Strategy(ies):


Projected Costs,
Expenditures, and
Funding Sources
How will the school
monitor the
actions/tasks?

Staff
Responsible
Start/
Completion
Date

Social /
Emotional
Interventions
Have a monthly Operations Assembly, promote Wolfpack Traits, call home
utilizing data from attendance reports, schedule SST meetings, tardy sweep process
for all tardies, PSA conducts Home Visits, Awards assembly for attendance over
96%.

Funds for PSW to provide individual, group and family therapy targeted to
students who are at risk of school failure due to social, behavioral and emotional
problems.
Weekly SART Meetings with students whose attendance rate falls within the middle range.

Psychiatric Social Worker will provide health services, including school-wide
prevention, early intervention and treatment services. PSW will also collaborate
with teachers and school staff to provide mental health consultation to individual,
groups, develop strategies for classroom management, design and monitor
contracts, and support positive behavior planning and implementation.

School Nurse will provide heal related counseling and education for parents and
families, including home visits, provide staff development in health related issues
and health related counseling. School Nurse will also council students for health
conditions that affect attendance and learning such as childhood obesity, dental
health and hypertension.

Intervention Support Coordinator - will use data to identify areas of strength and
need for instruction and intervention services. Deliver PD in RTI framework,
problem solving model, analysis of data, differential instruction and strategies and
progress monitoring. Develop and intervention plan utilizing integrated data and
assessment system.

$2000
IMA/General
Supplies
($1,000 per
semester)
Title I

$41,436.46
Pupil Services
and Attendance
Counselor (2 days
a week)
Title I

$41,436.46
Init Psych Soc
Wkr (2 days a
week)
Title I

$39,652.93
ITIN NURSE
(2 days a week)
Title I

$94,000
IS Coordinator
(2 days a week)
Title I

Monthly meetings
with PSA

SART meetings
and review
progress

Student Daily
Report

Weekly reports,
sign in sheets,
monthly meetings
with principal

Weekly reports,
sign in sheets,
monthly meetings
with principal

Weekly reports,
sign in sheets,
monthly meetings
with principal

PSA
Counselor
Counselors
Dean

Principal

Principal

Principal
August 2014 -
June 2016

August 2014 -
June 2016

August 2014 -
June 2016

August 2014 -
June 2016

*Availability to be determined at a later date
26
CORE Waiver Status and Interventions Form
Title I schools that fail to meet their California Annual Measurable Objectives (CA AMO) and/or their School Quality Improvement System growth goal* will be required to help inform
appropriate interventions and shall indicate so in the annual Single Plan for Student Achievement (SPSA) by adding the Status and Interventions form and answering template
questions provided by CORE staff to the participating LEA. A template to indicate AMO achievement and questions for 2014-15 are as follows
LEA: Los Angeles Unified School District Year: 2014-2015

2013-2014 AMOs (based on 2012-2013 data) Yes No Prior Year AMOs (based on 2011-2012 data)
Yes No
Did the school meet this years API growth target? Did the school meet the prior years API growth target?
Did the school meet this years achievement target? (California
Annual Measurable Objectives)

Did the school meet the prior years achievement target? (California
Annual Measurable Objectives)

Did the school meet the graduation rate target? (if applicable)

Did the school meet the prior graduation rate target? (if applicable)
Did the school meet this years School Quality Improvement Goal? N/A N/A Did the school meet this years School Quality Improvement Goal? N/A N/A

Provide a narrative in response to question 1:
1. Based on analysis of the CA AMOs, graduation rates and School Quality
Improvement System, which subgroups and content areas will the school
target for improved achievement in the 2014-15 school year?

Mark boxes where existing goals within the SPSA are found:

100% Graduation

English Language Arts

Mathematics

English Language Development -Title III

Parent & Community Engagement

100% Attendance, Suspension/Expulsion & Non-Cognitive Skills
1. Are there existing goals within the SPSA addressing the target areas for
improved academic achievement identified in the Status and Intervention
form?

Mark boxes where existing interventions within the SPSA are found:
*Availability to be determined at a later date
27

100% Graduation

English Language Arts

Mathematics

English Language Development -Title III

Parent & Community Engagement

100% Attendance, Suspension/Expulsion & Non-Cognitive Skills
1. Are there existing interventions planned to address the target areas for
improved academic achievement linked to the goals related to the Status
and Intervention form?

Provide a narrative in response to question 4:
1. What indicators will be used to measure success of the applied interventions
and indicate where those goals are found?

28
TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 (PISection 1116)
COMPONENTS FOR IMPLEMENTATION
1. Describe how the school provides increased learning time to underperforming students outside the school day. (Include intervention programs provided
before school, during the school day, after school, and on Saturdays.)
This school provides multiple opportunities for increased learning time to underperforming students. For students that require extra support with their skills in English and Math we
offer a Double Block in English (grades 9 and 10) and a Double Block in 9
th
grade Algebra I (Algebra Tutorial). These Double Blocked classes allow students not only to have
English or Math every day, but it also allows them to have the opportunity to practice the skills that they may be lacking to help bring them up to grade level. Likewise, for our English
Learner population we offer an extra English class (L&L or Advanced ELD) to help continue to build their skills. We believe in creating a strong foundation for our students and the
skills learned in Math (Algebra I) and English build this needed foundation for ultimate success in college and beyond.

Similarly, for our students struggling with their studies we offer Tutoring after school on Mondays, Wednesdays, and Thursdays from 3:30-5:00 pm. At these sessions we have at
least one teacher from each Core subject (History, English, Science, Math) available for help and guidance. Students are encouraged to attend whenever they find that they have a
need, however, students that have failed a course are mandated to attend for a grading period (or until their grade(s) improve). We have found that many times our students simply
require the space and time to do the work required for a class and, thus, the space and time that our Tutoring program offers fills this void. Our program also allows us to encourage
our College-Going culture by helping our students recognize the value of studying and forming study groups with their peers.

1. Describe the strategies to be utilized to meet the educational needs of historically underserved population (migrant students, homeless students and
American Indian students).
The following strategies will be utilized to meet the educational needs of Migrant Students:
Address the needs of migrant students in the Single Plan for Student Achievement.
Ensure that the Migrant Education Program (MEP) Family Work Questionnaire is part of the enrollment packet.
The Principal will designate a certificated staff member to be the MEP school contact person. The certificated contact person will be the Title III Coach.
Complete the Intervention Services Survey.
Conduct the initial assessment of the migrant student using the MEP Individual Learning Plan (MEP ILP).
Arrange a Parent/Teacher conference to discuss the students MEP ILP.
Record the MEP ILP in the students cumulative record.
Implement the Migrant Education Purple Folder.
Monitor documentation requirements for migrant students.
Address the individual students needs through the recommended services noted on the MEP ILP.
Provide an in-service on the Migrant Education Program. (Please contact the MEP Office for assistance with in-service).
The following strategies will be utilized to meet the educational needs of Homeless Students:
Ensure that the Student Residency Questionnaire is included in every school enrollment packet.
Make sure that The Student Residency Questionnaire is also disseminated annually to account for students who become homeless after initial enrollment.
Assure that any Student Residency Questionnaires identifying homeless students are faxed to the Homeless Education Program for services immediately upon receipt.
Each principal shall designate an administrator to serve and be responsible as the School Site Homeless Liaison or oversee a designee to ensure that procedures related
to homeless students are implemented appropriately. The designated person will ensure adherence to current District policy regarding the enrollment of homeless children
and youth in schools and ensure that these students receive services at the school site and from The Homeless Education Program. The school designee will be
the Principal.
The following strategies will be utilized to meet the educational needs of American Indian Students:
The Title VII Student Eligibility certification form will be included in the schools enrollment packet and the contact person to assure that American Indian students receive
services is the Principal.

29
1. Description of strategies used by the District to attract high-quality, highly qualified teachers to high-need schools includes recruitment efforts to ensure that
core academic subject areas are staffed with high-caliber teachers.
LAUSD maintains an aggressive and far reaching recruitment plan. On June 30, 2010, all non-compliant elementary teachers were subject to Reduction in Force. Current hiring
practices limit hiring to credentialed and intern candidates only. Principals are increasingly selective in their hiring practices, seeking only to interview and select those candidates
who are in compliance with NCLB. The District is continuing to offer a Verification Process for Special Settings (VPSS) program to assist secondary special education teachers and
alternative school teachers to become NCLB compliant in all subjects taught.

TITLE I SCHOOL WIDE PROGRAM SCHOOLS/NCLB 1114 (PISection 1116)
COMPONENTS FOR IMPLEMENTATION
(continued)

1. Describe how the school will coordinate and integrate federal, state, and local services and programs.

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

1. Describe how the school will evaluate the effectiveness of the program in meeting the goals and make necessary modifications.

To determine whether or not district, state, and federal goals were met, a report will be compiled [i.e., AYP (AMOs), AMAOs, and MCDs]. Strategies to achieve the goals will be
measured for effectiveness through data and the completion of the Annual Evaluation of Single Plan for Student Achievement. The evaluation will serve as the indicator to make
any significant changes to the instructional program. Modifications will be made if the strategies identified in the Goal Matrix pages have not provided results or sustained
improvement. In addition, parents are provided opportunities (i.e., participation in SSC, various public meetings, and/or advisory committees) to renew the report and provide
feedback on the programs that have been implemented.

6. Describe how the school assists preschool children in the transition from early childhood programs to elementary school. (elementary schools only)

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

Teachers are involved in the following activities:
Training on the use of MyData to determine the progress of their students on periodic assessments and annual assessment scores
The development of assessments based on their lessons
Collaboration among grade levels and departments on the assessment results and developing lessons
Providing intervention for students not meeting grade level standards on the assessments

30

PARENT INVOLVEMENT POLICY

The Social Justice Academy: Fine Arts Academy has jointly developed with and distributed to the parents of participating students the following written Title I parental
involvement policy. The policy has been agreed on by parents of the Title I students and describes the means for carrying out the following Title I parental involvement requirements.

Policy Involvement

The Social Justice Academy: Fine Arts Academy carries out the following legal requirements in the manner described below:

1. Convene an annual meeting to inform parents of participating students of the requirements of Title I and their rights to be involved.
a. Communicate date, time, and location of meeting to families through mailers, fliers and Blackboard Connect.
b. Present information in a language and format that is understandable to all stakeholders.
c. Follow up the meeting with the Parent/Student Rights handbook, which also references their rights as Title 1 students

2. Offer a flexible number of meetings.
a. SSC and ELAC meetings will take place on a monthly basis on a day determined by the membership.
b. Meeting times will alternate, when needed, between daytime and evening hours.

3. Involve parents of participating students in an organized, ongoing, and timely way, in the planning, review, and improvement of its Title I programs and Title I parental
involvement policy.
a. Issue and promote Annual Parent Survey.
b. Hold meetings for parents related to Title I programs.
c. Hold monthly Academy meetings and Coffee with the Principal to provide a space where recommendations can be made with respect to these policies
and programs.

4. Provide parents of participating students with timely information about Title I programs.
a. Agendas posted in Main Office at least one week prior to meetings.
b. Members and families are notified by mail, school flyer, and Blackboard Connect at least three working days prior to meetings (students are notified by
their mentoring student during school time).
c. Information in relevant areas of our School Website.

5. Provide parents of participating students with an explanation of the curriculum, academic assessment, and proficiency levels students are expected to meet.
a. Hold Annual Title I meeting within the first six weeks of school.
b. Hold Back to School Night, Open House, and at least two Parent/Teacher Conference nights spread across each academic year.
c. Advertise agendas for all Title I-related meetings as listed in #3.
d. Hold monthly Instructional rounds with parents where they are given the opportunity to visit classrooms.

6. Provide parents of participating students, if requested, with opportunities for regular meetings to participate in decisions relating to the education of their children.
a. All activities listed in #5.
b. Translation services provided for parents as needed or requested.
31
c. Hold monthly Academy meetings and Coffee with the Principal to provide a space where recommendations can be made with respect to the education of
their children.

Shared Responsibilities for High Student Academic Achievement

The Social Justice Academy: Fine Arts Academy has jointly developed with and distributed to parents of participating students a school-parent compact that outlines how
parents, the entire school staff, and students will share the responsibility for improved students academic achievement and the means by which the school and parents will build and
develop a partnership to help children achieve the Common Core Standards. The compact describes the following items in addition to items added by the parents of Title I students.
A copy of the compact is attached to this policy.

1. The schools responsibility is to provide high-quality curriculum and instruction.
2. The parents responsibility is to support their childrens learning.
3. The importance of ongoing communication between parents and teachers through annual conferences, reports on student progress, access to staff, monthly parent
academy workshops, and opportunities to volunteer and participate in and observe and the educational program. This includes attending 10 meetings (i.e. parent
conferences, events, Instructional Rounds, visits, etc.) a year, which is logged in their Parent Passport and becomes a part of the students educational Portfolio.

Building Capacity for Involvement

To ensure effective involvement of parents and to support a partnership among the Social Justice Academy: Fine Arts Academy, parents, and the community to improve student
academic achievement, the Social Justice Academy: Fine Arts Academy carries out the following legal requirements in the manner described below:

1. Assist parents in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children.
a. Parent Center and Monthly Academy Parent workshops will focus on the understanding achievement data for students as well as the topics and level of
understanding required for students.
b. Parent-Teacher conferences will provide parents opportunities to review and understand their childrens progress on an ongoing basis.

2. Provide materials and training to help parents work with their children to improve their childrens achievement.
a. Community Representative will collect feedback from parents on what type of information they need.
b. Community Representative will facilitate workshops or coordinate with an outside provider to host relevant workshops.
c. Hold monthly Instructional Rounds so that parents can be exposed to their childs different course curriculum and expectations and the ways they can support
them.

3. Educate staff, with the assistance of parents, in the value of parent contributions and how to work with parents as equal partners.
a. Categorical Programs Advisor, faculty members, and parents will hold semi-annual professional development for faculty and staff.
b. Celebrate and highlight the impact of parent contributions in Parent Center, Main Office, and school to home communication (i.e. website, monthly letters, etc).

4. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in more fully participating in the
education of their children.
a. Have parents and students participate in Parent Teacher Student Association. Organize events and workshops that offer parents various opportunities to take
part in their students education.
5. Distribute information related to school and parent programs, meetings, and other activities to the parents of participating students in a format and, to the extent
practicable, in a language the parents understand.
a. Utilize Bilingual Staff for translation and interpretation services for all events and notifications.
b. Use clear and logical formatting and writing to communicate with families (i.e. sending Connect Ed messages in Spanish, etc)

6. Provide support for parental involvement activities requested by parents.
32
a. Community Representative will be funded to compile parent requests.
b. Annual budgets will be reviewed by parents to ensure the support of as many of the requests as possible.

Accessibility

Social Justice Academy: Fine Arts Academy, to the extent practicable, provides full opportunities for the participation of parents with limited English proficiency, parents with
disabilities, and parents of migratory students including providing information and school reports in a format and, to the extent practicable, in a language parents of Title I students
understand.
33

SCHOOL-PARENT COMPACT

Teachers, Administrators and Faculty will cooperate to:
! Have high expectations for all students;
! Develop classroom climates that are comfortable for all students;
! Endeavor to provide engaging and culturally relevant curriculum and instruction
! Participate in professional development opportunities to improve teaching and learning, and support the formation of
partnerships with families and the community;
! Communicate regularly with families about their childs progress in school;
! Provide assistance to families on what they can do to support their childs learning;
! Participate in shared decision making opportunities with school staff and other families for the benefit of students;
! Respect the school, staff, students, and families.

Parents will cooperate to:
" Talk to my child regularly about the value of education;
" Make sure that my child attends school every day, on time, and with homework completed;
" Support the schools discipline and uniform dress code;
" Monitor my childs progress in school;
" Make every effort to attend school events, such as parent-teacher conferences, Open House, and Back-to-School Night;
" Attend10 meetings throughout the year
" Make sure that my child reads every day at home, and participate in the reading activity if possible;
" Ensure my child gets adequate sleep, regular medical attention, and proper nutrition;
" Participate in shared decision making opportunities with school staff and other families for the benefit of students;
" Respect the school, staff, students, and families.

Students will:
# Come to school on time everyday and be prepared to do my best.
# Respect the rights of others and myself.
# Follow all school and classroom rules, including the LAUSD Code of Conduct.
# Complete class assignments and homework on time, including my Mentoring Portfolio
# Spend time involved in school, and community activities, including 30 hours of community service.
34

Educational Service Center MONITORING

A comprehensive and multi-level monitoring process assists the Educational Service Center (ESC) in evaluating the implementation of
the Goal Matrix and helps to inform future practice. Schools are monitored by the Educational Service Center through the use of the
School Support Visit Report completed by ESC Instructional Directors following multiple site-based visits. Instructional Directors
conduct performance dialogues with their network principals to review the academic progress of all students and the School Support
Visit Reports are a mechanism for memorializing the support Instructional Directors offer to the schools and for giving feedback to
principals. The School Support Visit Report provides a consistent manner of summarizing an Instructional Directors visit to the
campus. The focus of the School Support Visit Report is to monitor implementation of the Single Plan for Student Achievement, key
strategies, and analysis of student data as evidence of school progress. School Support Visit Reports help ensure that the director and
the principal are maintaining a focus on the instructional priorities of the school. These reports allow staff to determine instructional
strengths and weaknesses on a school- and district-wide basis. The Deputy Superintendent of Instruction, Instructional
Superintendents, and Instructional Directors have access to the School Support Visit Reports and the information is used to guide the
professional development and differentiated support provided by instructional support staff.

Instructional Directors review and recommend for approval the Single Plan for Student Achievement (SPSA) and school site budgets
throughout the school year. Instructional Directors supporting schools identified as Rewards, Priority, Focus, or Support schools
monitor school growth and the implementation of CORE Waiver mandates. All school site budgets are reviewed and approved by the
ESC Superintendent.

Instructional Directors must describe the additional service and support provided to the schools instructional program below. In
addition to the above, Instructional Directors of schools identified as Rewards, Priority, Focus, or Support must describe monitoring of
the schools implementation of the CORE Waiver mandates, and additional service and support provided to the instructional program:

35

BUDGET

Insert

Budget Pages found at:

fsep.lausd.net

Budget Funding

2014-2015 Assurances & Justifications Budget Pages

36

ATTACHMENTS

Directions: Attach materials which include the following:
Submit with Plan:
! SSC Approval of SPSA
! Include copies of agenda, minutes, and sign-ins verifying approval of the SPSA.
! Include any written parent comments of dissatisfaction with the SPSA (SWP).
! Documentation (i.e., agendas, sign-ins, and minutes) must remain at the school site for five years.
! Annual Title I Meeting
Evidence of yearly Title I parent meeting. (Agenda and flier)
! School Report Card (School Experience Survey for Parents) New Schoolsinsert the Analysis of School Experience Survey
for Parents located in the Resource Guide for Completing the SPSA.
! CD containing an electronic copy of the 2014-2015 SPSA in Word format

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

PDF Maya Angelou Hs SJ Fine Arts Spsa 2014-2016 Final Doc May 6 2014

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Maya Angelou Community High SchoolFine and Performing Arts

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