SIG Cohort 4 Los Angeles Unified Application - Title I ... · Web viewSocial Emotional Support:...

Section I: Introduction

Application Cover SheetSchool Improvement Grant

Cohort 4—Fiscal Years 2014, 2015, and 2016Application for Funding

APPLICATION RECEIPT DEADLINESeptember 8, 2016, 4 p.m.

Submit to the following address:California Department of EducationImprovement and Accountability DivisionSchool Turnaround Office1430 N Street, Suite 6208Sacramento, CA 95814-5901

NOTE: Please print or type all information.Local Educational Agency (LEA) Name:

Los Angeles Unified School District

LEA National Center for Education Statistics (NCES) Number:0622710

County Name: Los Angeles County

County/District Code: 19-64733

LEA Address:333 South Beaudry Avenue, 25th Floor

Total Grant Amount Requested:$102,624,316.00

City: Los Angeles

Zip Code: 90017

Name of Primary Grant Coordinator:Anthony Aguilar

Grant Coordinator Title:Director, Innovation

Telephone Number:(213) 241-0357

Fax Number:(213) 241-8466

E-mail Address:[email protected]

CERTIFICATION/ASSURANCE SECTION: ☐ As the duly authorized representative of the applicant, I have read all assurances, certifications, terms, and conditions associated with the federal SIG program; and I agree to comply with all requirements as a condition of funding.

☐ I certify that all applicable state and federal rules and regulations will be observed and that to the best of my knowledge, the information contained in this application is correct and complete.Printed Name of Superintendent or Designee: Michelle King

Telephone Number:

(213) 241-7000Superintendent or Designee Signature (Blue Ink):

Date:

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X

X


Schools to Be Served

An LEA must submit the list of schools it commits to serve, their NCES number (available at http://nces.ed.gov/datatools/index.asp), eligible Tier level of each school selected for improvement, and the selected intervention model for each category of identified schools listed. Schools currently served with Cohort 2 or Cohort 3 SIG funds are not eligible to apply.

The seven models that the LEA may select for each school are: (1) California State-determined Intervention Model; (2) Restart Model; (3) Evidence-based, Whole-school Reform Model; (4) Turnaround Model; (5) Transformation Model; (6) Closure Model; and (7) Early Learning Model. A complete description of the model requirements is located in the Guidance on School Improvement Grants for awards made with FYs 2014, 2015, and 2016 funds located at http://www2.ed.gov/programs/sif/sigguidance032015.doc.

School Name NCES ID # Tier I

Tier II

Tier III

Intervention Model

(Tier I AND II only)

Planning Year

Yes/No

107th St ES062271003246 x Restart Yes

Annalee Ave ES062271002818 x Restart Yes

Barton Hill ES062271002839 x Restart Yes

Tom Bradley Global Awareness Magnet ES

062271002967 x Restart Yes

Cabrillo Ave ES062271002882 x Restart Yes

George Washington Carver MS


Augustus Hawkins HS Critical Design and Games


Edwin Markham MS


Samuel Gompers MS


Florence Griffith 062271003244

x Restart Yes

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http://www2.ed.gov/programs/sif/sigguidance032015.doc

http://nces.ed.gov/datatools/index.asp

Joyner ESDr. Owen Lloyd Knox ES


George Washington Preparatory HS


Daniel Webster MS


Westchester Magnet Health/Sports Medicine HS


Total Number of Schools Implementing the California State-determined Intervention Model (CA SDIM):

0

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Executive Summary

The Los Angeles Unified School District (LAUSD) is the second largest school district in the nation. Our 2015-2016 enrollment, K-12, was 643,493 students served in over 1,018 educational centers. The District’s vision is for every student to receive a quality education in a safe, caring environment, and every graduate be college-prepared and career-ready. Every decision at the District and school-site level is made for the benefit of our students.

In the last four years, academic performance results have steadily increased by double digits in both English Language Arts and Math state level test scores. In 2016, the District achieved a 76% high school graduation rate, the highest in its history. As we celebrate progress and improvements, and recognize the hard work of our teachers, administrators, parents and students, we still harbor great concern over the consistent low academic performance at several school sites.

Most of these SIG applicant schools are in areas plagued by extreme poverty, high crime, and violence – all forces that severely impact students’ ability to not only get to school, but also be prepared to learn. Social and personal problems are major issues that create chronic behavioral and discipline problems in the classrooms.

For 2016, LAUSD has 19 Tier I schools eligible to apply for Cohort 4 SIG funding. Five of these schools are direct funded charters who will be applying as their own LEA. All the other 14 eligible schools have prepared conscientious plans and applied to be part of the LAUSD application for SIG funding.

District level instructional directors have evaluated the school SIG applications based on their needs analysis information, selection of a model that aligns to their needs, and most importantly, they demonstrated capacity and expressed commitment to improve through their participation in the SIG. Our LEA emphasis for all of these schools will be on: expanding learning opportunities for all students, increasing parent engagement, utilizing of evidence-based strategies, providing comprehensive professional development, and improving both teacher and school leadership effectiveness. These five components define the core of this important grant proposal that will provide needed fiscal and human resources to assist these struggling schools.

Previous SIG funding has made significant improvements in many of the District’s schools. This new School Improvement Grant will allow the District to intensify its imperative need to change these fourteen schools from chronic under-achievers into centers for student success. SIG funding will assist our efforts in these schools to support and implement the best individualized educational programs for the benefit of

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our teachers, leaders, students, their families and communities.

107TH Street Elementary School107th Street Elementary School’s community is reflective of the diverse needs of the local student population. We are located in the Watts area of South Los Angeles. Our local area population is approximately 73,208. Ethnically, 23% of the local population is African American/Black, 72% is Hispanic/Latino, and 1% other. The average income per household is $29,686. In this geographic area, 58.1% of residents have less than a high school diploma and the unemployment rate is the highest in Los Angeles - 15% of the population is currently out of work.

Although, the surrounding neighborhood is riddled with high rates of violence, crime, and unemployment, the students and families of 107th Street are inherently resourceful and resilient. Our K-5 grade school is vital to the community as a safe haven for learning for students and adults alike. Our community and the families want a school that offers a rigorous instructional program, and they are the catalyst for change, demanding more from LAUSD for their children. As a result, the Partnership for Los Angeles Schools (an EMO) was embraced as a vital model of change and improvement for our school and community.

Our school’s mission and vision focus on developing college and career ready scholars by systematically strengthening professional development, ensuring quality teaching, providing strategic extended learning opportunities for students, and engaging parents in meaningful ways to support student achievement. The 107th Street team believes in, and uses, distributive leadership to engage staff, teachers and administrators in the decision making process. The entire administrative team is new to the school, with less than one year of service. However, the principal is a transformative administrator with prior experience in both public and charter schools. Currently, 13 teachers have less than five years of experience, 14 teachers have 8-15 years, and the remaining 11 teachers have 15 or more years. Teachers work in grade level teams through regular collaboration on a weekly basis during the instructional day for one hour, and once a month after school. Teachers are just beginning to develop common instructional planning.

Our parents are champions for their children. They have a limited amount of fiscal resources but refuse to let that hinder the educational opportunities for their children. They give of their time freely to the school by volunteering and serving on various school committees. The parent center is the hub of activities with vigorous engagement that includes school-based family teams to organize and execute activities, and a robust curriculum delivered through our monthly Parent College program. This provides three tracks of leadership and advocacy training for parents and families to prepare them to be advocates for their 107th Street children’s

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education.

Annalee Elementary SchoolAnnalee Avenue Elementary School, located in the City of Carson, is a small, K-5 residential school serving just under 300 students. Our student population is 88% African American, 11% Latino, and others. The immediate neighborhood consists primarily of older, single family homes, with a median family income of approximately $66,000. The City of Carson, located just south of LAX, has a population of approximately 92,714 residents, in a 19 square mile area. Children residing in our school community have accessibility to local public parks and many sports and recreational activities. The major employer in Carson is the oil drilling and refinery industries.

There is a significant population of foster care youth, homeless children, as well as at-risk children being raised by other family members or family friends. Furthermore, due to an aging population of residents, there has been a sharp decline in public school enrollment over the last three years. The population of children, ages 5-9, in Annalee’s zip code is 2.5% which is the lowest of all other age groups. Thirteen percent of our community’s families live below the poverty rate.

Annalee Avenue has a new principal this year, and a veteran staff of eleven teachers with average teaching experience of 18.5 years. The school culture and learning climate is positive, fostered in the belief that all students can succeed and we are invested in their success. In the past, the instructional climate at Annalee has not fostered collaborative practices or developed vertical teams for planning and instructional capacity building.

Our parents are engaged in many ways from the beginning of the year orientations for incoming students, on-going parent education workshops, volunteer programs, parent conferences, and school governance and leadership opportunities. The challenges that face parents to attend and participate in these activities are their work schedules, accessibility, lack of childcare, and a previous lack of consistent and effective school communication.

The administrative plan is to develop a program of high quality professional development that will foster grade level and team collaboration. Another very important need is to implement more structured and consistent interventions for students, and to raise the levels of parental participation in school governance. Our goal is for our teachers to design and implement plans to build parent capacity to support student learning, and develop more school parent leaders. We are also hiring a new Parent Resource Assistant who will recruit, train and support parent volunteers and present new types of parent-student support workshops. Our design is to create opportunities that fit parents’ schedules, provide childcare and improve

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our communication outreach to parents and the entire Annalee community.

Barton Hill Elementary SchoolLocated in the residential community of San Pedro, within one mile of the Los Angeles Harbor, Barton Hill ES is a large, K-6 school that educates approximately 700 students. We are considered a high poverty school with 93% qualifying for the free and reduced meals program. Although our neighborhood is considered to be a low, socio-economic area, the predominantly Latino community is very involved in supporting our school. The Barton Hill Alumni and Parent Teacher Organization volunteer, donate, and provide enrichment and activities for our students and their families (sports teams, holiday family nights, raffles for students, cleaning the school campus on weekends, etc.) The surrounding City of San Pedro reports a higher crime rate than what is experienced in the immediate area that surrounds our school. The same is true of unemployment rates. Many of our families are employed in the Harbor shipping, transporting and oil industries. A large percentage of our families live with multiple families in a single family dwelling or apartment, and we have Section 8 subsidized housing like Rancho San Pedro. Due to poverty, many of our students and families suffer from health issues, a lack of proper nutrition and hygiene, which results in chronic attendance problems. At least 22% of our students miss 16 days of school a year. We have a new, first year principal at Barton Hill, and an Assistant Principal who is also new to the school. Most of our 35 teachers have taught at Barton Hills for over 10 years, have at least 15 years of experience, and many are highly qualified NCLB teachers. Our faculty meets in the mornings before school on assigned days of the week for collaboration and planning, and additional planning and collaborating time is allotted during selected Bank Time and grade level meetings. Our faculty is motivated to work together but there is often not enough time to complete and finish their goals.Our governance structure engages all stake holders. The Instructional Learning Team-made up of principal, assistant principals, intervention coordinator and Title I Bilingual coordinator meets weekly to discuss school behavior and academics, and does instructional rounds together and individually. Grade Level Chairs meet monthly to plan and discuss schoolwide needs and bring the concerns of their grade levels to discuss at the meetings. Our School Site Council meets monthly and makes school budgetary decisions in a collaborative manner. Our Student Council meets and sends a representative to the leadership team to express student body needs and concerns.We have an active Parent Center that assists teachers with projects and preparing materials and campus events, provides parent education classes, and brings in volunteers to help the school. The Barton Hill PTO-fundraises money for sports teams and a drill team, host holiday family festivals and monthly festivals, and fundraises for student field trips. We reach out to engage our parents through

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constant communication by Connect-Ed, a Monthly Barton Hill newsletter, and parent conferences.

Tom Bradley Global Awareness MagnetThe Bradley Magnet is located in the predominantly African-American area of Leimert Park, a residential neighborhood located in South Los Angeles. It is a master planned community built in the 1920’s, and is considered the center of rich historical and contemporary African-American art, music, and culture in Los Angeles. According to the 2010 U.S. census, there were 12,782 residents in Leimert Park. African-Americans made up 79.6% of the neighborhood population along with 11.4% Latinos, 4.9% Asian, 1.5% White, and 3.2% other. The median household income in 2012 was $45,865.

Bradley was named after the first African American Mayor of Los Angeles, Tom Bradley, whose children attended the school. His daughter, Lorraine Bradley, continues to support the school and volunteers her time to present informational presentations about her father to the parents and students.

Being a Magnet school allows us to admit students from all over Los Angeles. The school is situated in a unique intersection between fairly affluent neighborhoods and very poor ones. Therefore, our population varies widely. 80% African American, 19% Latino, >1% other. Crime in our neighborhood is high, about 9.3 violent crimes occur weekly. Our students are witnesses and victims of these crimes. Many students live with people other than their parents. Due to the different familial dynamics, our students struggle with trauma, violence and inconsistent lifestyles.

The Bradley Magnet is a jewel in the community, and our families take great pride in our unique history. Many of our parents are yearning for intervention and enrichment opportunities to improve the overall success of their children. Many of them rely on the school to provide academic and extra-curricular activities due to long work hours and a lack of financial ability to pay outside agencies. Being able to provide our parents with support via workshops, family nights and other collaborative meetings allows us to strengthen our team and build capacity in our homes. We are looking into a more varied form of communication with parents, involving social media and technology to engage and inform.

The majority of teachers at Bradley are veteran teachers with over 10 years of experience. In addition to school wide professional development, teachers have common planning time weekly for 45 minutes. Teachers are congenial and often meet on their own to plan. Overall, teachers enjoy working together and feel that Bradley is an enjoyable place to be. Unfortunately, it is the close relationship that our teachers have with each other that also prevents them from having the key discussions to make instructional shifts. This has resulted in inconsistent implementation of programs and instruction in the classrooms.

The decision making process at Bradley includes active participation on the School Site Council, the Instructional Leadership Team (comprised of teacher

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representatives from all grade levels and special education), surveys, adjunct duty committees, and suggestions fully explored during staff meetings.

Cabrillo Avenue Elementary SchoolCabrillo Avenue Elementary, built in 1927, is located in a low socioeconomic area of San Pedro. Cabrillo Avenue is a K-5, serving approximately 420 students. Our student population is 84% Latino, 9% African American, 1% Asian and 4% White. HealthyCity.org reports that 10.2% of the families in this zip code are living below poverty. 10.4% of the households earn an income of less than $15,000. 10.4 % of the population has less than a 9th grade education. The transient rate among students at Cabrillo Avenue is 42.82%. Of the 12 San Pedro elementary schools, Cabrillo Avenue has the largest number of transient students. Attendance counselors attribute this statistic to the increased instability of families due to economic conditions of poverty and the population of foster home children, students who live in the battered women’s shelter, homeless shelter and local motels that accept temporary residents.

Many of the students who attend Cabrillo require extra services other than primarily obtaining an education. Approximately 94% of our students are enrolled in the Free Lunch Program and 100% of our students are eligible for Title I services under our school wide Title I program. English Language Learner’s (ELL’s) make up 25% of the students at Cabrillo Avenue School. Cabrillo is nestled in the heart of San Pedro, which gives it proximity to possible resources such as the Cabrillo Museum, Port of LA, Maritime Museum, and USS Iowa. However, these resources have been untapped to date due to lack of budgetary funds for field trips. Funds will be used to build morale, support a multi-tiered framework for positive behavior support, purchase materials to increase self-esteem and a sense of school belonging.

Cabrillo Avenue has the support of 20 teachers, four who serve the Special Education population along with one principal and a part time Assistant Principal whose focus is Special Education support. Most teachers are veterans with 15 years or more teaching experience. For the past two years professional development has been focused on how to best incorporate Common Core standards in instruction. Although there is a strong sense of collaboration in most grade levels, Cabrillo has yet to show an upward gain in student achievement. The problem lies in inadequate follow through from professional development, lack of progress monitoring, and insufficient professional development in reading and math.

Cabrillo Avenue hosts parent trainings and workshops on how to increase student achievement, student behavior, student attendance, how to help with homework and more. We have a School Site Council and an English Learner Advisory Council where parents have the opportunity to learn about school programs and reform, ask questions about the school, and the budget. Cabrillo is making an attempt to effectively address the major concerns posed by parents, providing both a challenging academic program and creating a safe school learning environment. We

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are systemically changing the culture of student learning, consistent instructional strategies, and reinforcing positive school wide behavior.

George Washington Carver Middle SchoolCarver Middle School embodies the rich diversity of its South Los Angeles neighborhood. Our current enrollment of 830 students reflects the profound shift of the neighborhood composition from a historically African American community to a mostly Latino community. Our current enrollment per race/ethnicity is 8% African American and 92% Latino. Eighty-four percent of our students participate in the free and reduced lunch program.

The community fares well below the state average. Forty-three percent of residents are living below poverty level, which is more than twice that of the state average. The median household income is $30,000, and 11% of residents are unemployed. Crime rates are above the state average. As a result of the economic hardship of the surrounding community, our families are relying on Carver to provide a high-quality education that will provide children the opportunity to break the cycle of poverty.

Carver ranks 10th among all LAUSD middle schools on the “Student Needs Index.” The “Highest Need” schools on the index, on average, have: more than 3 times as many students suspended or expelled than the lower need comparison group within LAUSD; 3.5 times as many students in foster care; almost 5 times more likely to be exposed to gun violence; and, only 1/10 as much youth programming support in the neighborhood

The current principal of Carver Middle School has just completed her first year at the school. The other three administrators have been at Carver for several years in other roles. As a new team in the 2015-2016 school year, the administrators increased collaboration amongst staff members by providing released days to analyze interim assessment data and to plan for modified instruction. At the end of the last school year, five teachers retired, four teachers transferred, and one teacher was displaced out of 35 teachers. These departures have provided Carver Middle School with the unique opportunity to replace almost 40% of its staff.

Carver parent involvement continues to rise and we have seen a 5% increase in the 2014-15 Parent Survey participation. Through parent meetings and trainings, parents are informed about the instructional program and academic expectations, culmination and reclassification requirements, attendance and behavior criteria, and academic goal setting and progress monitoring. We encourage parents to be part of the decision-making bodies, such as the School Site Council and the English Learner Advisory Committee so that they are not only informed about instructional and budgetary decisions but have a voice as well. In addition to a school’s typical decision-making committees such as School Site Council and an Instructional Leadership Team, a Principal’s Advisory Committee consisting of teacher volunteers

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was created to resolve concerns outside of the scope of SSC and ILT. Several google doc surveys were used to receive feedback and input from staff on topics such as school schedules and professional development offerings.

Augustus F. Hawkins High School, A Critical Design and Gaming SchoolAugustus F. Hawkins High School, A Critical Design and Gaming School (C:\DAGS) is located in South Central Los Angeles, in a mixed use area combining industry, small business, apartments and small homes. The area is 60.5% Latino, many of whom are recent immigrants from Mexico or Central America, with 40% of the population being foreign born. The largest remaining population is African-American, comprising 37% of the population. This is a low-income area with an annual median income of $31,000. We have a high percentage of students in foster care and gang violence in the neighborhood often presents barriers to academic success for our students. Despite these seemingly daunting challenges, our students and their families come to our school with an openness to collaborate and develop both individual and collective resilience as we work together to overcome the struggles that we face daily.

Being a small pilot school on a shared campus, collaboration is an essential part of our small school identity. We work seamlessly with the other two small schools on our campus to build a shared vision of what an authentic community school can be and accomplish. With support and help of our community we recently graduated our first 4 year cohort of seniors, many of whom are off to college in the coming days and weeks. Our community also helped us usher in a six year WASC accreditation, validating the work we have done over our inaugural four years.

A mixture of veteran and newer teachers, our staff is committed to distributed leadership and democratic decision making. This teacher led approach to our small school has been the single most important reason for many of our successes, including our aforementioned recent WASC accreditation, and our innovative programming which includes innovative class offerings that bring our mission and vision as a game design school to life. Being one of the few schools in South Central LA to offer courses in computer science, graphic design, game design and other integrated pathway courses, our school is uniquely positioned to continue to push the envelope in what is possible in schooling. We have a developed an Instructional Leadership team that is composed of teachers from each department that will continue to meet biweekly to drive the instructional practices and professional development at our school

Engaging parents is very important to our staff and administration. We have parents serving on our governing school and school site councils, and ELAC committees. Our parents and students often serve on our hiring committees and our Restorative

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Justice Task Force. We have a parent center that is staffed with a full time parent rep and part time community rep. We invite families to a variety of community events; Game Jam, Science Family Nights, Robotics competitions, as well as our traditionally scheduled Back-to-School and Parent Conference nights.

Edwin Markham Middle SchoolEdwin Markham Middle School is located in the beautiful city of Watts, California which has historically been one of the most under resourced and violence-plagued neighborhoods in Los Angeles. The community has a significant gang presence and several low-income housing projects, and nearly 100% of residents live at or below the federal poverty level. The social and economic challenges have had a devastating impact on students’ education. Less than 3% of residents 25 and older have a four-year college degree, and 64% of residents 25 and older lack a high school diploma. The median household income in Watts is only $25,161. The school serves 841 students, grades 6th through 8th.The demographics include 77% Hispanic, 22% African American, 1% Asian. Markham is a Schoolwide Title I school, where nearly all students receive Free or reduced lunch.

Markham is led by Principal, Luis Montoya, who joined the team in 2014, and brings ten years of success in transforming struggling schools. The team of Assistant Principals have over 18 years of experience in education and leadership working with schools of high need. Among our teachers, 26.8% are veteran, 21.9% have taught less than six years, 29.2% are starting their second year and 21.9% are new to the profession (i.e. 50% are teachers in their first 2 years of teaching). In the past two years, we have gone through a school transformation to improve our student achievement. As a result, 55% of our teachers are new to our school.

Edwin Markham Middle School ranks 4th among all LAUSD schools on the “Student Needs Index”, as a “Highest Need” school, on the state’s “Student Needs Index”, Markham has: more than 3 times as many students suspended or expelled than the lower need comparison group within LAUSD; 3.5 times as many students in foster care; almost 5 times more likely to be exposed to gun violence; and, only 1/10 as much youth programming support in the neighborhood

The school is comprised of Professional Learning Communities that meet during common planning time. Teams support each other with lesson planning and sharing of resources. Over the last three years efforts have been made to improve teacher practice and student performance. Teachers conduct peer observations but more work has to be done around team building and trust so that the work can move forward. Teachers also meet in grade level teams for the different content areas.

Parent participation at Markham is a reality. Family Fun Night, Coffee with the

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Principal, Parent Recognition are formats for parent communication. English Learner Advisory Council (ELAC) and School Site Council (SSC) committees meet monthly to discuss English Learner progress, analyze data, and vote on budgetary matters.

Samuel Gompers Middle SchoolSamuel Gompers, located in the heart of Watts, in Los Angeles, serves 570 students in grades 6 – 8. Nearly 100% of our student body qualifies for free or reduced meal plans. Gompers’ student body includes 62% Hispanic, and 37% Black students. The reported annual crime rate in Watts is 41% higher than the national average. Crime affects our students in a negative manner as students are often victimized by, or aware of, burglaries, witness violence, and have safety concerns due to gang activity in the area.

Most of the parents of our students earn minimum wages when employed, and most families are enrolled in state and federal assistance programs. The LA times reported $25,161 as the median household income. With that said, one good thing for our students is that 50% of our students have both parents in their homes. It is very apparent that our students are family oriented and have been taught family morals and values.

Due to the vast and intensive adversities some of our students face, the motivation towards school is quite limited at Gompers. We try to maintain a strong incentive program that focuses on three main areas: Attendance, Discipline, and Academic Performance. Unfortunately, parent engagement is a great challenge for our school. It is typical to have only a 15% turn out for parent conferencing night. However, the more family engagement events we host we will lure parents to become engaged with their students and our campus.

We have 22 seasoned teachers who have served most of their career here at SGMS. In 2015, we acquired two new administrators, (Principal and an assistant principal), with one assistant principal serving at Gompers for six years. We are well diversified in ethnicity and experience. Most of the teachers have been here for many years and the instructional strategies and techniques of old are currently still utilized in their classrooms. Most are uncertain of the correct ways to integrate technology into their instructional lessons and assignments. Instructional Teacher Leaders, Department Chairs and Grade level Chairs have the opportunity to collaborate and suggest what types of supports would most benefit their teaching performance and the students.

Samuel Gompers is one of the Partnership for Los Angeles Schools’ original campuses. The Partnership was founded in 2007 as a cornerstone of Mayor Antonio Villaraigosa’s strategy to improve education in Los Angeles. The Partnership supports parent engagement and collaborates with community organizations to best serve the individual needs and academic goals of our schools and neighborhoods.

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Parent engagement strategies at our schools include parent centers at each campus, school-based family engagement teams to organize and execute activities, and a robust curriculum delivered through our monthly Parent College program to train parents with skills and tools to be advocates for their children’s education.

Florence Griffith Joyner Elementary SchoolGriffith Joyner Elementary is located in the Watts area of Los Angeles which is a violence-plagued neighborhood populated predominantly by minorities and low income families. Nearly 100% of the residents live at or below the federal poverty level. It has the 10th highest violent crime rate among 209 neighborhoods in Los Angeles, and many people in the community have lost someone they know to violence.

These social and economic challenges have had a devastating impact on students’ education. The high school dropout crisis in Los Angeles is enormous in scope, yet highly concentrated in just a few neighborhoods, including Watts. The community of Watts is experiencing what has been referred to as a renaissance. Most recently Roy Choi, known in Southern California as the ‘Godfather of the Food Truck’ opened a restaurant directly across the street from Griffith Joyner and has committed to partnering with us on our Community Kitchen Garden Grant.

Demographic data of Griffith Joyner indicates that 66% of the students are Latino; 29% are African American and 4% are White. Nearly all of the students at Griffith Joyner are on free or reduced priced meals though the Federal Lunch Program. Griffith Joyner has a school-wide Title 1 program and an English Language Development program that serves approximately 208 (35% of the population) English learners.

The staff at Griffith Joyner includes 21 general and 7 special education teachers, a Categorical Program Advisor and an Arts Specialist. We rely on ongoing partnerships with school-based community health services and counseling agencies. Our parents are involved in the school through the English Learner Advisory Council (ELAC) and School Site Council (SSC). Parents are invited to be active participants to discuss English Learner progress, analyze data, and vote on budgetary matters. Our Parent Center is open every school day. Parents are invited to visit on a regular basis in order to become more involved in school support and events. Visitors also have access to internet-connected computers and printers for both academic and personal use. We have parents who volunteer on a regular basis and a community representative to connect with parents both within the school and at their homes.

Griffith Joyner is one of the Partnership for Los Angeles Schools. The Partnership was founded in 2007 as a cornerstone of Mayor Antonio Villaraigosa’s strategy to improve education in Los Angeles. The Partnership supports parent engagement

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and collaborates with community organizations to best serve the individual needs and academic goals of our schools and neighborhoods. We are focusing on providing staff with ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional program. Ensuring we address the social-emotional needs of the student population, while also providing significant resources toward family and community engagement, we can improve learning for all students in our school.

Dr. Owen Lloyd Knox Elementary SchoolKnox is located in South Central Los Angeles and sits in the middle of a neighborhood plagued by two rival gangs, the Crips and the Bloods. Outside our school grounds, Knox students are faced with life altering decisions on a daily basis. Many students are in a state of trauma and have difficulty focusing on their academic ability, they act out violently causing many behavioral issues because they are challenged by the need for basic survival, food, and shelter. Students understand that the school is a safe haven and Knox continues to reach out to entities that offer opportunities to families in the community.

There are many rental properties and apartments that offer Section 8 subsidized housing to the residents. Many parents of our students are unable to find work and rely on public assistance. A major challenge is leading parents to an understanding that education is of extreme importance as it will open doors of opportunities for their children. In some cases, parents are unable to help their children with their academic subjects, whether it be language or limited schooling. A strength of the community and parents is that they want the best for their children and work with the school to participate in school and enrichment activities as best they can.

Knox has an enrollment of 876 students with 10% in Special Education programs and 42% in English Learner courses. Home languages are Spanish and English. Our school’s strength centers on dedicated teachers’ openness to try new strategies to help their students succeed. The teachers are willing to participate and implement new learning from professional developments. Our weaknesses include a limited teaching experience of many teachers and a large number of unfilled classrooms. Knox is a hard to staff school due mainly in part to its location in the inner city and the surrounding community. Many teachers have transferred to other locations after the first year. When there is such instability in staffing it makes it difficult to continue with strategies that have already been previously in place.

The administrators and our teachers are visible, accessible and approachable on a daily basis. Weekly parent workshops are held giving parents strategies to support and help their children. The school holds events where parents volunteer such as school beautification “Big Sunday.” This is a community event where parents and students join together to clean up the campus. Weekly coffee with the principal is available so that parents’ may discuss concerns, and a host of parent opportunities

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exist to volunteer and participate on councils such as SSC and ELAC. Parents have access to the school website and all communications by phone or hard copy.

The instruction climate is positive with many younger teachers. All grade level teams work together. Teachers participate in constant professional development in good first teaching and Tier 1 classroom intervention. There is an Intervention coordinator to support the teachers.

George Washington Preparatory High School George Washington Preparatory is an urban high school with a student population reflecting a diverse socio-economic community. 87% of the student body was determined eligible for the Free and Reduced Lunch Program. A portion of the student body resides with middle class parents who have some college education. The majority of the students’ parents and guardians are employed, albeit in blue-collar or semi-skilled positions. At the other end of the spectrum is a significant portion of the student body from the lower end of the socio-economic scope.

Additionally, our campus has experienced an erosion of the traditional family structure with a high number of foster care youth, homelessness, incarceration and deceased parent(s). Community organizations continue to partner with the school site to address the needs of the whole family through grants and additional support services. The students of Washington Prep have benefitted from the implementation of School-wide Positive Behavior supports and Restorative Justice Practices, which have resulted in a reduced amount of suspensions over a three-year period and have increased the in-seat attendance rate for students. The implementation of these practices have also resulted in nearly a third of the student earning a 3.0 GPA or higher at the Fall and Spring semester reporting periods for 2015-16.

Our parents and community have a restored trust in the school’s operation to meet the need of the students’ ability to graduate from high school being prepared for college and careers. Our parents also feel confident that the campus provides a safe haven for students to learn. Our families participate in voicing their opinion of the school as highlighted in the school experience survey along with giving a high approval rating of their ability to be involved in the school-wide programs.

Washington Prep has created a strong connection between the home and school as a central part of student growth. We have employed ongoing opportunities and strategies designed to engage the families of our students as active partners in the learning and teaching process.

Currently, Washington Prep has 43 certificated teachers (20 - male; 23 - female) of varying ethnicities (i.e. Caucasian, African/American, and Latino/Chicano). Nine teachers have five years or less experience at the school site. The remaining 34

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teachers have seven years or more teaching experience. There is one principal and two assistant principals assigned to the campus.

The school is governed by the School Site Council, Local School Leadership Council, the Instructional Leadership Team, Department Groups, and WASC Focus Groups. The teachers and administration work collaboratively through shared decision making from the School Site Council regarding budgetary items and activities associated with the Single Plan for Student Achievement.

Daniel Webster Middle SchoolWebster Middle School is located in the west urban community of Los Angeles. It is a 6th - 8th middle school with enrollment at 531 students. Currently, 100% of its students participate in the Free Lunch program. The English Learner population is at 11%, while the percentage of Students with Disabilities is 23%. The student population consists of 66% Latino, 23% African American, 6% White, and 1% Asian. Through the district office of Student Integration, 73% of our students arrive through District provided bus transportation and 90% of families are economically disadvantaged.

Families send their children to Webster MS seeking safe, enriching, and academically rigorous environments for their children. Webster has established programs that offer opportunities to students such as School for Advanced Studies (SAS), Advancement through Individual Determination (AVID) programs that recruit and service students who are the first generation to attend college. The school partners with UCLA to provide an after school program called math, engineering, science, achievement (MESA) for students interested in learning about STEM fields.

The demographic and logistical factors associated with the attendance boundaries create unique challenges for the school. Students do not always have access to programs because they do not live nearby, and the District only funds late buses 2 times per week. This also affects the ability to provide intervention on Saturdays or before school. Positive student attendance is a challenge because of the distance that families must travel if their child is late, or must attend an appointment.

There is a positive and collaborative culture of working together at Webster. Staff engage in professional dialog to solve conflicts and determine the best way to promote student achievement.

There is a need to increase outreach to families, provide transportation for parents to attend workshops, and develop targeted curriculum to meet the needs of students. Parents and families are critical partners in the educational process. It truly does take a “village” to raise a child.

Students and families are welcomed to campus. Excellent “customer service” by staff is encouraged and required. The parent center is open daily. At the start of each year

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a survey is issued to parents to discover their particular interests and skills. Parents may also complete this interest survey online through the direct link on the school website.

Effective communication and shared decision making is key. The English Language Advisory and School Site Council (SSC) are vital to the school. The SSC oversees the development of our Single School Plan. ELAC advises SSC on issues pertaining to English Learners at Webster. These councils allow parents to participate in the decision making process.

Westchester Enriched Sciences Magnets – Health/Sports Medicine

In September 2011 the Westchester Enriched Sciences Magnets opened with three magnet schools, each designed to provide individualized learning opportunities within small, thematically-aligned programs, on one comprehensive campus. Today, WESM serves over 1016 students. Current demographic data reflects a student body comprised of 73% African American, 17% Latino, 6% White, 2% Asian, 1% American Indian, 0.5% Pacific Islander and 1% other. We have an economically disadvantaged population of 44% with 53% of our students on the Free Reduced meals program. The English Learner population represents 2% of our students while Students with Disabilities are within the 9% range.

While WESM has strengths, there is a need to reduce student absenteeism, truancy and transiency rates which can be attributed to the fact that students come from all around the city. There is also a need to increase student achievement among at-risk populations of the school and increase cross curricular and cross magnet projects for all students. This would create more efficient use of our shared campus and allow students from all the magnets access to better resources.

Westchester Enriched Sciences Magnets staff is ethnically and racially diverse. WESM has 60 certificated staff members who are supported by approximately 26 classified staff members. Many of our teachers enjoy over 12 years of teaching experience.

WESM created an Instructional Leadership Team (ILT) made up of administrators, department heads, lead teachers and support staff. The ILT’s goal is to guide development and improvement of curriculum and instruction. The team works with the staff to design relevant professional development that will address the needs of our students.

The Principal’s Weekly Message, School Loop and Connect Ed messages, have

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increased parent/school communication. Both Back-to-School Night and Parent Teacher Conference Night include parent communication with families by grade level.

Through the partnerships with local organizations and businesses including Loyola Marymount University, Boeing, Chevron, and the Team Heal Foundation, WESM has forged solid support within our community. Because of the contributions of these partners, WESM offers student opportunities for internships, field trips, and guest lectures.

WESM's goal is to produce well-rounded students, ready to succeed in college, pursue careers, and enjoy life. Students are taught to view life as an experiment, and to explore the world’s possibilities with a spirit of scientific inquiry.

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Section II: Descriptive Information

Element A: Needs Assessment (Required)—For each school that the LEA commits to serve, the LEA must analyze the needs of each school, based on a needs analysis that among other things, analyzes the needs identified by families and the community, and selects the intervention model.

The intent of this year’s SIG application process was to go beyond a cursory data analysis by conducting a deeper needs and capacity analysis to measure each school’s readiness and suitability for the SIG intervention requirements. All eligible schools were invited to attend a SIG orientation meeting on August 1, 2016 at which they were briefed on the SIG application process, requirements of the different models, and budgetary information. Administrators returned to their schools and presented this information to their staffs and parents. All fourteen submitted Letters of Intent to apply for this grant.

Each school completed an extensive narrative-form needs assessment survey designed to provide far more detail than the District could get from the typical APS or DAS tools. Information from their Single Plans and WASC Accreditation documents were also considered with each Needs Analysis including all of the following data instruments available from the District and CDE data bases:

All available state standardized test data SBAC (last two years) Previous CST, CELDT, CAHSEE, and local assessment scores by grade level

and also by subgroups High school course pass/failure rates Number of AP courses, enrollment and pass rates Reclassification rates for English Learners Attendance, graduation and dropout rates Disciplinary actions including suspensions and expulsions Staff experience levels, longevity in the school Professional development plans and schedules; Teacher support systems Parent engagement in school governance and activities LAUSD Annual Parent-Student Survey results Lists of community support and partnerships Effectiveness of in-place intervention systems After school programs and summer programs – extra learning time Previous reform experiences in CSRD, II/USP, HPSG, etc. Financial resources, grants, other support to supplement the SIG

Each school analyzed their data from these multiple criteria and then, drawing from this information, described their strengths and weaknesses. They also provided an overview of their community conditions and level of parent engagement. Additionally, the schools candidly described their previous attempts at school reform, and the challenges that still impede their ability to improve achievement. The schools examined the criteria for each SIG reform model and determined which one would best align with their improvement needs and goal. Each school also described how SIG funds could be targeted to improve their programs. All of this information was then submitted to the District’s SIG

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Office for review and consideration of the school needs and model selections.

District Analysis of School Finding: Central and Local District level instructional and administrative staff analyzed the Needs Analysis submitted by each school and used a lens of five more questions to focus on the capacity of each grant applicant:

1. What was the school currently doing to enable students to make progress?2. What had been the school’s previous experience with other reform programs

including CSRD, II/USP, HPSG and QEIA? 3. What was the school’s recent success or failure level in meeting measurable

outcomes and goals established by the District’s Accountability Matrix?4. Why had the school’s overall performance improved or remained the same? 5. What SIG model requirements would best assure the likelihood of school

improvement? Was the school’s choice a good match?

Family and Community Engagement:The Board of Education presented SIG at a public meeting on June 1, 2016 and did so again at another meeting set for August 23rd. Each school was required to hold a public meeting and faculty meeting to discuss the SIG and present the information on various models for a vote by the faculty and parents. As school did not open until August 15 th

this was very challenging for the schools. Input from parents and the community during the revision of the School’s Single Plan in May-June 2016 was considered as their opinions touched on all critical areas of the SIG application. Representatives from the committees for English Learners and Special Education were key participants in the SIG discussions to make sure the goals set in the Single Plan would be honored in the new SIG model. Schools submitted plans on August 23rd. District staff from the SIG Office analyzed the proposed implementation plans for: alignment to the SIG models, feasibility, and allocation of other school resources, staff and community buy-in and engagement, use of evidence-based strategies, teacher/leadership development plans, opportunities for extended learning, and the appropriateness of the plan to meet the expressed needs of the subgroups in each school. School budgets were submitted to a SIG Fiscal Specialist for review and revision.

Plans were returned to the schools for revision and to ensure their SIG budgets aligned with the strategies and programs included in their plans. Schools also submitted their Performance Goals for the implementation years of the grant and these were reviewed by the SIG Office to be certain they were within the scope of goals set by the District for all LAUSD schools.

The District has prepared a two-page narrative for each school that describes the key set of findings that relate to the SIG goals. The rationale for SIG model selection and reasons for rejecting other models is included.

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107th Street Elementary School Needs Analysis Over the last five years this school implemented several reforms in connection with the LAUSD Public School Choice program. The plan did not have any support from the stakeholders because it was not rooted in sound educational research and did not address the various population instructional needs. A review of the data indicated this school had actually regressed until last year when it became part of the Partnership for Los Angeles Schools (PLAS), their EMO. Gains were achieved in English Language Arts and Math. Student academic data for English Language Arts and Math:

o 2015-16 (PRELIMINARY NUMBERS)▪ English met/exceeded standard = 17%▪ Math met/exceeded standard = 8%

o 2014-15▪ English met/exceeded standard = 11%▪ Math met/exceeded standard = 7%

English Language Arts: A lack of focus on the Common Core State Standards in the 2015-2016 school year contributed to the school not performing at a proficient level on the SBAC assessment. The school has not fully shifted to balanced literacy and there is evidence that additional professional development in the areas of differentiating for underperforming subgroups is needed. Scores also indicate a need to strengthen reading comprehension skills utilizing informational text and rigorous questioning strategies (depth of Knowledge), Reading Comprehension strategies as well as explicit teaching during guided reading to gain meaning from fiction and nonfiction text. Kindergarten through second grades, also experiences similar level of performance on the DIBELS and TRC end of the year assessment. The data reflected a dire need to retrain teachers to provided explicit phonics and phonemic awareness instruction.

Mathematics: Some of the issues affecting student achievement include language development of English Language Learners and access to high-level tasks that connect to real-world applications of math and opportunities to apply the Mathematical Practice Standards. Another key factor that hindered subgroups from reaching mathematical proficiency was the lack of Common Core Standards aligned instructional materials which limited the opportunities students has to interact with the content tested on the SBAC and math application and fluency end of the year assessments.

Parental Engagement: The parent engagement activities require a redirection to focus more on academic achievement and building community relationships to support the development of all students. Without varied and timely communication, engagement will not increase and the school’s culture and climate will remain to be unwelcoming and negative in nature.

Social Emotional Support: High rates of bullying impacted students’ attendance rates. Parents and staff surveys indicate that the school is not a welcoming environment that promotes learning. Numerous students expressed signs of trauma, crisis, and mental

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health issues which often resulted in missing significant days of school

107th Elementary needs to create a culture of growth and student success that engages all stakeholders. Significant changes must be made to how professional development is offered so that it is tailored to instructional needs of students and regularly evaluated to ascertain if it is meeting the school wide goals. The quality of instruction as a whole must be monitored more closely by administrators providing regular actionable feedback that changes instructional practices. The capacity of instructional staff must also be deepen in the areas of content knowledge, cultural responsiveness, restorative practices, leadership skills and communicating effectively and purposely with parents. Extended learning opportunities should be offered not only for students below grade level, but as well as for students at or above grade level.

Model Selection:

The Restart Model was selected based of the current key findings of the school and the recent relationship established with our EMO, the Partnership for Los Angeles. Last year the parents and community were deeply engaged in the decision to become part of the Partnership. Several meetings were held and the Partnership met with all the stakeholders to present their experience and explain how they could support the school’s reform efforts. As a result of the new relationship, significant staffing changes arose that are aligned to the restart model. Also, the model affords the school the opportunity to utilize strong strategies from the other models to tailor the model to the specific needs of the 107th Street Elementary School community. In addition, the MOU with the Partnership for Los Angeles will also allow 107 th Street to leverage additional resources, coaching, training/professional development and other supports that the Partnership offers.

The restart model best aligns with needs analysis due to the obvious need to improve educational outcomes for all students. By working with the Partnership, the restart model enables the school to continue its recent reform of the past year and move forward in a meaningful and strategic manner to recruit, retain and train the instructional staff. Also, the model supports the school with addressing the trauma and other social emotional issues that hinder both students and parents from focusing their efforts on academic achievement. Lastly, the restart model supports the development and implementation of a parent involvement plan to focus parental engagement on students’ educational outcomes.

Other models were not considered because they would disrupt the current EMO relationship and progress to date. After conducting a thorough needs analysis, the District believes this is a good match for 107th Street and the information gathered from the stakeholders indicated a strong level of support to continue the relationship with the Partnership for Los Angeles Schools that will support them as they implement their SIG plan.

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Annalee Avenue Elementary School Needs AnalysisSchool-wide 3-5th grade overall SBAC achievement scores in reading showed a minimal increase from 9% to 10% in student achievement during 2014-2015 and 2015-2016 school year for all subgroups meeting or exceeding standards. Grade level scores and DIBELS scores increased from 2013-2014 to 2014-2015 by a 3% percent with limited daily technology programs. Socioeconomically Disadvantaged students in 2nd grade who met the end of the year benchmark exceeded the LAUSD average. However 5 th

grade students who passed English Language Arts with a ‘3’ or better did not. Only 33% passed while the LAUSD average was 67%.

Over the past three years, Annalee Avenue’s afterschool intervention program focused on students who received a 2 or 1s in English Language Arts on the School Report Cards. Data indicates that participating students increased in proficiency based on their DIBELS end of the year results. Despite these efforts, most grades did not meet the district average for 2014-2015 and 2015-2016.

Areas for Improvement:

Based on an examination of performance data and many other criteria, including parent/student surveys and interviews and input from the faculty and administrators, the comprehensive needs analysis indications were clear that several things are required to improve this school:

• Design and delivery of a much higher quality professional development that will address the needs of all students, but particularly the subgroups of at-risk students to close the achievement gaps

• Teacher input in the design and delivery of professional development to meet the needs of their specific students

• Use of data to drive instructional decision making and allocation of resources, frequent use of data to identify at-risk students and the development of prescriptive learning programs for them

• Creation of more collaborative teaching models, including grade level and vertical teams with shared lesson planning time built into the schedule

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• Implementation of focused, structured intervention for students, and development of opportunities for expanded learning time

• Afterschool Intervention programs need to have more consistency among the teachers and be tailored to the needs of students who are struggling in Math and English Language Arts

• Development of more parental engagement and presentation of training strategies to increase parents’ knowledge of ways to support their child’s learning; training to create more parent leaders and increase participation in school governance

• Implementing culturally relevant strategies to maximize student engagement and improve at-risk students’ proficiency in Mathematics, with specific focus on at-risk Socioeconomically Disadvantaged and African Americans.

Parent Engagement: Annalee teachers and administrators need to develop and implement plans to build parent capacity to support student learning and develop parent leaders. This can be done using Teacher X-time. Also, the school needs to hire a Parent Resource Assistant who will recruit, train, and support parent volunteers and present workshops. These could include: The Volunteer Workshop, College and Career Workshops, and Language Learning. Also consider implementing the Doughnuts for Dad, Muffins for Moms, and Granola for Grandparents initiatives.

Model Selection:

The Principal, teachers, classified personnel, a Parent Representative, parents who serve on various committees, etc. provided input into the decision making process about the SIG. All stakeholders took part in several discussions about whether or not to apply for the SIG, and if so, which model would best serve the school. On August 10, a special public meeting open to the community was held to present the pros and cons of the various models and a vote was taken to go forward with the SIG application.

After careful review of all SIG Models, the planning team strongly recommended the Restart Model would best align to the improvement goals of the school. The Restart Model embodies the three major areas of need for Annalee; which are building teacher

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capacity through professional development, implementing targeted and structured interventions for struggling students, and creating programs to increase parental engagement and participation.

The District believes this model allows for the site to identify an EMO as an improvement partner who can bring expertise and knowledge to Annalee, while at the same time granting the school the flexibility to adopt additional strategies we wish to implement to meet the specific needs of the students. The right EMO can help build the capacity of the faculty to work collaboratively, support the design of their intervention system, and support the school in several ways to improve the over-all climate and engage the parents and community in ways to improve Annalee as a learning center for all students.

Annalee has opted for a planning year so that they can interview various EMO partners and spend adequate time with parents, teachers and students to determine the best paths for improving their school.

Barton Hill Elementary Needs Analysis

Over the last three years, Barton Hill has provided many types of professional development to improve achievement for the students. Generation Ready, Restorative Justice, CGI (K-5) Math Instruction, and Growing Educators (K-2) Reading, Writing and Balanced Literacy. However, these consultant led professional development, labs, and coaching were unsuccessful due to the limited funds available at Barton Hill to purchase adequate amounts of coaching and follow up support and related materials. There was also insufficient time provided for teacher collaboration to discuss the trainings as they implemented them in their classrooms.

The data for Barton Hills shows:

Math - On average, 15% of the students are on benchmark when assessed on the state standards, therefore approximately 85% are not passing. K-6 teachers need coaching and professional development in the mathematical practices and standards areas.

ELA - On average less than 25% are passing the grade level standards, therefore coaching and professional development are necessary to meet student needs

The staff of Barton Hill and the District agree that the data indicates key changes need to be made in several areas including:

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Refinement of the instructional methods in CORE and enrichment More resources and materials provided in the classroom for teachers Technology to be increased and upgraded in the computer lab Parent education, aligned to supporting students learning process must be

developed and delivered on a regular basis Development of consistent, personalized interventions for struggling students More coaches to provide in-classroom support to teachers Instructional aides needed to provide classroom support for students Contracts to provide strategic training e.g. Growing Educators, CGI, 95 group,

Kagen Professional Development designed for implementing modified and differentiated

instruction for all learners Instructional resources to support professional development and coaching Leveled libraries Assessment kits to help track student progress on a regular basis Provisions for Leadership Team planning and collaboration time Extended learning time and professional development for: balanced literacy,

phonics, phonemics and phonological awareness, math instruction, classroom management, enrichment instruction

Summer school and Saturday School intervention programs

All of the above prescriptions are in alignment with the goals of SIG and with careful planning and alignment, they will be able to improve achievement for all students.

Parent Engagement: The administrators and teachers need to design more activities to engage parents in the school. Training is also needed to develop parent leadership skills so that they can become more active in school governance. Many parents lack the language skills to help children with school work. Classes that will give parents strategies to support their students’ learning are very important at Barton Hill.

Model Selection:

After working with the staff on the Needs Analysis, the District agrees that the Restart Model is the best selection for this SIG site because it would cause the least disruption

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to the academic programs and the faculty. Barton Hill also has a new principal this year who is eager to implement changes indicated by the needs analysis. This model will allow the school to implement many of the aspects in the transformation model without having to change administration and teachers. The Restart Model will provide the most stability for this particular site and afford them the option to bring in outside expertise to assist with professional development, parent engagement, design of interventions and better use of data to inform their instructional program decisions.

A parent meeting was held on August 11th to share the information about SIG and the model options. Parent representatives from the various subgroup committees were concerned that the Single School Plan would not be honored if SIG were to be implemented. Staff assured the parents that the SIG interventions were in direct alignment to their school plan.

A faculty meeting took place on August 15th and they voted in favor of the Restart Model for Barton Hill. The school elected a Planning Year so that they would have sufficient time to select a well matched EMO for their school. They also wanted adequate time to plan the roll out of the intervention strategies and to have ample time to assess the various contractors who might be able to provide parent and staff training.

Tom Bradley Global Magnet Needs AnalysisTom Bradley has focused on change for the last two years. Their reform efforts have included intervention and enrichment classes using the 1 to 1 iPads for Blended Learning instruction across the school. Although the school is improving, communication with parents is still challenging. Student and staff attendance were challenging and must be addressed by the school. A review of the data reveals a need to build stronger teacher competence and focused small group intervention of weaknesses for sub-groups. Teachers analyze results through data talks in small groups. They found that there is a need to engage in continuous data analysis and planning to adjust to the needs of their students. Bradley students require quality first instruction which comes from knowledgeable, highly trained professionals.

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Student Performance data:

Kindergarten DIBELS scores were 57% benchmark, First Grade DIBELS scores were 71% at benchmark and Second Grade DIBELS scores were 31% at benchmark.

SBAC achievement scores indicate a drop in reading and a drop in math between 2014- 2015 and 2015-2016 scores.

2015-2016 Preliminary Data:3rd-5th Graders met/exceeded standard in ELA =10 %. 3rd-5th Graders met/exceeded standard in Math = 7%

2014-2015 Data:3rd-5th Graders met/exceeded standard in ELA =15%. 3rd-5th Graders met/exceeded standard in Math= 8%%.

English Language Arts: Kindergarten through 2nd grade focused on Language Arts interventions. Results varied widely due to inconsistent teaching. Greater emphasis needs to be placed on reading and early literacy school-wide. An investment in job-embedded professional development and coaching for teacher development is needed.

Mathematics: The 3rd - 5th grade focused on Mathematics but the school met with inconsistent results. An investment in job-embedded professional development and coaching for teacher development that will assist teachers to align instructional practice with Common Core is needed. Students also need real-world math applications taught across the classrooms.

Parental Engagement: The school counselor addressed the parents about student attendance issues in monthly meetings, but more work is needed in this area. Many parents struggle with time, they work 2 or more jobs and have long work hours. Some parents lack resources and technology at home. The school is looking to improve of communication with parents, involving social media and technology to engage and inform.

Social Emotional Support: In order to address the attendance and socioemotional needs of students, a Psychiatric Social Worker (PSW) and a Pupil Services and Attendance Counselor (PSA) positions are needed. Counseling Support is needed to address the socioemotional needs of students who experience traumatic events.

Model Selection:

The Bradley learning community selected the Restart Model because it will allow the school to meet the needs of existing and former students, and it best suits their learning community. The school has been in existence for only five years. They were seeking a model and an EMO that will honor their autonomy and enable the school to partner with an organization that has shown the ability to improve student achievement based on the

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latest research. The school is committed to closing the achievement gap for students and they believe that the restart model will provide the best opportunity to focus on building an outstanding educational environment for all of their students. The District agrees with their decision.

The restart model was selected because it best aligns with the school needs analysis. In order to better serve students and their families, the school needs to be able to enroll all students in the community and utilize the expertise of a qualified EMO to assist in closing the achievement gap.

The selection involved the entire staff in the decision making process. Several meetings were held to engage parents and community members in the decision making process. The School Site Council and English Learner Advisory Councils played a vital role in assisting with the communication of the model to the parents. The school also involved their community partners, Healthy Start (health and wellness) and Avalon Carver (socioemotional and tutoring) to get community feedback.

A public meeting was held on Saturday, August 13, 2016 with all stakeholders. A faculty vote was held earlier on August 10, 2016. The school met with parents during school orientation on August 13, 2016 and during the opening week of school to seek stakeholder input. The faculty voted on August 15, 2016.

Other models were investigated and Bradley stakeholders collaborated on their decision to go forward with the restart model.

Bradley will work with the district to identify EMOs that provide the intense focus and support without negatively impacting programs and initiatives that are showing promise. Some of the considerations for external support revolve around the potential for powerful partnerships with EMOs through UCLA Center X and Cal State Dominguez Hills University, who already works with the school. The school will reach out to the university to see if they may be interested in continuing the relationship in the capacity of an EMO. The Bradley community is looking to choose the EMO that best supports small and localized autonomy and does not sacrifice innovation and small school identity.

Cabrillo Avenue Elementary Needs AnalysisSchool reform efforts at Cabrillo Avenue have focused primarily on curriculum and instruction. In grades K-2, teachers have focused on developing reading and phonics skills with intensive small group by using Words Their Way and Guided Reading. In grades 3-5, students below grade level are identified and work in small group setting outside the class to obtain reading attack skills. In all grades Writer’s Workshop has been a focus. The staff regularly uses the data of SBAC, CELDT, DIBELS, MiSiS, MyData, student attendance, student grades, grade level performance tasks and projects to assess student progress and to guide professional development. As a school the intent is to implement a coherent literacy instructional program in which the ELA Common Core State Standards, curriculum, assessments, and instructional

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strategies are aligned to English Language Arts and across all content areas. A review of the data indicated:

2015-2016 PRELIMINARY DATA

ELA 2015-2016 (3rd) 18% (4th) 17% (5th) 37% MATH 2015-2016 (3rd) 20% (4th) 15% (5th) 19%

2014-2015 DATA

ELA 2014-2015 (3rd) 15% (4th) 11% (5th) 11% MATH 2014-2015 (3rd) 15% (4th) 6% (5th) 3%

Low scores over the past two years reveal students are not proficient in ELA and Math. As we look at the data it is clear that widespread support is needed in various areas in order to support the instructional program and student success. The data also speaks to the need to ensure that all students are taught by knowledgeable professionals who effectively meet the academic, cultural and social needs of students for effective classroom instruction.

English Language Arts: A review of the data reveals that there is a need to support scaffolding instruction, providing strategies to engage students, providing response to intervention and instruction and scaffolding instruction for English Language Learners. The school intends to implement a coherent literacy instructional program in which the ELA Common Core State Standards, curriculum, assessments, and instructional strategies are aligned to English Language Arts and across all content areas.

Mathematics: Some of the issues affecting student achievement include language development of English Language Learners, access to increased focus on professional development that supports instruction and is common core aligned. The school intends to implement a coherent Math instructional program in which the Math Common Core State Standards, curriculum, assessments, and instructional strategies will include language development of English Language Learners and access to high-level tasks that connect to real-world applications of math.

Parent and Community Engagement: Cabrillo will frequently provide information to families on student progress and how parents can help to support the instructional program. Workshops are provided to increase awareness and bridge the home school connection. Parents will learn how to better support their child’s education through the parent workshops. Parent workshops will emphasize strategies taught to their son/daughter, understand the data being sent home on a weekly basis from teachers, and how to become advanced and proficient

Social Emotional Support: The school will develop and implement a multi-tiered system of supports that integrate academic and behavior instruction and intervention into one system to support all students in meeting learning expectations and institute a systematic process for identifying and providing structured literacy intervention and support for at-risk all students. PSW, PSA, Restorative Justice Teacher Advisor and

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other support personnel will monitor student progress through the use of classroom observations, SST, COST Team meetings and RJ Circles to help reduce the number of students not meeting grade level standards.

Model Selection:The school established several meetings with staff and community members to discuss the merits of each reform model. Meetings emerged with the principal, teachers, and the UTLA (teacher’s union) who met to discuss the models. On August 15, the principal met with the total staff to discuss reform models. The principal met with parents on August 19 during a principal coffee hour. The school met with the School Site Council and community members in late August to discuss reform models. With careful review of the school’s needs assessment, and other data instruments, the school stakeholders proposed the Restart Model as an intervention model for Cabrillo Avenue because it represented the least disruption to the academic program. The school community agreed, that the Restart model offers the ability to significantly improve in academic achievement for all groups of students.

The school is in the process of working with the district to invite EMO’s to submit interest in working with their school. The school plans to interview several models that show success in closing the achievement gap, flexibility and freedom to implement reform plans and develop intervention programs and opportunities, both during and outside of the regular school day. In small group meetings the school community will review contracts from the EMOs and will invite them to present their plans. The school plans to cultivate a partnership with an EMO that can assist with community and expert organizations to provide support for instruction and collaboration.

The school will establish a committee to interview EMOs that are able to design a system to improve teacher effectiveness, and plan for universal screening, diagnostic assessment, and progress monitoring for identified areas of need for the school’s subgroups. The EMO selected must have a strong track record of success at improving student achievement and working with diverse student populations similar to Cabrillo.

Carver Middle School Needs AnalysisIn an effort to improve student achievement and the instructional environment, Carver Middle School has experienced a series of reforms over the past year. Several teachers retired or transferred from the school. This presented a unique opportunity to replace about 40% of staff willing to integrate school reform in a Restart Model. It became a school under the Partnership for Los Angeles (PLAS). The current principal of Carver Middle School has just completed her first year at the school. As a new team for 2015-2016 that included parents, while under PLAS, the school began to analyze interim assessment data and to plan for modified instruction. Through several parent meetings and trainings, results revealed that the school experienced slow gains and teacher resistance to change.

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2015-16 (PRELIMINARY NUMBERS)

▪ English met/exceeded standard = 15%

▪ Math met/exceeded standard = 12%

2014-15 DATA



English Language Arts: School wide data analysis revealed the majority of students failed to meet or exceed proficiency on the English portion of the SBAC assessment. There was a lack of focus on Common Core State Standards in the 2015-2016 school

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year. This resulted in low student performance at proficient levels on the SBAC assessment. Also, there was a lack in the alignment of State Standards instruction across the classrooms. Strengthening reading comprehension skills and rigorous questioning strategies will support the school to raise student achievement in ELA.

Math: School wide data analysis revealed the majority of students failed to meet or exceed proficiency on the Math portion of the SBAC assessment. There was a lack of focus on Common Core State Standards in the 2015-2016 school year and a lack of high-level tasks that connect real-world applications of math opportunities to apply the Mathematical Practice Standards. The need is for the alignment of instructional practice as a part of the professional development. Another area of need based on the scores includes the lack of Common Core Standards aligned to instructional materials and practice.

Professional Development: Carver Middle School will need to provide high-quality, job-embedded professional development that is aligned with the school ’s comprehensive instructional program so teachers are equipped to effectively teach and have the capacity to successfully implement reform strategies.

Parental Engagement: In spite of growth in parent participation, this is still a struggle. The school needs greater outreach to parents and community to focus on academic achievement. As a result, the Partnership actively cultivates and manages relationships with community partners to deliver additional supports necessary for its students. Community partners play a critical role in strengthening literacy proficiency, social-emotional well-being, and college and career readiness – all key factors in student success. Parents would like to see parent workshops that deal with disciplining children at home and to better understand the positive behavior support plan.

Social Emotional Support: Although in attendance 84% of the time, students were not engaged in instruction; and therefore, would sometime demonstrate increased negative behaviors. There is a need for social-emotional support through academic counselors, a Diploma Project Counselor, and an Attendance Counselor. Sometimes there is a need for student referral outside counseling service to address deeper issues beyond the scope of staff. Additional after-school intervention is needed to provide assistance to students with credit recovery and decreasing skill gaps. Data (SBAC, interim assessments, class grades) are used to identify at-risk students’ specific needs to place them in the appropriate intervention programs. To provide safety and consistent discipline, all staff will need to be trained to support students with behavior management systems through programs such as CHAMPS and Second Step to help students build positive relationships.

Model Selection:

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Carver selected the Restart Model because it is currently in relationship with the Partnership for Los Angeles (PLAS). The current principal will be beginning her second year of leadership at the school in the Fall of 2016, and almost 40% of the teaching staff will be new to Carver for 2016 - 2017. The recruitment process for new teachers entailed collaboration with the District’s HR and the Partnership for Los Angeles. The Partnership expressed a willingness to work with Carver to implement elements of need and the Restart Model, such as applying instructional models based on student needs and targeted sub-populations, providing job-embedded professional development to build teacher and staff capacity, and using data to inform instruction, and provide preventative and intervention measures.

It is the opinion of the District that more than any other EMO, the MOU with the Partnership for Los Angeles would allow the school to leverage additional resources, coaching, training/professional development and other supports that the Partnership offers.

Samuel Gompers Middle School Needs AssessmentSamuel Gompers Middle School is one of the Partnership for Los Angeles Schools’ original campuses. The Partnership is their EMO and it has been a supportive relationship.

Students at Gompers are in need of intervention which is provided through a schedule of double-blocked classes in math and/or English. Instructional Leadership Team (ILT) meetings were held specifically to address the instructional needs for the core subjects of math, English Language Arts, ELD, as well as other areas of concern.

Most of our students are having difficulty passing courses with a “C” or better (the grade needed to meet the A-G requirements in high school). Currently, far too many students are earning D’s and F’s in math and ELA, which will ultimately lead them to a significant disadvantage when tackling high school content standards in these subject areas. The last two year scores in ELA and Math are listed:


• English met/exceeded standard = 13%• Math met/exceeded standard = 7%

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2014-15 DATA

• English met/exceeded standard = 10%▪ Math met/exceeded standard = 9%

Based on the data reviewed, most of students are not performing at the level of “meets standards” or “exceeds standards” on their Benchmark Assessments. At the end of each unit, students take a common grade level Benchmark Assessment that mirrors questions on the Smarter Balanced Assessment Criteria (SBAC). Data show that students are not mastering the common core standards for their grade level. Data from the most recent Benchmark Assessments indicate that only 1% of our total school population scored a 68% or higher, which yields “meets or exceeds standards”.

A significant challenge has been that many of the students have not mastered previous grade level skills upon enrollment here. Based on teacher data conversations, these student barriers have in turn made teachers apprehensive and unsure about how to increase the rigor of daily instruction, yet still cater to their students’ current skill level.

English Language Arts: Gompers experienced a 3 percentage point growth in ELA. To improve achievement for ALL students at Samuel Gompers Middle School, all students need to be taught by highly qualified teachers. This means providing effective professional development to teachers on the California Common Core Standards in ELA. There is a need to provide effective professional development to teachers on the alignment of the California Common Core Standards in ELA, other subject areas and English Language Development. In addition, supporting professional needs of teachers of English Learners through Title III support coaches is a definite need going forward.

Mathematics: There was a drop by two percentage points in Math over a 2 year period. There is a need to provide effective professional development to teachers on the California Common Core Standards in mathematics, as well as History/Social Sciences, Science, Technical Subjects, and English Language Development.

Professional Development: Based on the school data, providing professional

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development for teachers and administrators to improve instruction for English learners (ELs) and Students with Disabilities (SWDs) is needed. There is a need to provide professional development to teachers on textbook and curriculum adoptions that align with the California Standards. The school also realizes that offering differentiated, evidence-based instructional support and professional development that addresses the unique learning needs of diverse learners, including at-risk students, is also a need.

Parental Engagement: There is some level of parent intervention. They have several parents who sit on the School Site Council and parents come back to Open House. However, home to school communication with parents and the community about the results of the School Accountability Report Card Assist parents with understanding the SBAC parent report Plan and extend invites to “Community Day” events is needed.

Social Emotional Support: Of the many challenges at Gompers, there is need for the school to purchase a full time Psychologist and a full time Psychiatric Social Worker (PSW). They will work with the Student Support and Progress Team-SSPT (formerly Student Success Team-SST) to ready students for success.

Model Selection:

The Restart Model was selected based on the current key findings, needs of the school and the relationship established with their EMO (Partnership for Los Angeles Schools) PLAS. Several meetings were held and the Partnership met with all stakeholders to present their experiences and explain how they could support school reform at Gompers. Parents and community were deeply engaged in the selection process. The Restart model affords the school the opportunity to utilize strong strategies from the other models to tailor the model to the specific needs of the Gompers community. The school has the support staff, leadership, parental engagement and structures in place to propel a restart model of the school.

In addition, the MOU with the Partnership for Los Angeles will also allow them to leverage additional resources. Partnership has significant experience in working with high needs schools in underserved communities. The restart model best aligns with the needs analysis due to the needs of students and staff and the capability of PLAS to support all groups at the schools towards student achievement.

Hawkins: A Critical Design and Gaming School Needs Analysis

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The Critical Design and Gaming High School is a pilot school that has only been in existence for five years. The high school shares a campus with two other small schools. It has daunting challenges. A review of the data indicates a need to prioritize professional development so that it helps the staff design better formative assessments that prepare students to achieve measurable benchmarks in meeting the rigor of the Smarter Balance Assessment (SBA).

There is also a need to continue to reflect and improve upon the implementation of common core and continue to prepare for the transition to the next generation science standards. Critical Design and Gaming High School (CDGS) plans to provide a more intensive intervention and enrichment program that meets the needs of all students, especially for and particularly for their sub-groups.

2015-2016 Student Performance Data:

School wide overall SBAC achievement scores in English reflected that 13% met/exceeded the standards while 3% met or exceeded the standard in Math. CGDS has increased the number of students enrolled in AP courses from 31 in 2013-2014 to 109 in 2015-2016. Overall Reclassification rates indicate that currently 22% of their students are classified as English Learners. This reflects an increase this past year of 3% which encompasses a total of 30 students being redesignated.

Although increasing each year, the school is not where they would like to be. The school will need time and support to strategically focus on developing longer term sustainable best practices that will improve instruction for the SPED and EL students.

Areas for Improvement:

Based on the data and discussions with staff and parent community councils, it was abundantly clear that the school is aware of several elements of change needed to occur at the site:

• Strategically focus on developing longer term sustainable best practices that will improve instruction for SPED and EL students.

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• Prioritize professional development that helps the staff design better formative assessments that prepare students to achieve measurable benchmarks in meeting the rigor of the Smarter Balance Assessment.

• Continue to build positive relationships with partners and seek out new partnerships that help focus our innovative instructional approach towards clearly determined student outcomes.

• Continue to reflect and improve upon implementation of common core and continue to prepare for the transition to the next generation science standards.

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• Prioritize professional development that helps the staff design better formative assessments that prepare students to achieve measurable benchmarks in meeting the rigor of the Smarter Balance Assessment.

• Build partners and seek out new partnerships that help focus the innovative instructional approach towards clearly determined student outcomes. The staff will need to have a consistent focus driven by a clear plan year in and year out.

• Develop rigorous monitoring systems to ensure continued progress towards intended goals.

Parent Engagement: The school community seeks to continually reflect on improving parent outreach efforts to incorporate more community organizations to support the school. Parents lack the time to participate in much of the decision making processes or volunteering to support the programs at our school site due to long work hours. Many of the families work multiple jobs.

Model Selection:

Being a small pilot school that has accomplished what it has in a short amount of time through autonomy driven innovation, the school community reviewed the models that support more autonomy rather than restrictions. The staff and community researched the various models and decided to go with the Restart Reform model. CGDS wanted a model that provided the intense focus and support without negatively impacting programs and initiatives that are showing promise. To that point, some of the considerations revolved around the potential for powerful partnerships with universities like UCLA Center X and Cal State Dominguez Hills University, who already work with the school, and may be interested in continuing the relationship as an EMO.

The model selection process involved presentations and communication to administrators, the teaching staff, and later, the entire staff. Several meetings were then established with parents, community members and existing industry partners to come to a collaborative decision. During the process, parents were informed of the options and the opportunity during student orientation on August 13, 2016, and during the opening week of school where the school sought schoolwide input, in addition to Parent and community input. On August 15, 2016, the school faculty voted on the decision.

The District supports that decision for CGDS to implement the Restart Reform Model with their SIG funds.

Florence Griffith Joyner Needs Analysis40

Griffith Joyner ranks first among all LAUSD elementary schools on the “Student Needs Index”, a measure collaboratively developed by the Advancement Project and other partners in 2013 to measure not only how students are doing in the classroom but also take into account the neighborhood conditions that can negatively impact a student’s academic success. Working together with the Partnership for Los Angeles (PLAS), their EMO, Griffith Joyner will work to provide a safe and stimulating learning environment and ensure its children’s academic success. The school has made some progress as their preliminary SBAC results for last year show a 5 percentage point increase in the number of students who are proficient in math and a 5 percentage point increase in the number of students who are proficient in ELA. Student data for ELA and Math is listed below:

Over the past year, 5 point gains were achieved in English Language Arts and Math.




2014-15 DATA


▪ Math met/exceeded standard =12%

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English Language Arts: A lack of coordinated alignment of the teaching of Common Core State Standards contributed to the school not performing at a proficient level on the SBAC assessment. Pedagogical shifts necessitated by the Common Core State Standards and strengthening the practice of using data to influence instructional practices has not become the norm across the school. Scores indicate a need to strengthen literacy skills utilizing informational text and rigorous questioning strategies (depth of knowledge) and other reading strategies. Greater intervention is needed for subgroups to gain access to these skill sets. In aligning with the Common Core curriculum, they must provide additional intervention supports for their highest needs students.

Mathematics: The school is aware of the need to strengthen the acquisition of the language barrier for English Language Learners. There is a need to develop student access and intervention to high-level tasks that connect to real-world applications of math and other opportunities to apply the Mathematical Practice Standards. Analysis also revealed that subgroups were not reaching math proficiency due to a lack of Common Core Standards not being aligned with the instructional materials. This ultimately did not allow students the opportunity to interact with the tested content on the SBAC and math application and fluency end of the year assessments. As with ELA, they need to design and provide additional consistent intervention supports for their highest needs students,

Parental Engagement: There is a continued need to focus on parent engagement and outreach in order to improve student achievement. The school needs to focus parents on building an academic environment that endorses student school attendance, academic achievement and building community relationships to support the development of all students.

Social Emotional Support: There is a need to ensure they have resources to address both the social emotional needs of the high risk population, as well as the instructional priorities. Social and emotional and community-oriented services and supports for the students including: SA, PSW, Nurse, supports around arts education and therapy and social and emotional and community-oriented services.

Professional Development: Professional development and support for teachers is needed to: address classroom instruction and teacher attendance; staff conference attendance; enhanced instructional materials and better support around integrating blended learning technologies in the classroom; contracts with Growing Educators and Research for Better Teaching; continued instructional coaching and supports from the Partnership to provide ongoing professional development and support to teachers on lesson design, delivery, and curriculum materials for the year.

Model Selection:

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The Restart Model was selected for Griffith Joyner Elementary based on the data analysis of the school and the relationship that already exists with their EMO, the Partnership for Los Angeles (PLAS). Through a series of parental informational meetings and trainings, rigorous faculty-administrative discussions, the community selected PLAS as the EMO. The Partnership’s supports around teacher professional development, instructional coaching and support, Principal support and leadership training, and parent engagement and outreach will help address the current issues.

Griffith Joyner has selected to implement the Restart Model. They felt that they had done some of the work of the other models by getting an experienced and committed principal who has worked to promote a healthy and thriving school culture. They believe that they will also be able to integrate impactful elements of the other models, while leveraging the support and impactful services that the Partnership provides. PLAS addresses the social-emotional needs of the student population while also providing significant resources.

The District believes that continuing with the Partnership for Los Angeles will also allow the school to leverage additional resources, coaching, training/professional development and other supports that the Partnership offers.

Knox Elementary School Needs AnalysisAlthough there has been an increase in student performance in English Language Arts, an analysis of this school’s data, for all subgroups, indicates there must be additional supports for students through intervention and enrichment classes. In addition, there also needs to be more rigorous teacher professional development that prepares the staff to differentiate instruction to meet the needs of diverse learners in all subjects.

Subject 2014-15 2015-16

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English Language Arts

6% 16%

Math 8% 9%

Proficiency is under 20% in both Math and ELA, which means more than 80% of Knox students are not proficient and there is a dire need for a stronger instructional program for students, and more training for teachers and parents to support their children ’s learning.

ELA and Math coaches are needed in the classrooms to help support many new teachers with effective teaching practices and classroom demonstration lessons. Instructional materials are also needed for ELA and Math. Professional development needs to be data driven and address the acute need for differentiated instruction.

Knox Elementary School is in need of consistent support and assistance in all academic areas, and training for teachers to continue their Balanced Literacy approach. More time needs to be allocated for collaborative teaching and the formation of grade level and vertical teams.

Intervention:

In terms of intervention, this school needs to create a plan for consistency in the after-school tutoring program and implement an evaluation system to measure the success of all the intervention programs. Tracking results will determine what is working and what is not. Saturday school would be a good option for Knox to implement as long as there is a plan in place for the curriculum and the assessment of student progress.

Staffing is a major issue for this low performing school. The school is located in the inner city, in an area of extremely high crime and poverty. Most of the teachers assigned to this school are brand new teachers who lack the experience to cope with students who have so many personal and academic challenges. Many teachers have transferred to other locations after their first year, creating constant instructional

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instability. This makes it very difficult to build the capacity of the staff and increase learning from one grade level to the next. With high turnover, each year presents a challenge to start all over with teacher training.

The technology of this school is outdated and there is an insufficient number of computers to allow students to become familiar with the use of computers during testing, and to be able to use technology to support learning.

Parent Engagement:

A strength of the community and parents is that they want the best for their children and try to work with the school to participate in school and enrichment activities. Many parents do not speak English and they are unable to help their children with basic assignments. Additional offerings of parent workshops are needed that center around giving parents the skills required to help students prepare their homework and come to school ready to learn.

More opportunities need to be created for parents to be volunteers and participate in campus activities that bring together the parents, teachers, students and other members of this community. Parents indicated that social and emotional supports also need to be scaled up in terms of referring parents and families for available mental and health related services.

Model Selection:

The stakeholders of Knox Elementary reviewed all the criteria associated with the various SIG models. They were not interested in any model that would cause them to have to replace their principal or any of the teachers (they have had too much staff turnover already.) They did not feel any of the evidence-based models were flexible enough to work in their school, and they wanted a model that would allow them to build on their areas of strength, yet provide support where they need the most help. The Restart model was selected as a SIG model for Knox because it would allow them to select an EMO who could meet the needs of the school and provide the services, training, programs and strategies they need to educate their high-risk population of students.

The school has elected to take a Planning Year so they can have time to screen several EMOs and have them present their programs and services to parents and faculty. Their approach is to find an EMO who has experience in schools similar to Knox.

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The District recommends this model for Knox and believes they need a strong partnership to help move this school forward in many areas of instruction, intervention, professional development and parent engagement.

Edwin Markham Middle School Needs AnalysisEdwin Markham Middle School is one of the Partnership for Los Angeles Schools. The Partnership functions as their EMO. Data indicates very low proficiency levels in both English Language Arts and Math, with little increase over the last two years. The school has been through many major changes and this has been very disruptive to the instructional program and the overall climate of the school.

o 2015-16 (PRELIMINARY DATA)



o 2014-15 DATA



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The staff at this school has experienced a major turnover in the last two years. There is a new principal and leadership team. More than 50% of the teachers have been replaced. These changes were necessary to bring new leadership and vision to Edwin Markham Middle School. This school has made significant progress toward implementing a shared vision and improving teacher practice through effective professional development. The staff has a new mindset that is more open to collaboration, including shared planning and peer observations, which has resulted in more professional relationships between teachers. This mindset and culture, coupled with a team that is made up largely of new teachers, positions this school to improve instruction, and achieve better results for students.

Professional development to date was not consistent, or data driven to meet the needs of the diverse learners. With the help of the Partnership for Los Angeles Schools (their EMO), Edwin Markham will put into place a coherent plan for professional development that runs the whole course of the year. Weekly PDs will complement each other as part of a professional learning cycle, instead of addressing different topics in an ad hoc way.

Support for new teachers is also needed so that a larger percentage of the teachers do not have to reteach strategies every year. In order for Edwin Markham Middle School to improve achievement for all, it must equip its teachers with strategies that will address the varying needs of the students who come to school with social-emotional needs, as well as academic needs. Because efforts have not been successful in the past, it would benefit the school to build capacity among the staff by having content experts provide the teachers with high quality professional development. The problem has been that teachers have had little accountability in lesson planning. Those teachers who have collaborated within their departments have seen improvements in their classroom practices and student achievement. More work has to be done around team building and trust so that the work can move forward.

Another change needed at this site is additional mental health services to help students who don’t have the means to address the trauma they experience in their everyday lives. As much as the Markham staff tries to provide referrals for services, the community has deeper issues that go beyond our realm of training. It is not uncommon for students to be admitted to hospitals for suicide watch because they can no longer deal with issues at home. At times, the school feels helpless, and agencies have waiting lists because the needs are so great.

In the area of interventions to improve student achievement, Edwin Markham has offered students the opportunity for intervention after school in the areas of English and Math, Saturday intervention for ELD, and Guided reading with the support of City Year during 6th period. The interventions have had inconsistent results due to student attendance and a lack of continuity and consistency in teacher practices.

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Parent Engagement: The Partnership also has supported parent engagement and collaborates with community organizations to best serve the individual needs and academic goals of the school and neighborhood. Parent engagement strategies at this school include a parent center, school-based family engagement teams to organize and execute activities, and a robust curriculum delivered through a monthly Parent College program to train parents with skills and tools to be advocates for their children’s education. More work is needed to involve parents in the school governance. This could be accomplished through training opportunities provided by the Partnership.

Model Selection:

The District agrees with this school that the restart model will provide the autonomy to select training contractors who best suit the needs of the teachers and students. Specifically, the restart model will allow Markham to make progress on its number one goal of improving instruction through effective professional development, while also meeting other school needs, such as more enrichment opportunities, more social-emotional supports for the students, and more instructional time.

By continuing the relationship with the Partnership, Markham will be able to help over lay professional development and support for its teachers, and will be able to leverage these resources to provide more intensive supports for the principal, teachers and families. For this reason, no other model was considered. A contract with this EMO will ensure high accountability and follow up for the implementation of professional development strategies. A continued relationship with the Partnership will also allow Markham to leverage additional resources, coaching, training/professional development and other supports that the Partnership offers.

Washington Prep High School Needs AnalysisA comprehensive needs analysis indicated that Washington Prep High School continues to score significantly below state and national averages. When compared with schools of similar demographics and economic indicators, the difference is not as great, but is still below the average.

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Subject Area

% Student

s Standard NOT MET

% Students Standard NEARLY

Met

% Students Standard

MET

% Students EXCEED Standard

ELA 2014-15 30% 30% 32% 8%

MATH 2014-15 71% 20% 7% 2%

ELA 2015-16 38% 38% 18% 7%

MATH 2015-16 71% 23% 5% 0%

Though many opportunities for professional development have occurred targeting Math and ELA, the results have not been realized, particularly for students’ of diverse needs.

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Students’ participation in the EL program has decreased, however the number of students that reclassified has dropped. Washington students need more intervention supports that occur during the school day, and also need to be provided with enrichment courses that peak students’ interest in various subject levels.

Teachers need additional professional development to implement Depth of Knowledge questions that move students beyond the knowledge level to deeper levels of thinking. This professional development will support the rigorous instruction in the classroom by creating higher level ordered projects to support student learning. The faculty needs to implement strategies that further a differentiation in instruction for all students. This could be achieved through professional development that focuses on collaboration between all subject area teachers at the different grade levels.

Through a previous SIG grant, this school was able to realize achievement goal increases in their graduation rate, attendance rate, and first time CAHSEE passage. Additionally, other practices such as hosting Saturday School for Credit Recovery has resulted in more students meeting the A-G requirements and graduation requirements for LAUSD. These practices need to be continued and expanded.

Parent Engagement: Families of Washington Preparatory Students are invited to attend Parent Orientations, Open House and Back-to-School Nights when the curricular and extracurricular activities and programs are showcased. Approximately 200-400 parents attend these functions each year. At these events, parents and families of the students are introduced to teachers and staff members and are encouraged to tour the campus as well as visit classrooms for targeted updates related to student performance.

This school’s parent engagement must be taken to another level by having families engage in more workshops to provide supports for students at home. Workshops could be teacher-led with Community Representatives who will also function as facilitators of learnings. Washington Prep’s parents also need to receive Leadership Development training that will prepare them to take a more active role in the school governance processes. Finding additional ways to engage the families directly in students’ academic process will be beneficial.

Although the families have confidence in the school’s abilities to support their students’ academic success, their absence or lack of physical participation in school events are often perceived by the teachers as a lack of parent involvement. The challenge is to bridge the gap of perception and have all stakeholders gain a better understanding of their expected role in the educational process of our students.Discipline and Attendance: Data indicates that discipline issues at Washington Prep have decreased tremendously which has a direct correlation with the increase in the

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daily in-seat attendance. Through incentive programs students in the Spring semester increased their daily average attendance. More programs of this type need to be continued as well as maintaining the high standard of campus safety and prevention of violence.

There has been an increase in enrollment in more rigorous courses, including Advanced Placement courses but this has not resulted in students who take the AP exams receiving qualifying scores of a three or higher. This group of students needs additional support and a different kind of intervention to support their success.

Model Selection:

Washington Prep has selected the SIG Restart Model to allow them to work with an EMO that will provide services that best support the capacity for their faculty to implement instructional strategies and raise the level of Depth of Knowledge in the classroom. They have elected to use a Planning Year to interview various EMOs so that they can find the best match possible for services they need to improve instruction and learning for all of their students.

The District agrees this is a good option for the school. They definitely need outside support that can provide professional development, improve parent engagement processes, and specifically shore up their intervention system to meet the needs of a varied and diverse group of learners.

Daniel Webster Middle School Needs AnalysisAfter examining this school’s data it is clear that there are many areas that need to improve including student achievement levels, student and staff attendance, and reclassification rates for English Learners. While staff attendance data is poor, the data can be traced to specific staff members and a plan will be developed to address this issue. While the student achievement levels are low in ELA and Math as measured by SBAC, there is a positive upward trend in the last two years.

Student Proficiency Data for English Language Arts and Math

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Subject Area 2014-15 2015-16

ELA % Proficient or Above 16% 20%

Math % Proficient or Above 11% 14%

2013-14 2014-15 2015-16

Staff with 96% attendance or better

58% 64% 52%

Specific areas that need to be addressed are:

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● Student and staff daily attendance rates

● Development of comprehensive intervention and enrichment programs

● Sufficient time for teachers to collaborate and plan with fidelity by compensating them for working outside of the school day

● Providing for an extended day to establish before school, after school, or Saturday intervention and enrichment

● Providing more instructional materials and software licenses that will enable individualized support for struggling students

Professional development for staff on the implementation of instructional programs

Over the last 3 years several intervention attempts have been made with varying degrees of success. In addition, Webster has worked to ensure they are providing rigorous academic programs that meet the needs and abilities of all students, from gifted learners to the students with disabilities, and all students in between. After school tutoring is provided every Monday and Wednesday from 3:00 to 4:30 provided by certificated teachers. Students are able to get assistance in any subject during this time. A major challenge has been uneven attendance and reaching more students. Because of the distance students must travel to get to Webster, it is difficult to “require” attendance without providing transportation.

The biggest challenges with the implementation of Webster’s interventions and enrichment programs have been: consistency of instruction, finding the time to research, plan, and develop the programs, access to accurate and timely data to measure results, motivating students to participate, and transporting students after school.

In order to improve student achievement, all students at Webster MS must have access to an enriching curriculum that includes the arts, hands on project based learning and culturally relevant and responsive education. Research demonstrates the role these play in promoting student achievement. Webster will implement a targeted intervention program for students who are struggling to meet grade level standards.

In order to address the social, emotional and behavioral needs of the students, they will

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establish a restorative justice program. In addition, they need to find new and creative ways to engage parents and community organizations to become active participants in revitalizing their school culture. The Parent Center must become more proactive in reaching out to parents and providing training in ways parents can support their students’ learning. Parents also need support to become school leaders and take an active role in Webster’s governance bodies.

Model Selection:

The stakeholders of Webster Middle School have determined the Restart model as one that fits their particular school community. Webster currently has a team of experienced, knowledgeable, and dedicated educators (teachers, administration, and support staff) that continue to work to develop a strong instructional program at the school. As such, they are not looking to replace their teachers or our administrators as required under other SIG models. The current administration (Principal and AP) are entering only their 3rd year. During this time there have been some gains in student achievement, re-establishment of key programs, such as the School for Advanced Studies (SAS), Advancement via Individual Determination (AVID) and the creation of new programs (STEAM) that have a proven track record of moving student achievement forward.

After careful analysis of the learning climate at Webster, and their data, parent survey input, and the opinions expressed by all the stakeholders, implementing the Restart Model will allow them to keep the positive elements of their current program while directly addressing the barriers to much more consistent and significant success. With the implementation of a solid and proven intervention system, along with consistently protected time for targeted professional conversations, data-analysis, and time for teachers to plan ways to intervene, this model will build upon the strong foundation that currently exists at Webster.

Westchester WESM Needs AnalysisAn analysis of Westchester (WESM) data and other information sources, indicate that in the last two years there has been a substantial improvement in ELA proficiency. The same cannot be said for Math. Subgroup data (EL students and Special Education) have not shown comparable gains in these subject areas.

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Subject 2014-2015 2015-2016

English Language Arts 24% 53% Gain +24

Math 20% 22% Gain +2

Area for Improvement:

The data is clear that the staff at this school needs to continue to strengthen their Professional Learning Community (PLC), work through increased data analysis, and use this data to identify the best instructional practices to increase the achievement of all students. Professional development to increase collaboration among teachers is also something that needs to take place, as teachers indicate they work in isolation as opposed to teams.

WESM needs to analyze their instructional foci and reflect on their progress in the implementation of teaching strategies that must be differentiated to meet the needs of diverse learners. The staff needs to modify their instructional practices, particularly for the student subgroups of EL and Special Education students.

In terms of intervention, there is no consistency in the instruction, with each teacher delivering their own curriculum, without any measurement of results. Data indicates that the incoming 9th graders have particular difficulty in their classes. There is a low pass rate in the CORE subjects.

A Summer Bridge Program would provide instructional intervention for at-risk students

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transitioning from middle school to high school in Math and English Language Arts. Students would be able to familiarize themselves with the campus, staff, and school expectations. As part of the intervention program, students could practice study skills and receive social development support.

Administrators, parents, and teachers need to revisit the school’s Single School Plan of Action and determine the effectiveness of certain strategies and by using data identify any shortcomings. By departments, teachers need to list their areas of focus, identify the highest need student groups, and adjust their plans to address them for the coming school year. The Instructional Leadership Team also needs to provide input on professional development topics that will assist in reducing the number of students needing Tier II and Tier III support.

Parent and student survey information indicated a desire for more intervention and enrichment opportunities for students. Parents also see a need to improve communication between the school and their homes. Parent engagement is low at WESM and the Parent Center needs to develop programs to bring parents and community into the school on a regular basis. They need to provide training to develop parent leaders who can express the voice of this group through participation in school governance and committees.

Model Selection:

WESM considered all of the SIG reform models. The Instructional Leadership Team, School Site Council, and Local School Leadership met to discuss the SIG models. These stakeholder groups included certificated staff such as teachers, counselors, Deans, and coordinators. The non-certificated staff was also involved, along with the School Administrative Assistant, the plant manager, parent/community representatives and the Associated Student Body President. This group met to discuss the pros and cons of the various models as they related to the needs of WESM.

After a full faculty vote, they selected the Restart model because it would allow them to select and partner with an Education Management Organization (EMO) to train them on how to continuously use data to improve student achievement.

WESM also needs an ongoing relationship with an EMO to support and monitor the implementation of the school’s instructional program. They want to make sure they can select a partner that has demonstrated a track record with public school turnaround and transformation with a population similar to the one at WESM.

The District believes that the Restart model best aligns with the needs of this unusual school. As a magnet, the students are bussed in from all over Los Angeles and they have different academic and social–emotional needs.

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By implementing the Restart model with a strong partner, the school would be able to provide the supports needed to help their diverse students meet the A-G graduation requirements, and be college and career ready once they graduate from WESM.

Element B: Meaningful Engagement with Families and the Community (Required)—The LEA must describe how it will meaningfully engage families and the community in the implementation of the selected intervention model on an ongoing basis.

Information on the SIG application was shared with the Board of Education at a Public Meeting on June 23rd. In addition to each of the school site public meetings, the SIG application will be presented again at the August 23rd School Board Public Meeting.

The first day of school was August 15th and most schools held one or more open public meeting(s) with the entire faculty, individual departments, Leadership Teams, and grade level teams, to secure agreement to participate from their stakeholders in SIG. Parents, especially those who participate on various instructional and governance committees representing various subgroups, were also invited to discuss the SIG models and the impact on their specific populations in the school.

Faculty, parents and community members were informed about the pros and cons of various models, and the final model selection was approved by a vote of the faculty and parents. They also obtained input from leadership staff, previous and new Site Council members, and various parent groups when developing the budget plans for the SIG planning year and implementation years.

Ongoing Engagement: A District requirement of the SIG is that grant implementation and progress be an agenda item on each and every School Site Meeting. Schools have been advised that they should include SIG updates in all faculty meetings, the monthly newsletters, email blasts, on their websites, and present information at PTO meetings. The schools will be counseled by the SIG Office on ways to improve communication and engagement of parents through programs that develop parent leaders on their campuses. Budget information will be made public so parents can see how the SIG funds are being spent for the benefit of their children.

During their first Planning year (all 14 schools) will engage parents and the community

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in many ways:

Hold community meetings to review school performance, discuss the school intervention model to be implemented, and develop school improvement plans in line with the intervention model

Communicate monthly with parents and the community about: school status, improvement plans, choice options, and local service providers for health, nutrition, or social services. Tools include using press releases, newsletters, newspaper announcements, parent outreach coordinators, hotlines, school website, PTO meetings, and direct mail

Share information with leadership teams, Site Council, faculty and all stakeholders about the options for EMO partners

Survey students, parents and faculty annually and disseminate information through all the communication media available

Encourage parents and students to participate in the LAUSD annual survey that assesses the school performance on many variables of safety, instruction, services, etc.

Stakeholder feedback from surveys, parent, and faculty and student body meetings will be recorded, reviewed and incorporated to improve the SIG implementation process. Principals at many schools will conduct focus groups, “coffee time with the principal” and other face to face meetings with stakeholders to ensure that the SIG schools are listening and responding to the needs of the students, families and community.

Allocating the SIG funds to obtain maximum benefit for all the students, and particular subgroups will be a high priority. Budget decisions, and any modifications needed, will be done by a vote of the Site Council and other leadership groups. Data will drive these decisions to assure funds are allocated based on the highest needs.

Beyond the school site our SIG schools will be monitored by the District’s SIG Office by reporting on a regular basis their efforts to increase parent engagement and develop community partnerships that can benefit the school, not just in terms of financial resources, but by engaging the community in worthwhile activities that enhance life in the local neighborhoods, i.e. clean up efforts, school-based health and fitness activities, enrichment and education courses offered to the community.

For our SIG schools to be successful, it will take the “Villages” to support their efforts to improve learning and better the lives of families in the community. The six Local Districts in LAUSD also have Parent Representatives and strong parent engagement programs. These staff members act as liaisons who work with parent groups and the larger local communities and businesses that surround our SIG schools. They will include SIG in their discussions with parent/community groups to secure valuable

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feedback for continued improvement in the implementation of the schools’ transformation efforts. They will also help the schools in their outreach efforts by providing translators at meetings and translation of documents for parents.

The parent communication devices of print and email newsletters, websites, email-blasts, Connect-Ed, Open Houses, Back-to-School Night, Parent Conferences, Student-led Conferences, etc. will continue and be expanded. All SIG schools will be allocating funds to improve parent engagement through their parent center activities, mental and health related family referral services, and leadership development programs. Parent engagement will include classes to equip parents with the skills to help their students with their homework and assignments, and support their education in general.

Element C: Demonstration of Capacity (Required)—The LEA must describe actions it has taken, or will take, to determine its capacity to provide adequate resources and related support to each school it commits to serve in order to fully and effectively implement the required activities of the selected intervention model beginning the on first day of the first school year of full implementation.

For the last five years, LAUSD has demonstrated the capacity to use SIG funds and implement, fully and effectively, all required components of the SIG model plans elected by each SIG school site. The District has always passed the internal audits and there have been no findings from the State monitoring of our SIG schools. All challenges and barriers have been met and no SIG implementation of interventions or programs have been impeded. From the first day of school, LAUSD will continue to provide optimal support for the Cohort 4 SIG programs through the SIG Office and the schools’ Local Districts. As in prior years, the SIG Office will focus on application of each schools’ turnaround practices, monitoring and evaluation of their program implementation, and providing technical assistance to the schools which includes negotiating with our labor partners to provide schools with the operational flexibility needed to implement their individual plans. Their job is to ensure faithful implementation of all plans.

In other personnel related matters that would impact the Restart schools, LAUSD has processes and practices in place that will allow it to carry out the interventions related to SIG:

The ability to assign effective teachers and principals to any site. This is noted in personnel procedures and the bargaining unit agreements.

Based on an agreement with the collective bargaining unit, UTLA, the District may grant SIG schools more flexibility in budgeting, staffing and use of time.

The District has already adopted a rigorous, transparent, and equitable principal and teacher evaluation systems that were designed with staff input. Student progress and growth, over time, is a consideration.

The District has agreements with UTLA for certain types of incentive programs to reward teachers and other staff by promoting them to teacher-leader positions.

District personnel policies provide for the review, training, mentoring and ultimate removal of a teacher who, after ample opportunities to improve, is not considered

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a competent teacher capable of improving student achievement. District personnel policies are in place to recruit, place, train and retain staff with

the skills necessary to meet the needs of all students. A faculty handbook is available for all staff members that delineates the policies of the district for hiring, placing, evaluating, training and disciplining staff members.

Curriculum, Assessment and Instructional SupportLAUSD will provide ongoing professional development for teachers and site administrators through the Division of Instruction and through the Office of Human Resources. At each site the principal, staff, and instructional leaders examine their school needs and instructional program and custom tailor the professional development to meet those needs. Every week teachers have a shortened day to meet for professional development and work collaboratively. All curriculum and instruction in LAUSD is aligned to the state standards and teachers use evidence-based instructional strategies in their classrooms. Professional development is provided to enhance their skills using these strategies particularly in Core subjects.

LAUSD has a new data system, MiSiS, and MyData that provides schools 24 hour access to student information on performance, attendance, discipline, language status, credits toward graduation and many other variables. Teachers and schools use this data to analyze their instructional programs and to inform decisions about what changes need to be made at grade levels and for subgroups.

Increased Learning TimeLAUSD has in place policies and procedures that allow the schools to establish schedules that provide options for increased learning time as well as teacher collaboration and planning time. Time is embedded in school schedules for weekly professional development (shortened days) as well as pupil free days each year. Increased learning time often takes place before, after or during school at lunch time. Teacher are paid for any extra time beyond the normal contracted hours.

Family and Community EngagementStudent and family support services are provided by the District through our Student Pupil Services Division. Each school site has a staffed Parent Center that assists parents in dealing with school staff, provides training classes in strategies for parents to help their students in their learning, classes to develop Parent Leaders, and information on community services. Many centers organize social events, volunteer activities for the families and the community, and some provide English language classes for parents.

RestartThe District has the capacity to enlist an Educational Management Organization that has been thoroughly vetted by the District (described in Section D) to partner with a school to improve student achievement. EMO contracts are subject to review and approval by the Legal and Procurement Divisions of the District and then sent for final approval to the Board of Education.

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Barriers and ChallengesOver the last five years of SIG implementation the District has been able to remove any barriers that could have impeded SIG interventions. School staffing issues, development of incentive programs, extended learning time, teacher evaluation requirements, and other challenges have been resolved. Union contract terms have been negotiated so that SIG models can be implemented without contract violations. Staff policies are such that if a teacher does not wish to implement SIG changes in their school they will be transferred to another site. With the support of the SIG Office and the Restart EMOs, LAUSD is confident any challenges that might arise, resistance to change, can be managed effectively by providing added Central and Local District instructional support for the SIG school.

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Section II: Descriptive Information

Element D: Recruitment, Screening, and Selection of External Service Providers (Restart Only) (Required)—The LEA must describe the rigorous review process, as described in the SIG final requirements, it has conducted, or will conduct, of the CSO, CMO, or EMO that is has selected or will select to operate or manage the school(s).

The District publishes an announcement requesting applications from school EMOs who are interested in working with SIG schools. Previous cohort EMO’s must reapply. Each EMO is then qualified through a rigorous process at both the school site and District level. All schools interview several organizations that have indicated they could provide the school management services required under the SIG guidelines. Stakeholder votes are taken to select an EMO and the site administration and SIG Office teams work with the EMO to create a scope of work relevant to the Restart model.

District Screening:

In 2009-2010 LAUSD established criteria for SIG school partnership relationships requiring that all EMOs must be able to:

Demonstrate capacity to operate as a school management organization Provide evidence of three years successful experience: improving student

achievement especially for at-risk students; identifying ways they have closed the achievement gaps; supporting the increase in graduation and college going rates; improving parent engagement; collaborating with school leadership on governance matters; and, reducing discipline (suspension/expulsion) rates in schools

Provide evidence of sound fiscal capacity, meet security and health requirements set by the District for contractors

Demonstrate capacity to fundraise, hire senior management to lead the initiative and commit significant resources to the endeavor at each school

Assume primary accountability for the academic performance of the schools under its management

Receive teacher and parent votes in favor of the EMO/school partnership

In order to establish a collaborative and inclusive process with all key stakeholders, the District requires that each potential partner meet with the teachers, administrators, parents and community members of each school to present the various services and resources they could provide to the schools. Any agreements also hold EMOs accountable to the Board, and a performance management agreement identifies the performance metrics to which schools and EMOs will be held accountable.

This same process is in place for this 2016 SIG application. EMOs are vetted and monitored through a rigorous process which requires their submission of the following:

A plan, designed in collaboration with the school, that provides documentation of their organizational and instructional objectives for the schools with outlined

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programmatic milestones and deliverables for the schools A detailed Scope of Work including an implementation timeline approved by the

site and the SIG Office A set of measurable goals with progress indicators (benchmarks) based on

quantitative data as well as qualitative data Projected budget for the first year

All EMO applicants must evidence the capacity to design and manage a high quality school. The LAUSD Procurement staff review team has performed a background check on all applicants and has evaluated applications using the following criteria:

1. Business qualifications - the number of years as a non-profit school management organization; a description of the organization’s track record and specific experience with public school turnaround and transformation; and, a description of the relationships they have established with local community groups

2. Personnel qualifications - background and professional qualifications of personnel (to be) assigned to work with school’s with description of responsibilities, related experiences and references

3. Financial qualifications – (1) financial viability of the entity; (2) financing capability providing information that documents sources of proposed financing; copies of the Articles of Incorporation, (3) a Certificate of Incorporation evidencing its non-profit status, and its Bylaws; (4) annual financial statement audit, and (5) financial and administrative procedures and controls.

4. Experience – (1) Implementation of instructional and operational strategies to improve student achievement; (2) experience with full range of responsibilities contemplated for school management and support; (3) performance on prior school transformation efforts that includes data on student data performance measurements monitoring and benchmarking; (4) teacher support and professional development; (5) school site leadership and governance development; (6) community relationships and parent involvement; and (7) fundraising capacity.

After rigorous screening by the SIG Office staff of each EMO proposal, the District Legal Services and Procurement Divisions review the proposals; and, if approved, they are submitted to the Board of Education for final approval. The SIG Office reviews the performance metrics of the EMO schools each year to evaluate the EMOs’ performance and ensure they have met their pre-established goals. Substantial failure to meet these performance metrics allows the school to terminate their relationship with the EMO.

Element E: Recruitment, Screening, and Selection of External Service Providers (All Other Models) (If applicable)—The LEA must describe the actions it has taken, or

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will take, to recruit, screen, and select, external service providers to ensure their quality, and regularly review and hold accountable such providers for their performance.

At the time of this application submission, no external service providers have been recruited or identified by the LEA, or individual schools to provide assistance in planning, developing, and implementing any components of the SIG intervention models. If during the SIG planning year or implementation years the District, or school site, should decide to contract with an outside provider, they must be vetted through the rigorous LAUSD contract screening procedures (same for EMOs).

The SIG Office will review all contract proposals from the SIG schools and evaluate the Scope of Work relative to the SIG school implementation plan needs. Accountability for results will be a key element for all contractor proposals, with pre-established criteria, multiple measures, and scheduled reporting periods. The vendor must evidence they have had successful experience providing the suggested service in schools similar to the SIG school in question.

If the SIG Office support staff finds the Scope of Work applicable, and the vendor qualified to provide services, they will forward the contract to the District Procurement Division, and possibly Legal Division for review. Once approved by these offices, the contracts are submitted to the Board of Education for approval.

Recruitment: There are specific LAUSD vendor qualifying procedures for all school external providers. The Procurement Office will announce a Request For Applications to attract and recruit potential contractors to support the SIG and other District Schools.

The District Procurement requirements for contracts with outside providers are standard in terms of the requirements for: levels of experience, qualifications of contractor personnel, finger-printing, records of effectiveness in similar school service projects, evidence of effectiveness using local measures, and robust references that must be met in order to become an approved vendor for the District.

Schools may not hire any external provider that is not pre-approved by LAUSD Procurement Services.

Each contract requires a complete description of the Scope of Work, cost of services, timeline for delivery, identification of personnel to deliver services and payment system. If the contract to be performed is over $25,000, the service proposal must be vetted through a competitive bidding process. A rational must be submitted with each contract to clearly define how the funds will be used to purchase materials or services outlined in the SIG school budgets that directly support the schools’ successful implementation of their SIG intervention plan.

The SIG Office will monitor the implementation of the vendor contracts on a monthly basis to ensure the fidelity to the contract terms, quality of the service delivery and satisfaction level of the school site administrative team and staff members.

Element F: Alignment of Resources (Required)—The LEA must describe the actions it has taken, or will take, to align other resources (for example, Title I funding) with the

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selected intervention model.

Just as in the past three SIG Cohorts, the Los Angeles Unified School District will support these fourteen SIG applicant schools by aligning the use of available funds and resources for implementation of the SIG model plans. (See chart next page.) All applicant schools will continue to receive their normal state/federal funding allocations as well as an appropriate portion of any new funding that may come from the state.

In 2013 California began implementation of a new means of funding schools - Local Control Funding Formulas. This formula increases resources to those students most in need. The District is ensuring the flexibility of these new funds will help sustain efforts in these SIG schools for increased learning time, wrap-around services for social and emotional issues for students and families, as well as student academic needs. LCAP funds for targeted student groups (homeless, foster, EL and Special Education) will be allocated in the budgets of SIG schools based on their populations of these specific student groups. Other Resources: The District currently has major foundation partners including the: Gates Foundation, and Irvine Foundation, and other private individuals who make sizeable anonymous donations to support district programs. All SIG schools have access to a data base of available grants through the Grants Headquarters (Grants HQ) - to help them identify grant opportunities. The District will include provisions in all EMO contracts that resources provided by the EMOs will also assure the sustainment of their specific school reform programs at the SIG sites.

Sustaining Interventions: The majority of selected reforms hinge on a change in instructional methods, scheduling, and the reallocation of current resources for the schools. The professional development and EMO support that takes place during the grant period will develop the staff skills and build capacity so they can continue a high level of instructional quality and school management after SIG funding ends. The consistent use of District provided data to inform instruction, job embedded professional development, and modified governance models, interventions and focus on parent engagement will become part of the way the SIG schools do business.

Direct Support: The District has provided for staff positions to support the SIG Office and these coordinators will provide professional development opportunities for SIG schools to convene and share experiences and learnings. SIG Directors will be available to oversee the plan implementation and provide support for the schools for instructional programs and fiscal management. For strategies identified as requiring additional resources, the District will give the schools local control to redirect their other federal, state and grant funds to support the successful strategies. The District will maintain resources available for teachers and leaders to have access to student achievement data through the Office of Data and Accountability.

The combined efforts of the SIG Office and District Budget Division will provide over sight on SIG school expenditures to make certain funds are used to supplement and not

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supplant non-federal resources. The chart below illustrates how the District will align other resources to support the SIG Intervention models.

Alignment of Other LAUSD Resources to Support SIG

Currently Available Resources (Federal, State, LEA, and/or Private Fund)

Description of how SIG funds will supplement, not supplant currently available resources.

Alignment to Needs Analysis and Intervention Model

Title I All funds provided to schools under Title I will be used to support existing programs based on student achievement data; new programs added as part of the schools’ SIG model implementation plan will be supported by SIG funds and any new grants obtained by the sites; fiscal and program staff review site expenditures to meet program guidelines.

SIG funds will be used to add additional programs in the areas of: increased learning time, tutoring, RTI, bridge programs, additional instructional materials, after school enrichment; parent education and engagement, professional development and collaboration time, special training in strategies and coaching by experts targeting the lowest performing students.

Title IIA Funds will supplement existing District professional development to produce high quality and effective teachers and administrators.

SIG funds will provide an opportunity for more intense professional development for lower performing subgroups, leadership training for administrators and teacher leaders, and stipends for teachers participating in the Teacher Effectiveness Program.

Title III

Resources for professional development on scaffold instruction and thinking maps to ensure English Learners are successful in the core program.

Several schools receive funding for a coach position and the remainder of funds is distributed on a per pupil basis.

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Section II: Descriptive InformationTwo Page Limit per Element:

Element G: Modify LEA Practices/Policies (Required)—The LEA must describe the actions it has taken, or will take, to modify its practices or policies to enable it to fully and effectively implement the selected intervention.

Several modifications to District practice and policies are in place that will enable successful implementation of all SIG model interventions:

In 2015 the District was reorganized into six local districts. This decentralized management model now provides the SIG schools with added local support and supervision from instructional, fiscal, and operational Directors and other personnel in these six Local Districts. These local districts also maintain parent and community relations programs to support the schools.

In the last two years, the District has spent millions of dollars refining its data collection and reporting system, MiSiS, that provides the SIG schools with instant access to student performance data to inform their planning and instructional decisions, and provide teachers the ability to “red flag” certain students or groups for intensified interventions. All teachers and site administrators are trained on the use of the system.

The District also has implemented a new attendance reward program and is developing a system to recognize exceptional teachers and promote them to teacher leader positions at their schools. These are both key SIG priorities.

The District also has a Board-approved and negotiated reward program for National Board Certified teachers, who receive an additional 15% on their salary compensation. These teachers provide valuable instructional support at the SIG schools and also usually provide professional development opportunities for other teachers.

New District practices with regard to teacher development include the LAUSD Teaching and Learning Framework which describes clear expectations for effective teaching and also identifies exemplary practices for reaching achievement goals. A Learning Management System is now in place to support educators in ongoing, self-directed professional learning by providing them access to a diverse catalog of professional development opportunities that support their needs.

A new District policy provides for the implementation of a new Leadership Academy to train aspiring site administrators.

As of June, 2016, under the District’s A-G Initiative, all students will graduate with the option to enroll directly into a university and be prepared for a career by implementing the College and Career Readiness program requiring all students

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to complete the A-G requirements to graduate from high school. This policy will support the SIG goal of increasing graduation and college going rates in the SIG schools.

By 2017 the District instructional program will have transitioned to the Common Core Standards in ELA and Math so that all content, teaching and learning will be focused around concepts and skills to help our students develop a deeper understanding and apply their knowledge According to CORE Waiver all of the LAUSD SIG schools will:1) Implement curriculum fully aligned to the Common Core Standards2) Schedule continuous, data-based curriculum review3) Support instruction with pacing guides, curriculum maps and/or sample

instructional strategies

In 2015-2016, the District implemented a new practice of providing expanded opportunities for credit recovery for students who were short the required number of credits to graduate. This program has proved to be very successful and resulted in a 76% graduation rate, the highest in LAUSD’s history.

A new policy, just announced by the Board of Education on August 16, 2016, is that the District has entered into a partnership with the City of Los Angeles and the Los Angeles Community College District to give every LAUSD student one free year of Community College tuition. In fact, LAUSD students may attend their local community college while still attending their high school under a dual enrollment agreement. This new District policy is a huge break through and will increase the District’s graduation and college attendance rates in the SIG schools. The new program will open up opportunities for SIG students to take many types of vocational and other certificate career related courses that are not available at their own high school site

District policies on the distribution of all current funding resources will remain the same. All other available funds that currently are available to these sites will remain in place and any additional funds that come to the District will be distributed using existing funding formulas and procedures. All funds are distributed in compliance with the State regulations for local school funding.

The District will renew and continue to honor the previous agreements made with the collective bargaining unit, UTLA, on matters that relate to SIG including: increased learning time, teacher incentives, teacher assignments, school schedules, and teacher and site administrator evaluation systems. Based on the current year collective bargaining agreements with UTLA and the administrators union, AALA, no changes that would impact SIG interventions are anticipated at this time.

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Element H: Effective Oversight and Support for Implementation (Required)—For each school that the LEA commits to serve, the LEA must describe how it will provide and maintain effective oversight and support for implementation of the selected intervention model.

LAUSD will maximize the integration of District and school resources while simultaneously commanding a high level of accountability for SIG measurable results at each school. The SIG Office will provide resources for teachers and leaders, along with overseeing the ongoing evaluation and monitoring of the grant. By effecting accountability, wed to converged support and continuous evaluation, LAUSD will foster optimal results in these schools.

The SIG Office has a full staff including a Director, Anthony Aguilar, and three SIG Coordinators who have worked on previous SIG cohorts supervising the implementation of the model plans. There is a Fiscal Specialist just for the SIG schools who oversees the implementation expenditures and compliance with the original budgets. A yearly audit is conducted for each SIG school site budget.

Duties of the SIG Office Personnel to provide oversight: A Director, Anthony Aguilar, who will support and monitor all SIG schools selected

for the teacher effectiveness components that must be implemented, as well as serve as a liaison among all District partners and offices. This Director will be accountable for overall school performance, such as the evaluation of the school improvement grant, and reports directly to Frances Gipson, the Chief Academic Officer for the District.

Three SIG Coordinators who serve as a coaches to support the school principals and Site Councils throughout the planning and implementation phases of the grant

A Fiscal Specialist responsible to reconcile all SIG expenditures and audits An Administrative Aide to provide clerical support

In addition to these specific SIG Office personnel, the District will engage the Office of Accountability to provide data on each school during the grant measuring the:

Number of instructional minutes within the school year Student participation rate on state assessments in reading/language arts and in

mathematics, and by student subgroup Dropout rate where applicable Student attendance rate Number and percentage of students completing advanced coursework (e.g.

AP/IB), early-college high schools, and dual enrollment classes Discipline incidents Distribution of teachers by performance level on the District’s teacher evaluation

system Teacher attendance rates

The SIG Office will collaborate with the Division of Instruction that currently provides abundant resources and services for all LAUSD schools. A monthly newsletter offers schools a wealth of information on successful strategies and best practices, along with

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announcements of all the available professional development opportunities. By using state of the art communications technology, the District delivers training resources to the schools in real-time and virtual-time so they can take advantage of learning when it is conducive.

The on-line school resources feature: On-line classes and seminars on curriculum, instruction, use of data, and the

problem-solving model Live discussion groups and webinars Video and audio presentations from experts and successful local teachers and

administrators (Webcasts are under development) A digital library of valuable internet resource sites, publications, articles On-line assessment tools to measure progress against goals

The SIG Office strategic plan for oversight and support, by nature of the urgency of these schools’ needs, is results driven and depends on several layers of support to achieve the desired outcomes. Acting as a catalyst for change the SIG Office will:

Provide expert guidance and coaching to support curriculum and instruction Coordinate with all of the EMOs of the 14 Restart model schools to make sure

contracts are on schedule and services being delivered to the satisfaction of the SIG schools

Act as a clearinghouse for successful practices and disseminate information to the schools through the Division of Instruction’s webpage, as well as other face-to-face opportunities

Evaluate school performance against established SIG model achievement goals using the data indicators mentioned in Element A of this document

Gather, analyze and report data that will offer actionable recommendations for necessary changes in each school implementation processes as they relate to the Restart model.

Interface with the Local Districts to identify and reduce roadblocks, and consolidate existing processes and services to streamline support for the schools

LAUSD acknowledges its responsibility to satisfy periodic reporting and the accountability requirements throughout the term of the grant. Quantitative student-level data will be collected and reported from the LAUSD Office of Data and Accountability using 2016 as the baseline against which to measure the schools’ progress.

For the purposes of local monitoring and continuous improvement, the District will utilize annual student achievement goals and student achievement data to evaluate the effectiveness of improvement strategies identified in each school’s grant application.

Element I: Sustaining the Reforms (Required)—The LEA must describe how it will

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sustain the reforms after the funding period ends.

Los Angeles Unified School District has a clear focus on five goals: 100% Graduation Proficiency for All, 100% Attendance, Parent and Community Engagement, and School Safety. These goals are in direct alignment with the focus of the SIG. All District resources are aimed at accomplishing these five goals and thereby ensure sustaining the reforms established in the SIG schools after the funding period ends. In Section F, we detailed how the District will align all financial resources to support the SIG reform efforts. This includes all normal state level and federal funds. Most of the work of the SIG reform model plans involves on site professional development, parent engagement programs, and interventions for students, and use of evidence-based instructional strategies. These are financed out of normal site operational budgets and covered by the various Title I, IIA, III and state support funds.

In keeping with the SIG focus on improving and sustaining teacher and principal effectiveness, LAUSD is implementing a new multiple-measures teacher evaluation system District-wide that takes into account student growth measures. Currently, a school leader evaluation system is being piloted in select schools with full implementation by 2017-2018. LAUSD and UTLA (teacher bargaining unit) agreed last year on a new teacher evaluation rating system that is now in place. These actions will also provide the teacher support that is being developed during the SIG funding period.

As previously stated, to sustain incentives to improve attendance, the District has an attendance reward program that will apply to all schools, and is developing a system to recognize exceptional teachers and promote them to teacher leader positions at their schools. These programs stand regardless of SIG funding.

The District also has a Board-approved and negotiated reward program for all National Board Certified teachers, who receive an additional 15% on their salary compensation. Many of the teachers in our SIG schools are currently enrolled in the NBCT program to attain this status. The funding for this program does not rely on SIG funding.

The LAUSD Teaching and Learning Framework describes clear expectations for effective teaching and also identifies exemplary practices for reaching achievement goals. A Learning Management System was developed in 2015 that will support educators in ongoing, self-directed professional learning by providing them access to a diverse catalog of professional development opportunities that support their needs. Many of the SIG school plans call for intense professional development and these opportunities will be available in addition to their own site-based training regardless of their availability to SIG funds.

The District’s Human Resources Division provides multiple opportunities for teachers and administrators to continue their education and improve their teaching and administrative skills. A special Leadership Academy will open in 2016 to develop a new corps of administrators, with a focus on training candidates to work in the most challenging schools. The District has developed a plan to transfer effective teachers

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who would choose to teach in low performing schools. The District would screen all teachers before transferring to one of the high priority SIG schools. Again, these policies that will support SIG school model interventions, do not rely on SIG funding.

To improve learning for our English Learners and students with disabilities, the District will continue to provide EL Master Plan training for teaching LTELs and SELs (Title III), and training for Special Education inclusion. SIG funding is not needed to support this important subgroup of students in the English Language development process.

The LAUSD Human Resource division has been developing new job descriptions around critical teaching elements, hiring rubrics and interview protocols to recruit critical teacher skills including knowledge-based competencies and general abilities to school improvement that are specific to all learners including additional knowledge and abilities related to subgroups of students (SWD and ELL). These programs all have state and federal support in place and will not depend on future SIG funding in the schools.

As of August 16, 2016, the District has entered into a partnership with the City of Los Angeles and the Los Angeles Community College District to give every student one free year of Community College, and in fact, students may attend while still in high school under dual enrollment. This is a huge break through that will increase the District’s graduation and college attendance rates and not rely on any type of SIG funding for the schools.

The District will continue to implement credit recovery programs that help students who are behind in earning A-G credits for graduation. Every student in LAUSD graduates having completed these rigorous courses so they have the opportunity to attend at University of California or California State University. These courses are built into the Master Schedule of each high school and will sustain the SIG goals of creating more college opportunities for all students.

Another District effort that will sustain SIG improvements in graduation rates is the Linked Learning Program where all high schools have career focused programs for students. These include special curriculum, internships and job training. The District receives state and foundation funds from the Irvine Foundation to support the development and sustain these Linked Learning programs throughout the District. SIG funding will not be needed to continue and expand Linked Learning programs.

The SIG Office has a strategic plan in place that will support the schools during the grant period. This plan has been very effective for supporting and monitoring the SIG Cohort I, II and III schools to achieve desired results and school improvements. In subsequent years the schools if SIG schools do not meet the District set performance goals for progress they will be given extra intensive support through their Local District instructional support systems.

Element J: LEA Monitoring of School Implementation (Required)—The LEA must

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describe how it will monitor each school that it commits to serve that receives SIG funding by establishing annual goals for student performance and progress on the State’s assessments in reading/ELA and mathematics and measuring progress on the leading indicators as defined in the SIG final requirements.

There is a cohesive monitoring model in place that has been very effective for previous SIG cohorts to ensure the schools are on track for meeting their goals and implementing all elements of their plans. A fully staffed SIG Office is available at all times to assist the schools in their implementation process. Staff includes school coordinators and a Fiscal Specialist who oversees the SIG budgets.

The District and schools can track the SIG implementation by using LAUSD’s MyData and MiSiS information systems 24 hours a day. Benchmark dates will be set and data will be collected and reviewed at the District, Local District, and school site levels. Using on-line and other various methods of evaluation the monitoring model will respond to four target areas:

1. To what extent has the implementation of the school plans increased student achievement and the number students who achieved proficiency in ELA and Math? (Evidence – annual state testing results; District Periodic Assessments)

2. To what extent have the schools carried out the strategies cited in their grant applications with fidelity? (Evidence – SIG Support Center observation reports, surveys, site visits, student response to interventions, parent satisfaction surveys, teacher responses to leadership support)

3. To what extent has the District placed highly qualified teachers into these low performing schools and proper assignments? (Evidence - reports from Human Resources Division)

4. To what extent has the District provided training and support for leadership development of teachers, administrators and parents, and other support services for the schools? (Evidence - agendas, surveys, interviews, participation rates in professional development offerings online and real time)

Schools will report mid-year on their progress along the similar criteria considered in their initial Needs Analysis:

All available state standardized test data SBAC (last two years) by grade level and subgroups

High school course pass/failure rates; Completion of A-G Requirements Number of AP courses, enrollment and pass rates Reclassification rates for English Learners Attendance, graduation and dropout rates Disciplinary actions including suspensions and expulsions Staff changes in the school Professional development plans and schedules; Teacher support systems

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Parent engagement in school governance and activities Growth of community support and partnerships Effectiveness of in-place intervention systems by grade level and subgroups Participation in after school programs and summer programs – extra learning and

enrichment time including tutoring New grants and in-kind and financial resources, grants, other support to

supplement the SIG

On a regular basis teachers use professional development and collaborative planning time to analyze site-based testing and student work to determine their progress toward improving student performance in Math, English Language arts and on other progress/performance goals. Examining data frequently allows the staff to make adjustments to the instructional program to adapt to the needs of their students.

Each SIG school has an option to assign an individual SIG Coordinator who over-sees the implementation of the SIG plan and budget expenditures. EMOs and contract vendors who provide services are carefully supervised by the SIG Office to ensure they are delivering services per their agreements, in a timely and effective manner. The purpose of this ambitious evaluation and monitoring system goes beyond SIG requirements and provides actionable feedback to our schools with recommendations that are practical and will dictate immediate changes needed to maximize results and meet or exceed their stated annual performance and progress goals.

The District has established performance goals for every school. They are given a School Report Card and Data Summary which indicates the goals for their school by grade level and subgroup. Many variables are considered including Math and ELA scores, reclassification rates, attendance, disciplinary actions, teacher attendance, parent participation rates, etc.

Local District Directors are responsible to watch this data and counsel the site administrators and staff on their progress toward meeting the District established goals. If they are falling short, it is the responsibility of the Director to advise them on strategies, professional development and other interventions that must be taken to keep the school in compliance with the District goals as well as the goals established in their SIG application.

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Section III: Annual Student Performance and Progress Goals

Each participating LEA must establish clear, measurable, and challenging goals for student performance, and progress on the State’s assessments in both reading/ELA and mathematics for each of the identified schools the LEA commits to serve. The LEAs must use the goals to monitor the progress of each of the schools that receive SIG funds. Renewal of each LEA’s SIG, with respect to a particular school, is subject to each school’s progress made toward meeting the annual goals for student performance and progress

For additional guidance on CAASPP assessments, please visit the CDE CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/index.asp.

Instructions:

This element includes the following required SIG Forms:

SIG Form 1a—Annual Student Performance and Progress Goals: Reading/English Language Arts

SIG Form 1b—Annual Student Performance and Progress Goals: Mathematics

For each identified need, complete a goal and one table for each goal. Include as many needs and goals for each school as applicable. Duplicate and expand the table as necessary.

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http://www.cde.ca.gov/ta/tg/ca/index.asp


SIG Form 1a—Annual Student Performance and Progress Goals: Reading/English Language Arts (Required)

Identified Need(s) :

Students scoring proficient on SBAC summative assessment. Currently, only 16% of the students in grades third through met or exceed the standard.

Goal(s) Applies to:

School: 107th Street School Schoolwide; Grade Level and/or Pupil Subgroups:

Third through Fifth Grades

SIG Expected Annual Measurable Goal(s)Established Goals for Full Implementation Only

Full Implementation Year 1By June 2018, school-wide English Language Arts scores, as it relates to SBAC proficiency (Reading), will increase by 5% (from 16% to 21%) as measured by the SBAC Summative Assessment for grades 3-5.




Full Implementation Year 5, if applicable

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SIG Form 1b—Annual Student Performance and Progress Goals: Mathematics (Required)


Students scoring proficient on SBAC summative assessment. Currently, only 8% of the students in grades third through met or exceed the standard.

Goal(s) Applies to:

School: 107th Street SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Third through Fifth Grades

SIG Expected Annual Measurable Goal(s) Established Goals for Full Implementation Only

Full Implementation Year 1By June 2018, school-wide Mathematics scores, as it relates to SBAC proficiency (Reading), will increase by 5% (from 8% to 13%) as measured by the SBAC Summative Assessment for grades 3-5.





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Low levels of proficiency in Early Literacy skills in K-2 and low levels of proficiency in Reading Comprehension in Grades 3-6.

Goal(s) Applies to:

School: Annalee Avenue Elementary SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Grades K-2, Grades 3-6, Socioeconomically Disadvantaged sub-group


Full Implementation Year 1

The percentage of K-2 students meeting the end of the year benchmark on the DIBELS assessment will increase by 5% overall for 2016-2017 to meet the LAUSD average percentages. Kindergarten will increase from 64% to 69%, 1st grade will increase from 69% to 74%, and 2nd grade will increase from 59% to 64%.2. 3rd – 5th grade students passing English Language Arts will increase by 5%, from 63% to 68% to meet the LAUSD average.3. By June 2017, the percentage of Socioeconomically Disadvantaged students in 2nd grade that meet the end of the year benchmark for DIBELS will increase by 5% from 65% to 70%.4. By June 2017, the percentage of Socioeconomically Disadvantaged students in 5th grade who meet or exceeds standards in ELA as measured by the Smarter Balance Consortium Assessment from 13% to 18%.

Full Implementation Year 2 The percentage of K-2 students meeting the end of the year benchmark on the DIBELS assessment will increase by 5% overall for 2017-2018 to meet the LAUSD average percentages. Kindergarten will increase from 69% to

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74%, 1st grade will increase from 74% to 79%, and 2nd grade will increase from 64% to 69%.2. 3rd – 5th grade students passing English Language Arts will increase by 5%, from 68% to 73% to meet the LAUSD average.3. By June 2018, the percentage of Socioeconomically Disadvantaged students in 2nd grade that meet the end of the year benchmark for DIBELS will increase by 5% from 65% to 70%.4. By June 2018, the percentage of Socioeconomically Disadvantaged students in 5th grade who meet or exceeds standards in ELA as measured by the Smarter Balance Consortium Assessment from 13% to 18%.


The percentage of K-2 students meeting the end of the year benchmark on the DIBELS assessment will increase by 5% overall for 2018-2019 to meet the LAUSD average percentages. Kindergarten will increase from 74% to 79%, 1st grade will increase from 79% to 84%, and 2nd grade will increase from 69% to 74%.2. 3rd – 5th grade students passing English Language Arts will increase by 5%, from 73% to 78% to meet the LAUSD average.3. By June 2019, the percentage of Socioeconomically Disadvantaged students in 2nd grade that meet the end of the year benchmark for DIBELS will increase by 5% from 70% to 75%.4 By June 2019, the percentage of Socioeconomically Disadvantaged students in 5th grade who meet or exceeds standards in ELA as measured by the Smarter Balance Consortium Assessment from 18% to 23%.

Full Implementation Year 4 The percentage of K-2 students meeting the end of the year benchmark on the DIBELS assessment will increase by 5% overall for 2019-2020 to meet the LAUSD average percentages. Kindergarten will increase from 79% to 84%, 1st grade will increase from 84% to 89%, and 2nd grade will increase from 74% to 79%.2. 3rd – 5th grade students passing English Language Arts will increase by 5%, from 78% to 83% to meet the LAUSD average.3. By June 2020, the percentage of Socioeconomically Disadvantaged students in 2nd grade that meet the end of the year benchmark for DIBELS will increase by 5% from 75% to 80%.

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4. By June 2020, the percentage of Socioeconomically Disadvantaged students in 5th grade who meet or exceeds standards in ELA as measured by the Smarter Balance Consortium Assessment from 23% to 28%.

Full Implementation Year 5, if applicable N/A – Year 5 Sustainability

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Low levels of Proficiency in Mathematical Practice Standards as measured by Smarter Balance Assessments

Goal(s) Applies to:

School: Annalee Avenue Elementary SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Grade Levels 3-6


Full Implementation Year 1Mathematics Proficiency as measured by Smarter Balance Consortium Assessments for Grades 3-6 will increase by 5% school-wide from 9% to 14% by the end of 2016-2017.





N/A Year 5 Sustainability

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The DIBELS data in Tables 6 and 7 at Barton Hill shows that all grade levels tested have an instructional need for Early Literacy Skills. The composite scores measure foundation skills, decoding skills, and retelling skills. There is a need for Early Literacy intervention in the areas of phonemic awareness, phonics, decoding, high frequency words, fluency, and retell. The data is presented in the 3 screener measurements used in DIBELS at the beginning of the year (BOY), middle of the year (MOY), and the end of the year (EOY). The DIBELS goals are set for each implementation year in charts. There are separate data and goal charts for grade kindergarten through second and then third grade through fifth grade. Currently sixth grade does not test DIBELS consistently. Based on the data in DIBELS, all subgroups are in need of Early Literacy Intervention. This is a need schoolwide because the early the literacy intervention the more successful students will be in comprehension in upper-grades. Also, there is a learning need in literacy because if students do not master the Early Literacy Skills, then comprehension and other upper-grade The Smarter Balanced data in table 1 shows that on average less than 20% of the students tested at Barton Hill meet or pass the grade level standards tested. This creates a need for literacy intervention and instruction. The data on the literacy claims tables (2, 3, 4, and 5) show that there is needed intervention and differentiated instruction in all areas of literacy (reading, writing, listening and research/inquiry). The need of the school is to have intervention and research-based literacy instruction starting in the primary grades thereby creating successful literacy in upper-grades. The goals listed for the Smarter Balance are listed in tables in the implementation years.

Goal(s) Applies to:

School: Barton Hill Elementary SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Table 1-Average Scale Score and Percentage in Each Achievement Level Smart Summative ELA/Literacy for students that Met or Exceeded the Standard

Grade 2014-2015 2015-2016

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Grade 3 9 13Grade 4 4 16Grade 5 11 8Grade 6 9 7

Table 2-Average Scale Score and Percentage in Each Claims Performance Category Smarter Summative ELA/Literacy for students Below Standard

Grade 3 Reading Writing Listening Research/ Inquiry

2014-2015 74 71 43 502015-2016 67 66 31 58

Table 3- Average Scale Score and Percentage in Each Claims Performance Category Smarter Summative ELA/Literacy for students Below Standard


2014-2015 65 70 49 562015-2016 67 59 41 49



2014-2015 69 65 48 422015-2016 78 67 52 58



2014-2015 48 52 38 322015-2016 73 92 50 42

Table 6-Dynamic Indicators of Basic Early Literacy Skills percentage for students at benchmark for Begging of the year data (BOY), Middle of the Year (MOY), End of the Year (EOY)Composite ScoreKindergarten-2nd

BOY MOY EOY

2013-2014 47 59 58204-2015 50 50 572015-2016 50 58 54

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Table 7-Dynamic Indicators of Basic Early Literacy Skills percentage for students at benchmark for Begging of the year data (BOY), Middle of the Year (MOY), End of the Year (EOY)Composite Score3-5th BOY MOY EOY2013-2014 40 38 382014-2015 54 40 502015-2016 52 49 44


Full Implementation Year 1 Planning Year 2016-2017


2017-2018DIBELS Composite Score % Goals-Kindergarten , Grade 1, and Grade 2

BOY MOY EOYKindergarten-2nd 55% 58% 63%

DIBELS Composite Score Goals % - Grade 3, Grade 4, and Grade 5Grades BOY MOY EOY3,4 and 5 57% 60% 63%

Barton Hill Goals for Average Scale Score and Percentage in Each Achievement Level Smarter Summative Mathematics-Standard Met and Exceeded

Grade 2017-2018 Goal %Grade 3 17Grade 4 20Grade 5 12Grade 6 11


DIBELS Composite Score % Goals-Kindergarten , Grade 1, and Grade 2Grade Boy MOY EOYKindergarten- 58% 61% 66%

DIBELS Composite Score % Goals-Grades 3, 4, and 5th

grades BOY MOY EOY3-5 60% 63% 66%

2018-2019 Barton Hill Goals for Average Scale Score and Percentage in Each

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Achievement Level Smarter Summative Mathematics-Standard Met and ExceededGrade 2018-2019 Goal %Grade 3 20Grade 4 23Grade 5 15

Grade 614


DIBELS Composite Score % Goals-Kindergarten , Grade 1, and Grade 2Grades BOY MOY EOYKindergarten-2nd 69% 72% 75%

DIBELS Composite Score % Goals-Kindergarten ,Grades 3, 4, and 5th

Grades BOY MOY EOY3-5 63% 66% 69%

2019-2020 Barton Hill Goals for Average Scale Score and Percentage in Each Achievement Level Smarter Summative Mathematics-Standard Met and Exceeded


Full Implementation Year 5, if applicable Sustainability Year 2020-2021

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The Smarter Balanced data shows that on average less than 25% of students in grade 3-6 are meeting the standards tested table 1. This creates an upper-grade need for math intervention. The data in tables 2, 3, 4, and 5 show that all grade levels need instruction on the Common Core Standards and math concepts because all grade levels had a high percentage of students that did not know the math concepts that they were being tested on. Since mathematics concepts and standards are taught beginning in kindergarten, the data shows a need for math intervention and differentiated instruction in all grades at Barton Hill as a need. Early intervention is a need in order to provide the instruction that uses researched-based programs and support for students so that they can meet the math standards in all grades. Another need seen in these tables is the need for students to have instruction and problem solving and modeling and data analysis. This need means that students need instruction that provides them with problem solving applications using the basic math concepts. Lastly, the data in these tables show a need at Barton Hill for students to be instructed in communicating and reasoning their math solutions to others. The goals are set for the Smarter Balanced data by grade level in the Implementation year tables.

Goal(s) Applies to:

School: Barton Hill ElementarySchoolwide; Grade Level and/or Pupil Subgroups:

Table 1-Average Scale Score and Percentage in Each Achievement Level Smarter Summative Mathematics for Standards Met and Exceeded

Grade 2014-2015 2015-2016Grade 3 15 19Grade 4 1 11Grade 5 8 1Grade 6 12 4

Table 2-Average Scale and Score and Percentage in Each Claims Performance Category Smarter Summative Mathematics Below Standard

Grade 3 Concepts and Procedures

Problem Solving and Modeling & Data Analysis

Communicating and Reasoning

2014-2015 67 67 512015-2016 60 68 36

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Table 3- Average Scale and Score and Percentage in Each Claims Performance Category Smarter Summative Mathematics Below Standard




2014-2015 94 69 802015-2016 77 59 66





2014-2015 82 82 662015-2016 91 89 70





2014-2015 70 58 472015-2016 81 81 66


Full Implementation Year 1Planning year 2016-2017


Full Implementation 2017-2018 Barton Hill Goals for Average Scale Score and Percentage in Each Achievement Level Smarter Summative Math Standard Met and Exceeded


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2018-2019 Full Implementation Barton Hill Goals for Average Scale Score and Percentage in Each Achievement Level Smarter Summative Math-Standard Met and Exceeded



2019-2020 Full Implementation Barton Hill Goals for Average Scale Score and Percentage in Each Achievement Level Smarter Summative Math-Standard Met and Exceeded



Sustainability Year

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School-wide proficiency marks in Operations and Algebraic Thinking did not increase in 2015-2016; 32.5% students’ overall met or exceeded standard as measured by student report card grades of 3’s and 4’s.

Goal(s) Applies to:

School: Tom Bradley Global Awareness MagnetSchoolwide; Grade Level and/or Pupil Subgroups:

K-2


Full Implementation Year 1In the area of Operations and Algebraic Thinking, by June 2017, the percentage of students who meet or exceed standard will increase by 10% from 32.5% to 42.5%





In the area of Operations and Algebraic Thinking, by June 2021, the percentage of students who meet or exceed standard will increase by 10% from 72.5% to 82.5%

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Based on the 2015-2016 SBA, 4% of 3rrd Grade, 8% of 4th Graders and 6% of 5th Graders met or exceeded composite grade level standard in Mathematics.

Goal(s) Applies to:


3-5


Full Implementation Year 1By June 2017, in Grades 3-5, the percentage of students meeting the SBA standard in Math will increase 5 percentage points. Specifically, in 3rd Grade, it will increase from 4% to 9%. In 4th Grade, it will increase from 8% to 13%. In 5th Grade, it will increase from 6% to 11%.





By June 2021, in Grades 3-5, the percentage of students meeting the SBA standard in Math will increase 10 percentage points. Specifically, in 3rd Grade, it will increase from 39% to 49%. In 4th Grade, it will increase from 43% to 53%. In 5th Grade, it will increase from 41% to 51%.

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In Operations and Algebraic Thinking did not increase in 2015-2016; 32.5% students who met or exceeded standard as measured by student report card grades of 3’s and 4’s.

Goal(s) Applies to:


School-wide K-5


Full Implementation Year 1In the area of Operations and Algebraic Thinking, by June 2017, percentage of students scoring at or exceeding standard will increase by 5% from 32.5% to 37.5%

Full Implementation Year 2In the area of Operations and Algebraic Thinking , by June 2018, percentage of students scoring at or exceeding standard will increase by 8% from 37.5% to 45.5%




In the area of Operations and Algebraic Thinking , by June 2021, percentage of students scoring at or exceeding standard will increase by 10% from 65.5% to 75.5%

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SIG Form 1b—Annual Student Performance and Progress Goals: English Language Arts (Required)


In 2015-2016, 67% of Kindergarten students met the end-of-the-year benchmark on DIBELS compared to 57% in 2014-2015. In 2015-2016, 55% of First Graders met the end-of-the-year benchmark on DIBELS compared to 71% in 2014-15. In 2015-2016, 57% of Second Graders met the end-of-the-year benchmark on DIBELS compared to 31% in 2014-15.

Goal(s) Applies to:


K-2



By June 2017 on DIBELS Composite, the number of students in Kindergarten meeting the end-of-the-year benchmark will increase 5 percentage points from 67% to 72%. The number of students in 1st Grade meeting the end-of-the-year benchmark will increase 5 percentage points from 55% to 60%. The number of students in 2nd Grade meeting the end-of-the-year benchmark will increase 5 percentage points from 57% to 62%.


By June 2018 on DIBELS Composite, the number of students in Kindergarten meeting the end-of-the-year benchmark will increase 5 percentage points from 72% to 77%. The number of students in 1st Grade meeting the end-of-the-year benchmark will increase 5 percentage points from 60% to 65%. The number of students in 2nd Grade meeting the end-of-the-year benchmark will increase 5 percentage points from 62% to 67%.


By June 2019 on the DIBELS Composite the number of students in Kindergarten meeting the end-of-the-year benchmark will increase 5 percentage points from 77% to 82%. The number of students in 1st Grade meeting the end-of-the-year benchmark will increase 5 percentage points from 65% to 70%. The number of students in 2nd Grade meeting the end-of-the-year benchmark will increase 5 percentage points from 67% to 72%.

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Based on 2015-2016 SBA results, in 3rd Grade, the number of students meeting the standard was 6%, in 4th Grade it was 17%, and in 5th Grade 16% of students are at or above standard in overall English Language Arts.

Goal(s) Applies to:


3-5



By June 2017, the number of students in 3rd-5th Grade meeting the standard on SBA ELA will increase 5 percentage points. Specifically, in 3rd Grade, the number of students meeting the standard will increase from 6% to 11%. In 4 th

Grade, the number of students meeting the standard will increase from 17% to 22%. In 5th Grade, the number of students meeting the standard will increase from 16% to 21%.


By June 2018, the number of students in 3rd-5th Grade meeting the standard on SBA ELA will increase 8 percentage points. Specifically, in 3rd Grade, the number of students meeting the standard will increase from 11% to 19%. In 4th Grade, the number of students meeting the standard will increase from 22% to 30%. In 5th Grade, the number of students meeting the standard will increase from 21% to 29%.

Full Implementation Year 3 By June 2019, the number of students in 3rd-5th Grade meeting the standard on SBA ELA will increase 10 percentage points. Specifically, in 3rd Grade, the number of students meeting the standard will increase from 19% to 29%. In 4th Grade, the number of students meeting the standard will increase from

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30% to 40%. In 5th Grade, the number of students meeting the standard will increase from 21% to 31%.





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Identified Need(s) :Reading Comprehension as measured by DIBELS (retell) or DAZE (grades 3-5); in 1st grade 66% of students scored benchmark or above, in 2nd grade 60% of students scored benchmark or above, in 3rd grade 26% of students scored benchmark or above, in 4th grade 38% of students scored benchmark or above and in in 5th grade 15% of students scored benchmark or above.

Goal(s) Applies to:


1-5


Full Implementation Year 1 By June 2017 the percentage of students scoring benchmark or above in all grade levels 1st through 5th will increase by 5%.




Full Implementation Year 5, if applicable By June 2021 the percentage of students scoring benchmark or above in all grade levels 1st through 5th will increase by 10%.

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Based on data from smarter balanced, 85% of 3rd grade, 85% of 4th grade, and 75% of 5th grade students did not meet standards on Smarter Balanced. Data indicates that in 2015-2016 only 15% of students in 3-5th grade met the standards. Therefore students are not obtaining the necessary skills to develop reading strategies such as comprehension, vocabulary, word meaning, reasoning and analysis. Students are also struggling in learning high frequency words that help develop automaticity.

Goal(s) Applies to:

School: Cabrillo AvenueSchoolwide; Grade Level and/or Pupil Subgroups:

Grades 3-5


Full Implementation Year 1 20% of students will meet or exceed standards on the ELA portion of the Smarter Balance test.





55% of students will meet or exceed standards on the ELA portion of the Smarter Balance test.

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Based on the data from 2015 Smarter Balance, 8% of all students in 3rd–5th grade met the standard in Math 3rd grade 15% met or exceeded the standard 4th grade 6% met or exceeded the standard 5th grade 3% met or exceeded the standardBased on the data from 2016 Smarter Balance, 18% of all students in 3rd-5th grade met the standard in Math. 3rd grade 20% met or exceeded the standard 4th grade 15% met or exceeded the standard 5th grade 19% met or exceeded the standardData indicates over 80% of students in 3-5 grade have failed to meet the state standards over the past two years. Students need support in Base Ten Operations, Concepts and Procedures, Number and Operations, and Operations and Algebraic Thinking

Goal(s) Applies to:

School: Cabrillo AveSchoolwide; Grade Level and/or Pupil Subgroups:

3-5 Grade


Full Implementation Year 1 25% of students will meet or exceed standards on the Math portion of the Smarter Balance test.





55% of students will meet or exceed standards on the Math portion of the Smarter Balance test.

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Identified Need(s) : high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional program, with a Literacy focus across all content areas

Goal(s) Applies to:

School: George Washington Carver Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide


Full Implementation Year 1Students at “not met” SBAC literacy standard will fall from 57% to 52%; percentage of students who have “met” or “exceeded” standards will increase from 15% to 19%





Students at “not met” SBAC literacy standard will fall from 41% to 38%; percentage of students who have “met” or “exceeded” standards will increase from 31% to 35%

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Identified Need(s) : additional instructional materials for sub-populations, including software to support English

Learners’ needs as well as other instructional materials and manipulatives that will support Mastery Learning re-teaching

Goal(s) Applies to:

School: George Washington Carver Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide


Full Implementation Year 1Students at “not met” SBAC mathematics standard will fall from 68% to 63%; percentage of students who have “met” or “exceeded” standards will increase from 12% to 15%





Students at “not met” SBAC mathematics standard will fall from 50% to 47%; percentage of students who have “met” or “exceeded” standards will increase from 24% to 27%

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Identified Need(s) : Low performance on SBAC for ELA

Goal(s) Applies to:

School: Critical Design and Gaming School at Hawkins

Schoolwide; Grade Level and/or Pupil Subgroups:

2014/2015 SBAC Performance Levels CDAGS

Grade % Standard Not Met

% Standard Nearly Met

% Standard Met

% Exceeds Standard

Overall 49% 37% 11% 2%

Above chart demonstrates need for targeted support for student performance in SBAC ELA.


Full Implementation Year 1Grade % Standard

Not Met% Standard Nearly Met

% Standard Met

% Exceeds Standard

Overall 45% 36% 16% 3%



% Standard Met

% Exceeds Standard

Overall 41% 35% 20% 4%



% Standard Met

% Exceeds Standard

Overall 38% 35% 22% 5%



% Standard Met

% Exceeds Standard

Overall 34% 34% 26% 6%


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Identified Need(s) : Math scores on SBAC

Goal(s) Applies to:

School: Critical Design and Gaming SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Grade % Standard Not Met

% Standard Nearly Met

% Standard Met

% Exceeds Standard

Overall 76% 22% 3%

Above chart demonstrates need for targeted support for student performance in SBAC Math.




% Standard Met

% Exceeds Standard

Overall 72% 20% 5% 3



% Standard Met

% Exceeds Standard

Overall 68% 18% 9% 5



% Standard Met

% Exceeds Standard

Overall 60% 16% 17% 7



% Standard Met

% Exceeds Standard

Overall 54% 17% 20% 9 Full Implementation Year 5, if applicable

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Identified Need(s) : improving the quality of instruction through effective professional development, including

expanding our Balanced Literacy program and providing content specific professional development such as provided by Literacy Partners

Goal(s) Applies to:

School: Edwin Markham Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide and Pupil Subgroups







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Identified Need(s) : providing expertise necessary to equip our teachers to provide for the varying needs of our students who come with social emotional needs as well as academic needs

Goal(s) Applies to:

School: Edwin Markham Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide and Pupil Subgroups







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providing effective professional development to teachers on in ELA and English Language Development including evidence based instructional strategies, workshops, PDs, classroom management and lessons modeled and progress monitored by instructional coaches, regular review and discuss data, “Data Chats”

Goal(s) Applies to:

School: Gompers Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide



By June 2018, Students at “not met” SBAC literacy standard on summative assessment will decrease by 4 percentage points (currently 68% in 2015-16 preliminary SBAC data); percentage of students who have “met” or “exceeded” standards will increase by 4 percentage points (currently 12% in 2015-16 preliminary SBAC data)





Full Implementation Year 4 By June 2021, Students at “not met” SBAC literacy standard on summative assessment will decrease by 4 percentage points (currently 68% in 2015-16 preliminary SBAC data); percentage of students who have “met” or “exceeded” standards will increase by 4 percentage points (currently 12% in 2015-16 preliminary

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SBAC data)Full Implementation Year 5, if applicable

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Offering differentiated, evidence-based instructional support and professional development that address the unique learning needs of the District’s diverse learners, including at-risk students, and, as appropriate, provide interventions that respond to factors that may negatively impact student learning and achievement

Goal(s) Applies to:

School: Gompers Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide



By June 2018, Students at “not met” SBAC math standard on summative assessment will decrease by 4 percentage points (currently 76% in 2015-16 preliminary SBAC data); percentage of students who have “met” or “exceeded” standards will increase by 4 percentage points (currently 7% in 2015-16 preliminary SBAC data)





Full Implementation Year 4 By June 2021, Students at “not met” SBAC math standard on summative assessment will decrease by 4 percentage points (currently 76% in 2015-16 preliminary SBAC data); percentage of students who have “met” or “exceeded”

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standards will increase by 4 percentage points (currently 7% in 2015-16 preliminary SBAC data)





Increase reading and ELA performance through intervention programs to help students that are falling behind and more intensive and innovative ELA curriculum (Lightsail licenses, Reading A-Z licenses, classroom library books).

Goal(s) Applies to:

School: Florence Griffith Joyner Elementary SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Grade levels (3-5)



Students at “not met” SBAC literacy standard on summative assessment will fall by 4 percentage points (currently 64% in 2015-16 preliminary SBAC data); percentage of students who have “met” or “exceeded” standards will increase by 4 percentage points (currently 15% in 2015-16 preliminary SBAC data)



Full Implementation Year 3 Students at “not met” SBAC literacy standard on summative assessment will fall by 4 percentage points (currently 64% in 2015-16 preliminary SBAC data); percentage of students who have “met” or “exceeded” standards will increase

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by 4 percentage points (currently 15% in 2015-16 preliminary SBAC data)




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Increase math performance through intervention programs to help students that are falling behind and more intensive and innovative math curriculum (ST Math licenses).

Goal(s) Applies to:

School: Florence Griffith Joyner Elementary SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Grade levels (3-5)



Students at “not met” SBAC math standard on summative assessment will fall by 4 percentage points (currently 57% in 2015-16 preliminary SBAC data); percentage of students who have “met” or “exceeded” standards will increase by 4 percentage points (currently 17% in 2015-16 preliminary SBAC data)








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Identified Need(s) : Reading- Literacy Informational Text. Writing – Evidence and Elaboration.

Goal(s) Applies to:

School: Knox Elementary School

Schoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide


Full Implementation Year 1 Implementation Year

Full Implementation Year 2 Students will show a growth 8 points growth overtime of the previous year school 16%.

Full Implementation Year 3 Students will show a growth of 8 points from the 24% the previous year to 32%.

Full Implementation Year 4 Students will show a growth of 8 points 32% to 40% the previous year.Full Implementation Year 5, if applicable Students will sustain 40% to increase 3 points to 43%

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Identified Need(s) : Concepts and Procedures- Problem solving – Modeling and data Analysis

Goal(s) Applies to:

School: Knox Elementary SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide


Full Implementation Year 1 Implementation Year

Full Implementation Year 2 Students will show a 10 point gain in mathematics to 19%

Full Implementation Year 3 Students will show a 10 point gain in mathematics to 29%

Full Implementation Year 4 Students will show a 6 point gain in mathematics to 35%Full Implementation Year 5, if applicable

Students will show a 5 point gain n mathematics to 40%

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SBAC 2015 scores indicate 69% did not or nearly met standardsSBAC 2016 scores indicate 76% did not or nearly met standardsSBAC 2015 scores indicate that 72% of African American Students did not or nearly met standardsSBAC 2016 scores indicate that 88% of African American Students did not or nearly met standardsSBAC 2015 scores indicate that 68% of Latino Students did not or nearly met standardsSBAC 2016 scores indicate that 63% of Latino Students did not or nearly met standardsSBAC 2015 scores indicate that 100% of Students with Disabilities did not or nearly met standardsSBAC 2016 scores indicate that 100% of Students with Disabilities did not or nearly met standardsSBAC 2015 scores indicate that 89% of EL Students did not or nearly met standardsSBAC 2016 scores indicate that 100% of EL Students did not or nearly met standards

Goal(s) Applies to:

School: George Washington Preparatory High SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide and Pupil Subgroups: African American, Latino, SPED and ELs



All students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 28%African American students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% 15%Latino students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 39%Students with Disabilities will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 3%EL students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 3%

Full Implementation Year 2 All students will increase the number of students meeting or exceeding SBAC

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ELA 2019 by 3% to 31%African American students will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 18%Latino students will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 42%Students with Disabilities will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 6%EL students will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 6%






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Section III: Annual Student Performance and Progress GoalsSIG Form 1b—Annual Student Performance and Progress Goals: Mathematics (Required)


SBAC 2015 scores indicate 91% did not or nearly met standardsSBAC 2016 scores indicate 94% did not or nearly met standardsSBAC 2015 scores indicate that 95% of African American Students did not or nearly met standardsSBAC 2016 scores indicate that 97% of African American Students did not or nearly met standardsSBAC 2015 scores indicate that 89% of Latino Students did not or nearly met standardsSBAC 2016 scores indicate that 93% of Latino Students did not or nearly met standardsSBAC 2015 scores indicate that 100% of Students with Disabilities did not or nearly met standardsSBAC 2016 scores indicate that 100% of Students with Disabilities did not or nearly met standardsSBAC 2015 scores indicate that 100% of EL Students did not or nearly met standardsSBAC 2016 scores indicate that 100% of EL Students did not or nearly met standards

Goal(s) Applies to:

School: George Washington Preparatory High SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide and Pupil Subgroups: African American, Latino, SPED and ELs



All students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 8%African American students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 6%Latino students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 10%Students with Disabilities will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 3%EL students will increase the number of students meeting or exceeding SBAC ELA 2018 by 3% to 3%

Full Implementation Year 2 All students will increase the number of students meeting or exceeding

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SBAC ELA 2019 by 3% to 11%African American students will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 9%Latino students will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 13%Students with Disabilities will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 6%EL students will increase the number of students meeting or exceeding SBAC ELA 2019 by 3% to 6%




All students will increase the number of students meeting or exceeding SBAC ELA 2020 by 3% to 17%African American students will increase the number of students meeting or exceeding SBAC ELA 2021 by 3% to 15%Latino students will increase the number of students meeting or exceeding SBAC ELA 2021 by 3% to 18%Students with Disabilities will increase the number of students meeting or exceeding SBAC ELA 2021 by 3% to 12%EL students will increase the number of students meeting or exceeding SBAC ELA 2021 by 3% to 12%

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Based on the data reviewed the following is evident that the transition from STAR and CST testing to the new SMARTER BALANCE modality, technologically based, and a switch to complex text analysis with a heavy emphasis on expository text affects the performance of all students. Furthermore, the adjustments required to facilitate a transition of administrative staff, i. e. principal and instructional coordinator, leadership style, vision, and expectations. Noted also was the increase of class size from 1:22 to 1:34 due to the cessation of QEIA funds.According to SBAC data 2014-2015, 16% of students performed at Proficient or Above.Issues:

Struggle with technology Inconsistencies with aligning lessons with the California State Standards

Goal(s) Applies to:

School: Daniel Webster Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide


Full Implementation Year 1 By June 2017, 19% (from 16%) of all Webster students will perform at proficient or above as measured by California State Standards and Smarter Balance assessments.





By June 2021, 31% (from 28%) of all Webster students will perform at proficient or above as measured by California State Standards and Smarter Balance assessments.

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Based on the data reviewed the following is evident that the transition from STAR and CST testing to the new SMARTER BALANCE modality, technologically based, and switch to complex text analysis with a heavy emphasis on expository text affects the performance of all students. Furthermore, the adjustments required to facilitate transition of administrative staff, as well as, the increase of class size due to the cessation of QEIA funds affected student performance.According to SBAC data of 2014-2015, 11% of students were at proficient or above. Issues:

Struggle with technology Inconsistencies with aligning lessons with the California State Standards

Goal(s) Applies to:

School: Daniel Webster Middle SchoolSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide


Full Implementation Year 1By June 2017, 14% (from 11%) of all Webster students will perform at proficient or above as measured by California State Standards and Smarter Balance assessments.




Full Implementation Year 5, if By June 2021, 26% (from 23%) of all Webster students will perform at

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applicable proficient or above as measured by California State Standards and Smarter Balance assessments.




In Literacy/English Language Arts only 4% scored at standard exceeded and 20% scored at standard met while 38% scored at standard nearly met/standard not met on the SBAC. With regard to the four literacy claims reading, writing, research, and listening the deficits were shown in the areas of writing with 59% scoring standard not met and listening with 48% scoring standard not met. Considering that students are not meeting the standards it is critical that students are provided with opportunities to producing clear and purposeful writing and opportunities to enhance their listening skills by engaging in meaningful learning with complex texts and tasks.

Goal(s) Applies to:

School: Westchester Enriched Sciences MagnetsSchoolwide; Grade Level and/or Pupil Subgroups:

11th grade


Full Implementation Year 1 By June 2017, 10% of the eleventh grade students will meet or exceed the standard on the Writing section of the SBAC.





By June 2021, 30% of the eleventh grade students will meet or exceed the standard on the Writing section of the SBAC.

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The 2014-15 SBAC results for Math indicate that 0% of students scored at standard exceeded and 5% scored at standard met, while 95% scored at standard nearly met/standard not met. The students show deficits in each category with Concepts and procedures 81% scored below standard, 65% scored below standard with Problem Solving, and 67% scored below standard in Communicating Reasoning. Considering that students are not meeting the standards it is critical that students are provided with opportunities to gain greater understanding of the CCSS Math standards and be able to solve mathematical concepts using real world problems and demonstrate the ability to support their answers.

Goal(s) Applies to:

School: Westchester Enriched Sciences MagnetsSchoolwide; Grade Level and/or Pupil Subgroups:

Schoolwide


Full Implementation Year 1By June 2017, 5% of students will meet or exceed the standards on the mathematics portion of the SBAC.





By June 2021, 25% of students will meet or exceed the standards on the mathematics portion of the SBAC.

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LEA Name: Los Angeles Unified School District Date: September 8, 2016

School Name: Barton Hill Elementary School

Actions and Activities Start and End DatesMM/YYYY

Description of how those activities will lead to successful implementation of the selected intervention

Family and Community Engagement- community meetings

11/2016 - 06/2017

Barton Hill will hold community meetings will to review school performance, discuss schoolintervention model to be implemented, and develop school improvement plans in line with theRestart Model.• The meeting in November will discuss what SIG is, information about the Restart Model and what the school plan is under this model, the student data (SBACC, DIBELS, etc.), and have a question/answer session• The meetings in February and April will discuss updated improvement plans by the SIG Committee for the school under the Restart Model, review current student data (DIBELS and IAB’s, and District Interim Assessments in ELA and Math) and answer questions.• The June meeting will be a session to discuss the school plan for the next few years under the Restart Model. This will be a meeting where the year-long planning by the SIG Committee will be presented including the contracted EMO, contracted experts, new hired positions, curriculum and instructional materials purchases, etc. This will also be the meeting to explain the services to be provided and calendar for the 2017/2018 year.

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Family and Community Engagement- communication

11/2016 - 06/2017

Barton Hill will communicate with parents/guardians and the community about school status(student data and implementation plans), improvement plans, and local service providers for health, nutrition, or social services through press releases, monthly newsletters, school flyers for parent meetings, on the PTO webpage, connect eds, parent outreach coordinators, parent center reps , PTO and Barton Hill Alumni), and direct mail. These organizations can help us:• The Barton Hill PTO is an organization that can help the school with parent and community outreach and engagement and communication. They sponsor monthly family events, fieldtrips, sports teams, a drill team, and student awards. The Barton Hill parent Center works in collaboration with the Barton Hill PTO. The Barton Hill PTO has a webpage that we can make announcements on for parents and the community. The PTO has community business sponsor that donate to Barton Hill and help sponsor all of the activities of the PTO.• The Barton Hill Alumni can also help the school with active parent/community engagement and communication. This organization has a webpage that they communicate news to the community. The Alumni has local community business sponsorship for all of their events and activities.

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• The Barton Hill Parent Center will help with parent engagement and communication. This centerconducts monthly meetings that a SIG Committee Member can attend to provide information regarding the Restart Implementation Plan. This center also hosts classes that local ci-community organizations provide for Barton Hill parents education.• Toberman Center is a local organization that can provide Barton Hill parents with behavioral resources and parent education.• The Partners for Healthy Kids Mobile Medical Van provides on the Barton Hill campus once a week medical care, immunizations, and health counseling.• The Barton Hill SIG Committee will continue to seek out and find more local organizations and community members to provide more support for cores services, behavioral and social services.• Medical Van from the local community provides medical services (vaccinations, flu shots, medical exams, etc.) for Barton Hill families.• The local organization South Bay Centre for Counseling and provides social and behavioral services for Barton Hill student by facilitating and managing a Friendship Club, child aides, and The Primary Intervention Program.• PSA for kindergarten 3 days a week paid by district funds• PSA for 1-6th grade 2 days a week• Healthy Start Coordinator - 5 days a week for indirect services for families (food, uniforms, counseling, insurance needs, etc.)• Mental and Behavioral Health Services - MASADA and the Guidance Center in the local community• PSA Foster Youth Counselor• Beyond the Bell and Ready-Set-Go (before and after school) enrichment and academic program before and after school on the Barton Hill Campus• Boys and Girls Club Programs - enrichment activities like art and homework assistance

Family and Community Engagement- communication

06/2016 - 08/2017Barton Hill will hold an open house and orientations to introduce all new and current students and

parents to Barton Hill’s Restart Model. As presented at the other parent meetings, the Committee would present the Restart Model and the implementation plan with goals related to student data, and a tour of Barton Hill and the Services provided.

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Rigorous Review of ExternalProviders

10/2016 - 01/201702/2017 - 06/2017

10/2016 - 01/2017 recruiting, review process to select an EMO and external providers02/2017 - 06/2017 create a contract and plan with EMO and external providers

The SIG Committee will conduct the rigorous review process to select an EMO and contract with that entity (this contract including ongoing intensive technical assistance and related support form a designated external Lead Partner organization), or properly recruit, screen, and select any external providers that may be necessary to assist in planning for the implementation of an intervention model.The SIG Committee is made up of: an Administrative rep., a Classified rep, an out-of-classroomrep, a SIG Coordinator, a parent rep, grades 5 and 6 rep, grades 3 and 4 rep., grades 1 and 2 rep., Prek/K rep, and a UTLA rep. The recruitment process will look as follows for the EMO and external providers:1. SIG Committee members will research possible EMOs from the bench and research external providers (CGI Math, 95 Group for Foundational Skills, Literacy Partners or Growing Educators for Literacy, COPA for Physical Education, Kagen, etc.)2. The SIG Committee will decide which organizations to interview and pitch their services to the committee.2. There will be a set of questions (based on the type of organization being interviewed) according to the school implementation goals for support (EMO needs, math, literacy, student behavioral support and classroom management, etc.)3. The SIG Committee will then select an EMO and experts based on the information gathered from both the research and interview/pitch.

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Staffing10/2016 - 03/201703/2017 - 05/2017

10/2016 - 03/2017 - SIG Committee planning using student data goals and job duties for the newpositions to be hired03/2017 - 05/2017 - SIG Committee Interview and hiring new staff membersBarton Hill will recruit and hire:• Three Intervention Teachers - to be distribute (based on student data needs) between Literacy and Math Intervention and instructing enrichment classes in art, physical education, social studies, health and science.• Ten Instructional Aides - to assist all coordinators, coaches and intervention teachers with K-6th grade intervention and enrichment classes• One full-time Pupil Social Worker - to assist with social and behavioral needs of the students andBarton Hill families support• One full-time Pupil Services Attendance Worker - to assist with Barton Hills 22% truancy rate• An Intervention Coordinator - for primary literacy intervention• A Literacy Coach - for teacher support in all literacy instruction• A Mathematics Coach - to support teachers in math instruction and intervention• One School Improvement Grant Coordinator - to manage all SIG affairs

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Instructional Programs- Identifying and purchasing

10/2016 - 06/2017

The SIG Committee will provide remediation and enrichment to students through programs withevidence of raising achievement by identifying and purchasing instructional materials that are researched and aligned with State academic standards and have data-based evidence of raising student achievement.Student data shows intervention needs in all academic areas. In all grade Barton Hill students need foundational and decoding skills intervention. Students also need research/analysis and comprehension skills and intervention. The student data shows that students need intervention in all claims in the Smarter Balanced mathematics and Literacy areas. This same data also shows a need for researched-based mathematics and literacy programs to improve the Common Core Standards instruction.10/2016 - 03/2017 - SIG Committee will find researched-based programs based for student learning and intervention needs based on student data01/2017 - 06/2017 - SIG Committee will approve researched-based instructional materials for the implementation years like: Fosnots Contexts for Learning Mathematics Reading and Writing Units of study for grades k-6, libraries to support these workshops (mentor texts, guided reading libraries, and student shopping libraries), 95 Group phonics and phonological kits with assessments, Words Their Way materials and support materials for phonics, Fountas and Pinnell Intervention Systems, TRC kits for teachers to assess running records in Reading 3d, CORE assessment books and classroom activity guide to support the data from this assessment,Fountas and Pinnell assessment kits. The SIG Committee will also research and find additional resources for instruction during the planning year.

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Instructional Programs- Staff Compensation

10/2016 - 06/2017

• 10/2016 - student data review (current DIBELS and Smarter Balanced data from 2015-2016) andgrade levels presenting assessments used in the classrooms, the faculty will decide schoolwide which assessments to use with the guidance of the school Instructional Learning Team. The primary grades will use instructional maps for literacy and mathematics from the district or create their own, while the upper grades will study the Common Core Standards that are aligned with the upcoming Interim Assessment Blocks in Literacy and mathematics.• 11/2016 - During tis month current student data will be reviews and the teachers will study the Common Core Standards for the core academic areas in primary grades and in upper grades the teachers will studying the standards that align for the upcoming Interim Assessment Blocks in mathematics and Literacy.• The other months will be a continuous review of the Common Core Standards and lesson studies in ELA and math based on the instructional maps for literacy and mathematics and the pacing plans for the district assessments. Every month a review of the most current student data will be reviewed.

Barton Hill will also compensate teachers, administration and coordinators for instructionalplanning by examining student data (DIBELS, Interim Smarter Balanced Assessments, District Interim Assessments, School), developing a curriculum that is aligned to state standards and aligned vertically from one grade level to another by reviewing and studying the Common Core Standards with teachers, collaborating within and across disciplines and devising and training on administering and scoring assessments (like using running records and comprehension assessments, using diagnostic math assessments, and for foundational skills and literacy diagnostics C.O.R.E and or Fountas and Pinnell Diagnostic Assessment kits schoolwide). This planning time can occur during the weekly grade - level meetings twice a month, monthly during banked day, and also afterschool once a month for 90 minutes. Compensation will occur only when the teachers and out of classroom faculty stay beyond the contracted time.Twice a month the SIG Committee will meet on Monday afterschool to plan the banked day, grade- level meeting and additional teacher training by reviewing student data, reviewing assessment pacing plans, reviewing the Common Core Standards, monitoring the assessment activity schoolwide, and planning the vertical alignment of the standards schoolwide.

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Professional Development and Training Staff

11/2016 - 06/2017

Barton Hill will train staffs on the implementation of new and revised instructional programs andpolicies that are aligned with the Barton Hill’s comprehensive instructional plan and the Restart model.

This training will occur every other month for one banked day meeting session. If additional time is needed for training (during the months where no training is conducted during the banked day) the teachers, then they will be compensated for any training time outside of the contracted time. This training will be progressive and ongoing based on the planning that the SIG Committee makes each month of the school year. The SIG Committee bi-monthly on Monday afterschool to plan teacher trainings of each month for implementing new instructional programs and policies for the Restart Model in the upcoming years.

• 10/2016 • 11/2016 • 12/2016 • 01/2017 • 02/2017 • 03/2017 • 04/2017 • 05/2017 • 06/2017

Preparations ofAccountability Measures 10/2016 - 06/2017

Barton Hill will develop schoolwide assessments by revising and purchasing assessmentdiagnostic resources to determine ELA and math student needs to be used in addition to the district assessment to monitor student learning and analyze this data for intervention and enrichment needs

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SIG Form 2e—Restart Implementation Chart for a Tier I or Tier II SchoolLEA Name: Los Angeles Unified School District DATE: September 8, 2016


Required ComponentStrategy/Evidence-based Strategy Start and End

Dates (MM/YYYY)

Oversight Description of Evidence

Fulfill all California requirements for converting to a charter school (if applicable).

N/A N/A N/A N/A N/A

RS 01: Create a locally-determined rigorous review process for the purposes of selecting a charter management organization (CMO) or an educationmanagement organization (EMO).

Barton Hill is going to analyze student data and conduct classroom observations to discover what type ofinstruction is being delivered to the students. The team will be looking for differentiated and small group instruction in order for all students to thrive. THE selected EMO willmeet the following criteria:1. Satisfy our instructional needs discovered during the data analysis and classroom observations.2. Have Elementary specialty to meet the instructional needs at our school.3. Specializes in the Balanced Literacy foundation of workshop based learning.4. Able to implement new and revised instructional programs and policies that are aligned with the Barton Hill’s comprehensive instructional plan and the Restart Model.5. Able to plan and get the teachers aligned vertically from one grade level to another, collaborating within and across disciplines and devising assessments.6. Assist in the implementation for the Restart Model while helping us to identify and purchase curriculum and instructional materials that are research-based and aligned with State academic standards and have data- driven evidence of raising student achievement.

11/2016 -06/2021

Principal, Director, SIG Administrator,

Instructional Coach, Assistant Principals,

SIG Committee

Meetings will be attended by all determining parties. The process of creating a contract with an EMO will

be reviewed at meetings as well.We will also present the process of selecting an EMO for the Sate to

review. Evidence will includemeeting sign-up sheets and minutes,

the final EMO MOU, and LAUSD Board of Education Agenda and

Minutes

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School Name: Barton Hill Elementary SchoolStrategy/Evidence-based Strategy Start and End

The SIG Committee will conduct the rigorous reviewprocess to select an EMO and contract with that entity (this contract including ongoing intensive technical assistance and related support form a designated external Lead Partner organization), or properly recruit, screen,and select any external providers that may be necessary to assist in planning for the implementation of an intervention model. The SIG Committee is made up of: Michael Pile - Administrative Rep., Diana Fleming - Classified Rep., Carolina Chadwick - Out-of-Classroom Rep., SIG Coordinator, Cesar Morales - Parent Rep., Sharon Haylock - Grades 5 and 6 Rep., Margaret Hurley - Grades 3 and 4 Rep., Tara Crawshaw - Grades 1 and 2Rep., Estela Marin - Prek/K Rep., and Chigusa Nakazano - UTLA Rep. The recruitment process will look as followsfor the EMO and external providers:

1. SIG Committee members will research possible EMOs from the bench and research external providers (Danielle Moore for CGI Math, 95 Group for Foundational Skills, Literacy Partners or Growing Educators for Literacy, COPA for Physical Education, Kagan, etc.)2. The SIG Committee will decide which organizations to interview and pitch their services to the committee.2. There will be a set of questions (based on the type of organization being interviewed) according to the school implementation goals for support (EMO needs, math, literacy, student behavioral support and classroom management, etc.)3. The SIG Committee will then select an EMO and experts based on the information gathered from both the research and interview/pitch.

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RS 02: Create a plan to transfer students who either cannot attend the new school because their grade is no longer served by the Restart school or whose parents choose not to have their child attend the Restart school.

Barton Hill elementary will continue to serve grade PreK-6th. All currently enrolled students and those living in the area will be offered a place in the upcoming schoolyear. If a family chooses not to attend Barton Hill, they may ask LAUSD for an opt-out plan for a place at another LAUSD school.

11/2016 -06/2021

Intervention Coordinator, SIG

Coordinator, Instructional Coach

EMO

• Parents can have a SIG Restart Information meeting with the

Principal and SIG Coordinator to provide information and benefits for their child about the new model at

Barton Hill before the parents decided to opt-out of the program.• School enrollment records parent

requests for opt-out plans and evidence of opt-out plans

• Parent requests for opt-out plans and evidence of opt-out plans

RS 03: Create an accountability contract with the CMO or EMO which includes clearly defined goals for student achievement.The accountability contract between LAUSD and the EMO will hold the EMO accountable to the LAUSD Board of Education to meet the defined five goal areas of the LAUSD Performance Meter. Annually, the EMO will submit a report on the performance of the school to the LAUSD board and superintendent. If the school is notmeeting the annual targets, the EMO and LAUSD will work together to alter strategies as necessary. If the school does not substantially achieve the performance metrics in three years, the district and school can terminate the relationship with the EMO.

11/2016 -06/2021

Principal, Director, SIG Coordinator,

Instructional Coach, Assistant Principals,

SIG Committee

Contract between LAUSD and theEMO

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RS 04: Optional Component

TF 05: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to implement successfully school reform strategies.

The EMO will establish a residency at Barton Hill Elementary. Residencies are 2 to 4 week cycles of professional development provided on-site by the EMO. Cycles run concurrently so that there is an EMO content expert on campus at all times. Residencies transform teacher practice by providing intensive training and support across all content areas. Balanced Literacy delivered through the Readers and Writers Workshop models will be an area of focus. Instructional materials will support, games/activities for these new programs. In addition to the ELA and Balanced literacy instruction, Mathematics, Science, and Social Studies will also be supported by the EMO. Support will include:

11/2016 -06/2021

Principal, Director , EMO, Administrative

Team, SIG Committee, SIG

Coordinator, out of classroom team

(instructional coach, intervention

coordinator, and Title1/ Bilingual

Coordinator), and contracted experts in

Math and ELA.

Principal, the SIG Committee, and the SIG Coordinator will consult with

the EMO on PD topics and Residency schedule.

Individual and/ or dual coaching demonstration lessons,accountability walk-throughs, and other topics that may arise through a comprehensive needs assessment. During the year 5, the sustainability year, the EMO will continue its residency with less time spent at Barton Hill. Continued PD will support the sustainability year. PDsupport will be differentiated according to teacher capacity and formulated according to school-wide data. Teachers will attend a Three Day Summer Retreat to reviewprevious year’s data, outline goals for upcoming school year and collaborate with in grade level teams. There will also be professional development during the school week after school hours for teachers. Instructional materials will be purchased for teachers to organize and store their new instructional programs and training materials.

Contracts between the experts will be created with the SIG Committee. The SIG Committee is comprised of

the principal, an out of classroom representative, the UTLA Representative, parent

representative, a classified representative, and grade level

representatives from TK-6th grade. The principal will also ensure that

PD is being delivered as described.

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Strategy/Evidence-based Strategy Start and EndTeachers will have time for professional development, planning, and collaboration. The School Improvement Grant money will support additional services and to pay the teachers and other faculty for professional development time that is in addition to and outside of the contracted time. PD received will be monitored by the principal and the EMO. Teachers will be provided with clear expectations for the implementation of topics and strategies presented.

Administrative Team, out-of-classroom team, experts, the EMO, and SIG Committee will help plan

and sometimes deliver PD.

Student data will determine the learning needs and thehiring of experts to support student learning and provide professional development for teachers. Experts will also be hired for intervention/enrichment for supporting the core curriculum and meeting the Common Core Standards. Experts will include but are not limited to; CGI for math, STAR for science, social studies and art;,Reading and Writing Workshop with Growing Educators or Literacy Partner's; and/or 95% Group for Foundational Skills. Professional Development will be determined bythe principal, support staff, and SIG committee. Experts will provide the professional development and support in the form of demonstration in classrooms, learning labs, and planning students instruction in Implementation years2, 3, and 4. For year 5, sustainability year, the contracted experts will only provide planning support to help Barton Hill transition from the SIG funded services that will allow Barton Hill to continue its intervention and student learning successes.

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Strategy/Evidence-based Strategy Start and EndStudent data will support hiring a Pupil Services and Attendance (PSA) Counselor for 2 days per week (truancy percentage in school report card) and 2 day Psychiatric Social Worker (PSW) (suspension and office referraldata). In year 5, sustainability year, the SIG money will not fund the PSA for 2 days. The PSW will still be funded in year 5, the sustainability year for 2 days a week.Barton Hill will also have grade level chairs and teacher planning for Common Core Lesson Study in ELA and Math. This will also include leadership planning and SIG Committee planning time to meet and plan.

TF 07: Use data to identify and implement an instructional program that is researched-based and vertically aligned from one grade to the next as well as aligned with California’s adopted academic standards

Barton Hill will use the cycle of instruction to screen and identify student learning needs in order to select and/or revise new instructional programs to implement. Teachers will administer a math diagnostic in the classroom toscreen for students’ mathematics needs. Once the screen is assessed, then teachers and out of classroom staff will administer a diagnostic assessment to find specificlearning needs like phonological awareness, syllabication, comprehension, number sense, etc.

11/2016 -06/2021

Principal, LAUSD, administrative team,

out of classroom team, director, SIG

Coordinator

Assessment data like DIBELS, TRC, and Smarter balance interim

assessments will be available online to monitor. A copy of other

assessment data will be in each classroom and a copy of all

classroom data will be kept in the SIG Coordinator’s office and record of student data on the computer will monitor student assessment data and can be emailed to LAUSD.

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Strategy/Evidence-based Strategy Start and EndThen programs like the 95% group for foundational skills, Mathematics Systems by Cynthia Fosnots for math, Teachers College Reading and Writing Workshop Units, etc. will be used to meet the students’ learning needs. The student data will show that a school-wide needs indicate staffing needs for an intervention support coordinator, instructional math coach, 2 intervention teachers, 3 teacher assistants, Pupil Services and Attendance (PSA) Counselor for 2 days per week for attendance support, individual and small group counseling, parent workshops, and home visits),Playworks for playground and school safety and for 2 days a week funded by SIG funds Psychiatric Social Worker (PSW) (individual and group counseling, assistingteachers with students behavioral problems, parent workshops) to support instructional programs and intervention in academics, enrichment, and behavioral and social services.

In year 5, the sustainability year on the funding from theschool site funds will be used to pay for the PSA 2 days a week. SIG funds will not pay for a PSA in year 5, the sustainability year because Barton Hill's attendance will have improved and will be able to manage students absences at this point in time. The reduction in time is occurring because after intervention and services for three years Barton Hill will be ready and trained to handle the truancy rate, and the behavioral and socials services with less contracted time. In Implementation years 2, 3, and 4 the intervention teachers will be paid by SIG funding. In year 5, the sustainability year, the Barton Hill teachers will be ready to provide support services in their owin classroom. Services from Teacher Assistants will also be reduced during the sustainability year except the 6 school funded Teacher Assistants will continue to provide intervention services.

139



Student data will show the need for technology forstudents to learn on and practice using technology like computers, netbooks, IPad to support the implementation of the Common Core Standards. A computer lab along with math software for students will be purchased with SIG funds to support school curriculum and the Common Core Standards. In order to promote health and well being in Barton Hill students which can reduce student absences, services with a physical education company like C.O.P.A will be contracted to supplement and provide enrichment for all students. Also Playworks will be contracted for playground supervision and student safety. STAR education will contracted to provide enrichment and core classes in Science, Art, and Social Studies. With Playworks and STAR will be funded for all years of theSIG grant, with the exception of the planning year. A Literacy expert organization will be contracted to support professional development in literacy like Growing Educators, Literacy Partners, and 95% Group in years 2,3, and 4 of Implementation for classroom support and coaching. In year 5 these experts will be supporting teachers in transitioning from not receiving SIG Money and planning future academic programs of the students.

11/2016 -06/2021

Principal, SIG Coordinator,

Administrative team, out of classroom team

(coordinators and coaches), and LAUSD

Data results will be stored in classrooms and a copy of all school assessment results will be kept in

the SIG Coordinator’s office for LAUSD, teachers. Experts, out of classroom team, and the EMO to access. Online data results for

Smarter Balance, DIBELS, and TRCcan be monitored by LAUSD as well.

140



TF 09: Establish schedules and implement strategies that provide increased learning time.Barton Hill will extend the minutes during the learning day for “increased learning time” in instruction in core academic subjects like English Language Arts and Mathematics, instruction in areas of enrichment activities like physical education, social and behavioral instruction,and art. Time will be beyond the contracted school day for teachers to collaborate, plan, and engage in professional development across grade levels and subjects.

Student data will determine student need for intervention and extra instruction using extended minutes for CORE academic areas and enrichment. Barton Hill will differentiate instruction to support the English Language Learner Population, the Students with disabilities, the Gifted and Talented, Reclassified Fluent English Proficient students, Socioeconomically disadvantaged students, Standard English Learners, and Foster Youth.

The extended learning day for the students will be and increased school day by 30 minutes a day. The teachers day will also be extended by 30 minutes. The SIG money is needed to compensate the teachers for the instruction minutes beyond the contract time. This will add an extra30 minutes overall for core academic instruction and 30 minutes in enrichment instruction.

07/2017 -06/2021

Principal. Intervention Coordinator, Intervention Coordinator,

Instructional Coaches, SIG Committee

The principal, SIG Coordinator, director, and EMO, out of classroom team, and Administrative Team will

monitor and review student assessment data and the planning and collaborating sessions during the extended learning day. Barton

Hill will use the DIBELS assessment data results that the LAUSD and the school-site can also monitor online.

Barton Hill will also use the TRC from Reading 3D for reading

comprehension and running records that LAUSD and the school-site can

monitor online. Barton Hill will administer the district interim

assessments for grade TK-2nd and keep assessments results available for LD South and other members of LAUSD to review. Grade 3rd-6th will

continue to take the Smarter Balanced Interim Assessments

where the assessment results canbe monitored online by LAUSD and

the school-site. Evidence of the teacher and faculty planning and collaborations session will be in

proof of agendas and sign-in sheets.

141



The 3 day Summer Retreat for professional developmentand planning for the next academic year and Saturday school for students will be provided. Once again, SIG money is needed to compensate the teachers for this additional instructional, professional development and planning time. There will be an hour weekly for collaboration time for teachers. There will also beplanning time and professional development with the EMO and experts. SIG money is needed to compensate teachers for this extra time beyond the contracted time. There will be monthly planning meetings with the grade level chairs with administration.

There will also be planning sessions and lesson study for the Common Core Standards. These extended planning and collaboration sessions will occur at least ponce a month. The SIG money is needed to extend the learning day to address these student learning needs and to also pay the teachers and faculty for the necessary planning and collaboration time to address these student learning needs. Baton Hill also needs the SIG money to help provide support in addition to the community and LAUSD for the social and behavioral needs of the students. A balanced literacy program will be revised and implemented in order to differentiate students in their literacy needs of instruction. This model will includeguided reading, writers workshop, readers workshop, word work in phonics and phonic awareness, shared readingand writing, interactive reading and writing, and vocabulary. A math workshop and problem-solving program will be revised and implemented that focuses on the LAUSD math practices and the Common Core Standards.

142



TF 10-Provide ongoing mechanisms for family and community engagementBarton Hill will continue to utilize the local organizations:

Barton Hill PTO, Baton Hill Alumni, and the Parent Center to provide information about the Restart Model and the new programs being implemented, host meetings in the parent center about the Restart Model, meetings presenting student data, and work with local community organizations like Toberman for parent education classes. Barton Hill will also continue to collaborate with these organizations and their planned events. The school nurse will also monitor student health provide parent education workshops to improve the Barton Hill truancy rate. SIG money will be sued to hire a PSA and PSW to educateand commnuicate with the Barton Hill families and community.

11/2016 -06/2021


Bilingual/Title 1Coordinators, Parent

Center Representatives,

Administrative Team, SIG Committee, and

out of classroom team

Evidence of this will be postings on the Barton Hill PTO webpage,

posting on the Barton Hill Alumni webpage, flyer, connect-ends, and

monthly newsletters. There will also be parent meetings on the Barton

Hill campus.

TF 08: Promote the continuous use of student data to inform and differentiate instruction in order to meet the academic needs of individual students.

Barton Hill will hire a SIG School Coordinator to serve as the data analysis person and to manage all SIG affairs to manage contracts with EMO and experts, facilitate SIG related meetings, collect and keep school-wide student data, order, store, and distribute SIG related materials with SIG Funds and analyze school-wide data. SIG money will also allow for Barton Hill to pay for clerical overtime to complete the new instructional needs and materials needs for the newly implemented programs. The custodial overtime is to make the campus safe and clean for the implementation years.

11/2016 -06/2021

Principal, SIG Committee

The principal and SIG Coordinator will keep documentation and time cards for the clerical and custodial overtime. The SIG Committee will

collaborate with the SIG Coordinator.

143



Barton Hill will use the cycle of instruction to screen anddiagnose student learning needs. With the student assessment data, Barton Hill will be able to prescribe the appropriate instructional program and activity to meet the individual learning need. After the instructions given, then the students’ will be assessed to determine if the learning need is met or if more instructions needed. Teachers will be assessing every 4 to 6 weeks in mathematics and English Language Arts. Barton Hill will also revise and implement school-wide assessments in all core curricular areas to monitor student learning needs. With the SIG money, Barton Hill will purchase the 95% Group k-2 notebooks to assess and diagnose students needs in phonological awareness and phonics. The SIG money will also purchase the Fountas and Pinnell Literacy Assessment System for the intervention coordinators and the intervention teacher in ELA to assess and diagnose student RTI intervention needs.

11/2016 -06/2021


Administrative team, out of classroom team

( coordinators and coaches)

Data results will be stored in classrooms and a copy of all school assessment results will be kept in

the SIG Coordinator’s office

144



TF 11: Ensure that the school receives ongoing, intensive technical assistance and related support from the local educational agency, the state educational agency, or a designated external lead partner organization (such as a school turnaround organization or an educational management organization)

In addition to the selected EMO, the LAUSD SIG Office will:1) oversee the implementation of the school plans;2) provide resource and technical support throughout the grant, along with monitoring and overseeing the ongoing evaluation;3) provide expert guidance and PD to support the curriculum and instruction;4) gather and analyze report data; assess school performance against established achievement goals5) offer actionable recommendations for necessary changes and monitor the SIG budget implementation for each school.

11/2016 -06/2021

LAUSD Division of Instruction - SIG

Office

Agendas, sign-ins, school visit logs, communication (emails, website)

145

SIG Form 2a—Planning and Other Pre-implementation Activities For a Tier I or Tier II School


School Name: Tom Bradley Global Awareness Magnet

Actions and Activities Start and End DatesMM/IVY


Principal to meet with teachers 11/2016 - 06/2017

Hold meetings to ensure collaboration and common understanding of priorities and needs so that all stakeholders are involved and informed. The meetings are essential to compiling the list of needs in order to gauge all the necessary RESTART IMPLEMENTATION strategies. Recruit teachers to attend parent meetings to also strengthen the lines of communication.

Principal and teachers to meet with parents and other community members

11/2016 - 06/2017

Hold meetings to ensure collaboration and common understanding of priorities and needs so that all stakeholders are involved and informed. The meetings will be essential to a continuing supportive relationship with our families and communities. Parents will be notified of the meeting via connectEd, weekly newsletters and flyers. Community members/partners will be invited also through flyers and phone calls.

Select and contract EMO 11/2016 - 06/2017EMO Selection- Staff, family and community members will be made aware of the Restart Model and the process that will need to take place to select an EMO. will provide Management, Professional Development, and coaching assistance to Bradley Magnet.

Communicate with parents and community about school status

11/2016 - 06/2017

Clear and consistent communication with parents and other stakeholders will build mutual responsibility for the changes occurring. Improved and varied communication via social media, ConnectEd and weekly newsletters. Once the grant is received the school will have ongoing monthly meetings with parent to include the status of the grant and the changes that will take place at Tom Bradley Global Awareness Magnet.

Small group instruction and data analysis training for teachers

11/2016 - 06/2017Teachers will begin the process of learning how to take assessment results and translate them into daily instruction. Teacher will reflect on instruction and develop plans that address actual student performance.

Recruit and hire SIG SchoolCoordinator 11/2016 - 01/2017

SIG Coordinator will manage SIG program and guidelines in order to improve student achievement. The SIG Coordinator will also manage all intervention programs including, but not limited to, in-class intervention for students who have not met the standard using RTI, extended intervention programs, Student Supports and Progress Team.

146






Train Administrator andLeadership Team 11/2016- 06/2017

Administrative and Leadership Support Team will participate in a 3-day Summer retrea t to outline goals for the upcoming school year and plan instructional programs, teacher training and interventions

Select and contractAfterschool STEAM program 11/2016- 06/2017

College Bound for Kids (After-school STEAM)-will provide Science, Technology, Engineering, Art and Math(STEAM) to students after-school. This will support the overall school program and provide enrichment to students.

Train teachers to work collaboratively to create integrated magnet curriculum

11/2016- 06/2017

Magnet Coordinator will train and work with teachers to plan collaboratively to create curriculum. Tom Bradley is a Magnet School, our teachers create their curriculum emphasizing politics, government and social action. It requires consistent training and planning time to create this curriculum.

Train teachers and teaching assistants in Reader's workshop methodology

11/2016-06/2017 Growing Educators will train teachers and teaching assistants in Reader's workshop methodology and setting up a more student centered classroom.

Begin to provide remediation and enrichment to students through afterschool and during school programs

11/2016-06/2017 Begin to provide remediation and enrichment to students through afterschool and during school programs

Compensate teachers for home visits 11/2016-06/2017 Compensate teachers for home visits to build relationships with their students and their families.

Professional Development 11/2016-06/2017Professional development with EMO (Center X) to support on going PD and to provide new

strategies and instructional practices to benefit students and teachers.

147






Summer Training Institute 06/2017 - 06/2017Summer Institute for teachers will focus on Writing Workshop and subject integration which will continue to strengthen Teachers' knowledge base and creating a more rigorous instructional program

148

SIG Form 2e—Restart Implementation Chart for a Tier I or Tier II SchoolLEA Name: Los Angeles Unified School District Date: September 8, 2016


Required Component Strategy/Evidence-based StrategyStart and End

Dates (MM/YYYY)


Fulfill all California requirements for converting to a charter school (if applicable).N/A N/A N/A N/A N/A

RS 01: Create a locally-determined rigorous review process for the purposes of selecting a charter management organization (CMO) or an education management organization (EMO).

Tom Bradley Global Awareness Magnet is a Magnetschool that provides a unique curriculum to students throughout LAUSD. After an analysis of our data as well as discussions with all stakeholders via community meetings, Parent/Staff surveys and discussions there are several established priorities for the new Bradley. Our stakeholders agree that Bradley needs seven key elements in the Restart process. Therefore, in selecting an EMO (Educational Management Organization) for support. Stakeholders agreed that:

1) Bradley Teachers need support in all areas of instruction including; English Language Arts, Writing, Science, Mathematics and Social Studies.2) Teachers need specific guidance in instructional integration of Technology and Global Awareness.3) To address the needs of the current student population which is primarily African American, Bradley Teachers need professional development in effective Culturally Relevant and Responsive Instruction.4) Although Bradley teachers are veteran teachers they need support in innovative teaching and in providing instruction that is relevant to today's student.

11/2016 -06/2021

LAUSD, Principal, Instructional Director,

School Staff

Evidence of the professional development and its efficacy would include: before and after pictures,

agendas and sign-ins of all training, evaluations and reflection sheets,

and increased quality instruction of students. Evidence that teacher

have fully understood the professional development

opportunities is less need for coaching support and intervention.

149



Start and End5) Bradley families and parents need support and guidance in parenting and communication strategies we have many families living in poverty and many parents who are young. We need to provide support to them, to ensure the continued success of our students.6) Our families need instruction and exposure to the instructional shifts occurring with the implementation of the Common Core Standards, many don't understand the changes and therefore are actually undermining our efforts.7) Many Bradley students live in stressful situations and need guidance and socio-emotional learning opportunities in a safe and secure setting.8) In order to directly address the falling summative assessment scores, Bradley students need academic intervention services.

Evidence of a deeper understanding of Common Core is the teachers'

ability to deliver rigorous instruction in writing and math as measured by the Smarter Balance assessment.

Evidence of Parent Project is increased parent participation and

attendance in academic-based school functions. At least 50 percent

of the parents will complete the annual school survey.

150



Start and EndThe selected EMO will clearly satisfy each of Bradley’snotable weaknesses. The selected EMO will provide a comprehensive portfolio of services that focus on: Common Core, Reading and Literature, Writing, Mathematics, Science and History-Geography. The History-Geography Project, Writing Project, Reading and Literature Project and The Science Project all provide professional development to teachers in creating lessons which are engaging in order to meet the needs of the students.

* Mathematics Project focuses on professional development which increases teacher skills and ability to relate information to students. The Mathematics Project is based on 25 years of experience and has made a significant contribution to the teaching in many urban schools. The Parent Curriculum Project can assist our young population of parents in peaceful parenting and supporting their child’s educational trajectory. The selected EMO will show to have a proven track record of delivering strong results. Their specific focus will be on underserved populations and social justice.

As an educational management organization, the selected EMO will support the entire school; easily providing assistance in our specific areas of need by providing professional development to teachers and staff, and training for parents.

151



Start and End


The new Tom Bradley Global Awareness Magnet willcontinue to serve grades TK - 5th. All currently enrolled students and those living in the area will be offered a place in the upcoming school year. If a family chooses not to attend Tom Bradley at the end of the year they have the option of attending their residential school or applying to another Magnet Program. Any Parent choosing to apply to another Magnet must submit an application by the Student Integration Services to "opt out" and meet the designated deadline. Tom Bradley will hold a series of informational meetings for parents regarding this option and informing them of the deadline date. Should an applicant leave a Magnet program before completing the culminating grade (5th grade), no matriculation points will be assigned.

11/2016 -06/2021

LAUSD, Principal, Instructional Director, Magnet Coordinator,

Office of Student Integration Services

School enrollment records and Parent requests for opt-out plans

and evidence of opt-out plans.

152



Start and End

RS 03: Create an accountability contract with the CMO or EMO which includes clearly defined goals for student achievement.

The MOU between LAUSD and the selected EMO will beheld accountable to the LAUSD Board of Education to meet the defined five goal areas of the Performance Meter. Annually, the selected EMO and school will submit a report on the performance of the school to the LAUSD board and superintendent. If the school is notmeeting its annual targets, the selected EMO and LAUSD will work together to alter strategies as necessary. If the school does not substantially achieve the performance metrics in three years the district and school canterminate the relationship. However, the superintendent can take action at any time if the academic situation requires more urgent attention by creating periodic reviews to ensure that the curriculum is being implemented with fidelity, is having the intended impact on student achievement and is modified if deemed ineffective.

11/2016 -06/2021

LAUSD, Principal, Instructional Director, Magnet Coordinator,

SIG Coordinator, Office of Student

Integration Services

MOU with the selected EMO andLAUSD


TF 09: Establish schedules and implement strategies that provide increased learning time.

Amount of time for core

Lengthen the academic week by a Saturday school. TheSaturday school will provide Bradley will also lengthen the academic week via Saturday School. Students will have four hours of ELA/Math instruction on Saturday mornings. Saturday School will provide support to specific studentsin the areas of Science, English Language Arts and Math. Also the Afterschool Program, College Bound 4Kids will provide hands-on experiences in the areas of Science, Technology, Engineering, Arts and Math and will use highly qualified, credentialed teachers plan and support these afterschool experiences.

07/2017 -06/2021

Principal, Director, Instructional Support

Team, EMO

ELD walkthroughs, AEMP CWT, informal and formal Instructional

Rounds.

Amount of time for enrichment

153



Start and End

Amount of time for collaboration

Teachers will also support Increase Learning Timethrough Tom Bradley through Small Group Instruction throughout the day to ensure student achievement.Grade level meetings will be provided to allow teachers to integrate and plan instruction including Saturday School and Afterschool Intervention.

6 teachers x 4hrs x 20 wks x $65, hr = $31,2001 Principal x 8 hrs x 20 wks. x $71, hr = $11, 3601 Coordinator x 6hrs x 20 wks x $65, hr = $7,8003 hrs x 20 weeks

Summer School - Funds needed to provide a 2 week enrichment and intervention camp during the summer focused on transitioning the students to their next grade level. Data will support instructional needs for students.

Teachers will also be encouraged to integrate virtual field trips into their long term planning; students should/WILL all be provided real-world applications to the instruction they experience in the classroom. Intervention teachers will participate in teacher planning meetings and will collaborate with classroom teachers on specific interventions for individual student success.

All Classrooms will have a Teaching Assistant for at least3 hours a day, which will lower the adult-student ratio and allowing teachers the flexibility to address all student needs directly in small group and/individual support situations. Teaching Assistants will be trained by the selected EMO to improve student achievement by providing targeted academic support to students throughout the school day.

07/2017 -06/2021


Team, EMO


Rounds.

Total Unduplicated Time

Description of core including academic subjects

Description of enrichment including other subjects and

activities

Description of collaboration including who collaborates, which subjects and grades,

and how

154



Start and EndTF 10: Provide ongoing mechanisms for family and community engagement.

Tom Bradley Parents will have the opportunity toparticipate in Parent University Classes. With input from the School Site Council, workshops and classes will be provided to assist parents in their areas of need. Classes/Workshops will be conducted in a series of sessions, including Saturdays and evenings, covering a variety of topics important to the success of Bradley students. Sessions will be conducted mostly in the Parent Center and managed directly by the Parent Resource Liaison.

Community representative (2) - funds needed for community persons performing in a liaison role between the school and the community. This position will help us develop a partnership with community members that will be sustainable.

Tom Bradley will offer technology training for parents on basic programs that will allow for parents to troubleshoot at home. The Microcomputer Support Assistant will help parents with basic programs and specific guidance on the academic programs used by Bradley students daily: Imagine Learning and 3P Math.

11/2016 -06/2021

Principal, Director, SIG Coordinator, Instructional Support Team, Parent Representative, School Site Council

Agendas, Sign-ins, Tea with the Principal, School Newsletter, Parent

Center, Blackboard Connect, workshops, etc.

155



Start and EndThe selected EMO will assist parents with understandingCommon Core and the Instructional Shifts that have occurred as a result. Parents will gain the knowledge to better assist their child with homework and learningbased projects as well as multiple solutions pathways and math strategies in problem solving. Bradley Parents will have the opportunity to participate in workshops addressing the 21st Century Learner in: Critical Thinking, Communication, Cross Cultural understanding, Collaboration, Creativity, Computing, Career and Self Reliance.

SIG Coordinator and Intervention Teachers will have 3 parent events/meetings per year to familiarize parents with assessments and how to prepare their children for SBAC. Parents will also have the opportunity to be exposed to a sample SBAC test.Principal and Administrative Team will hold Town Hall Meetings that will have parents compare academic data and analyze student achievement, update instructional plans shared to provide intervention and enrichment for all students, openly dialogue with community stakeholders. Other topics may also be included like; Health & Wellness, diversity and cultural sensitivity, politics and government.

Pupil Services and Attendance Counselor will conduct parenting workshops in the parent center. As well as conduct home visits and provide small group and individual support to students and parents' social emotional growth.

156



Start and EndX time for Parent Engagement Including, but not limited toFamily Nights around Science, Literacy, and Math- Teachers will prepare and present Family Night workshops and engage parents in the educational process.Materials and supplies for Parent Engagement (FamilyNights)Planning year (2 events), Years 2-5 (3 events): Books, manipulatives, science resources, chart paper, etc. for parents and students to use during Literacy, Math, and Science Family Night events.

11/2016 -06/2021

Principal, Director, SIG Coordinator,

Instructional Support Team, Parent

Representative, School Site Council

Agendas, Sign-ins, Tea with the Principal, School Newsletter, Parent

Center, Blackboard Connect, workshops, etc.

TF 11: Ensure that the school receives ongoing, intensive technical assistance and related support from the local educational agency, the state educational agency, or a designated external lead partner organization (such as a school turnaround organization or an educational management organization).

In addition to the selected EMO, the LAUSD SIG Officewill:1) oversee the implementation of the school plans;2) provide resource and technical support throughout the grant, along with monitoring and overseeing the ongoing evaluation;3) provide expert guidance and PD to support the curriculum and instruction;4) gather and analyze report data; assess school performance against established achievement goals5) offer actionable recommendations for necessary changes and monitor the SIG budget implementation for each school

11/2016 -06/2021


Office


157



Start and End


Reading Progress - teachers will conduct and analyzeRunning Records as part of our Guided Reading implementation. School-wide implementation of Reader’s Workshop as part of a Balanced Literacy program (Growing Educators) will be one of the essential components of the new Tom Bradley Global Awareness.Intervention Teachers - will utilize progress monitoring and formative assessment results to provide direct, targeted instruction to students in the classroom in English Language Arts and Math.Teaching Assistants - will be trained to provide necessary support to students in their areas of need as specified by the teacher and/or intervention teacher. Teaching Assistants will receive ongoing professional development in small group instruction and support, as well as one-to-one intervention. Bilingual Teaching Assistant will be trained to provide support to English Language Learners in the areas of English Language Arts and Math.

11/2016 -06/2021


Instructional Support Team, Teachers,

Director

Running Records, Agendas, Sign- ins, progress monitoring

158



Start and EndAll Classrooms will have a Teaching Assistant for at least3 hours a day, which will lower the adult-student ratio and allowing teachers the flexibility to address all student needs directly in small group and/individual support situations. Teaching Assistants will be trained by The Selected EMO to improve student achievement by providing targeted academic support to students throughout the school day. TA's will support in class assessments to monitor progress of students.

Through our partnership with Growing Educators, teachers will participate in Professional Development cycles: Plan, Teach, Reflect. For immediate data collection and progress monitoring teachers will use Running Records, which will fuel grade level, collaborative planning and lesson study. Teachers will also use the data to determine appropriate instructional changes and scaffolds to improve student achievement. Growing Educators will also train Grade Level Chairpersons to facilitate grade level planning meetings, to coach colleagues and to assist in with active observations in order to sustain this program implementation. Teacher will also participate in the selected EMO, to ensure a solid instructional base in the area of Math.

11/2016 -06/2021


Instructional Support Team, Teachers,

Director

Running Records, Agendas, Sign- ins, progress monitoring

159



Start and EndLanguage Arts and Math. Microcomputer Assistant willhelp students and teacher in operating software and hardware of the Imagine Learning program. Other software adoptions will be considered during planning year. Additional duties will include the monitoring of SIG hardware and software systems.

Also the Afterschool Program, College Bound 4Kids will provide hands-on experiences in the areas of Science, Technology, Engineering, Arts and Math and will use highly qualified, credentialed teachers plan and support these afterschool experiences.Intervention Teacher will support the needs of the students to help support academic achievement. The Intervention teacher will help analyze data support students, teachers and families with the outcomes. Technology - Projectors and document readers will enhance access to the curriculum for all classrooms and students and allows teachers to create lessons for students to provide differentiated instruction in all content areas.

160



Start and End


OngoingOngoing - Academic English Mastery Program (AEMP)lead Teachers will provide Professional Development and arrange professional development opportunities for Teachers in using culturally relevant reading material.One way teachers and/or library aide can support African American "transitional" readers in their quest to become motivated, engaged, successful, independent readers is to provide on going support and provide a variety of multicultural reading. Provide professional development to teachers that brings awareness to the role that multicultural literature plays in reading, motivating andachieving for African American children. Additional topics for conversation will include a discussion of the importance of all students achieving and the importanceof Cultural Relevance and enriching our students with literature of African American authors and illustrators. Tom Bradley teachers will continue to refine their understanding of Project Based Learning and Collaborative Grouping.

High Quality - Funds will be used to provide release time for teachers to meet and reflect on instruction, conduct classroom visitations and participate in collaborative planning and teaching. The selected EMO will provide training for Grade Level Chairperson on how to plan and facilitate the collaborative professional development meetings, coaching and/or mentorship opportunities.

11/2016 -06/2021

Principal, Local District Director, EMO, SIG Coordinator, Title1 Coordinator, AP

Agendas, Sign-ins, flyers, Lesson Plans, Notes, Calendars, Books and

Hand outs.

High-quality

Job-embedded

Aligned with instructional program

Designed with school staff (include job titles, grade [if

applicable])

Name and content of professional development

161



Start and EndRetention - The Instructional Leadership Team which willincludes: Principal, Grade Level Chairs, Magnet Coordinator, Title I Coordinator, EL Coordinator, Assistant Principal and SIG Coordinator. The team will engage in long term planning to ensure instructional and program coordination. This planning must occur prior tothe school year, to ensure that all programmatic decisions fall into the overall school-wide mission. These planning retreats will be conducted with the assistance of the selected EMO. This task will require teacher and administrative X/Z time to complete the planning tasks. The Leadership team will also support all new and incoming staff to ensure they are well aware of policies, programs and the planning that takes place at Tom Bradley.

162



Start and EndJob-embedded - Tom Bradley Administrative SupportTeam will facilitate an academic book club each semester for Teachers. The book club content will coincide withour students’ needs. Writing and Reader's Workshop in the first semester and number talks and math strategy instruction during the second semester. Professional Development will show teachers how to use the results of ongoing assessments to differentiate curriculum and instruction at the appropriate level of challenge for all students. Full day Grade Level Meetings will be provided to allow teachers to work with the intervention teacher to follow up on instructional needs and student outcomes.

Leadership and Administrative Team - 3 day Summer Retreat - To plan and outline goals for the upcoming school year to address the needs of students and yearly school curriculum plans.Leadership Team Planning and Collaboration - Teachers will plan, collaborate and develop research based ELA/Math lessons and strategies to support long term planning.

11/2016 -06/2021

Principal, Local District Director, EMO, SIG Coordinator, Title1 Coordinator, AP

Agendas, Sign-ins, flyers, Lesson Plans, Notes, Calendars, Books and

Hand outs.

163



Start and EndTA 09: Provide appropriate social-emotional and community-oriented services and supports for students.

Pupil Services and Attendance (PSA) Counselor - 3days/week for attendance monitoring. Improving attendance is a primary goal expresses in our school plan. Additional days will help combat excessive absences and truancy, thereby increasing students' exposure to instruction.

Psychiatric Social Worker (PSW) - 5 days/week - funds needed to service students' socioemotional needs. The PSW will conduct individual and group counseling sessions, refer families to mental health services, offer parent trainings, and collaborate on Student Support and Progress Team. Meetings to help meet the variousneeds to at-rick students.

Campus Aide (6 hrs/day) - will support the anti-bullying policies of the school and create a positive environment for students to feel safe, the funds will also ensure safety on the yard. Campus Aides maintain gates and check campus to ensure students safety as well as providing supervision of students during breaks.

Play Works - Provide full-time recess and physical activities throughout the school day to enhance and transform recess and play into a positive experience.

07/2017 -06/2021


Team, EMO


Rounds

164


School Name: Augustus F. Hawkins - A Critical Design and Gaming School



Contract with a SelectedEMO 11/2016 - 06/2017

Contract with a selected EMO to facilitate math and science department professional development.As well as provide cognitive coaching training for Assistant Principals, Principal and Instructional Coach and consult and guide implementation of Adaptive School practices to enhance communication and leadership development of the instructional leadership team.

Convening SIG meeting School Leadership Team and ILT

11/2016 - 06/2017SIG Overview meeting for all out of classroom staff and the CDAGS Instructional Leadership Team to clarify needs for an efficient implementation of the SIG grant and to identify other technical assistance and supports are needed.

Hire SIG Coordinator 11/2016 - 06/2017

Our SIG Coordinator will monitor the planning and implementation of our grant funded interventions and support. The SIG coordinator will go through the hiring process at our school which includes interviewing with he hiring panel that consists of the principal, UTLArepresentatives, one support staff member, 2 parents and 3 students. The interview will be curtailed to the role but our hiring practice consists of questions that are tied to the Standards of Teaching or Educational Leadership, we will seek out standards for coordinator roles. Once the applicant is selected from the interview process, the coordinator would need to present them self to the staffand our entire staff would have a majority vote to confirm the coordinator. They will work with our various stakeholder groups, analyze current partnerships, seek out potential partnerships and opportunities to support CDAGS. Current Partnerships that will be included in SIG at CDAGS- Linked Learning LAUSD - we are a linked learning pilot school, we'll be continuing our work to develop a career pathway to Gaming and Design. Solve LA/USC - a targeted intervention for African American students to gain skills and enhance college and career access. They provide mentorship, internships, field trips and in future con-current enrollment so students will gain college credits for course work. D3 is a partnership that guides CDAGS teachers in the implementation of Design Thinking into curriculum. D3 would continue to partner and co-design professional development to align core content classes and advisory to our pathway of gaming and design.

Supplies 11/2016 - 06/2017

Printer, Laptop, desktop, monitor, LCD projector, Speakers to support our SIG coordinator in his orher ability to monitor, plan and assess needs for CDAGS. LCD projector will be utilized for SIG planning team meetings, community forums and teacher meetings. These supplies will also be used for communicating to stakeholder groups.

165





Contract with Parent Engagement Agency such as CADRE

11/2016 - 06/2017

A parent organization such as CADRE will come in and do a parent engagement analysis of ourschool and report back to staff on our areas of need for improvement during the planning year. This group will work with parents not from our school site, to do an unbiased analysis in regards toparent engagement and overall environment of our campus. They will observe our classes, parent meetings, parent conference nights, our School Site Council Meetings, our English Language Learner parent meetings. They will conduct focus group meetings at our monthlyParent/Community Forums with our various stakeholder parent groups - African American, Latino, recent immigrants, athletes, Special Education, Foster Parents and GATE to gather qualitative data regarding our various parents group needs.

School Improvement Grant Planning Team Bi-weekly meeting for SIG planning starting as soon as grant is approved. 2 hours each meeting until planning year is over and monthly 5 hour Saturday meeting.

11/2016 - 06/2017

Our SIG Planning Team will be comprised of 4-5 teachers, our intervention and supportcoordinator, 2 Assistant Principals and our Instructional Coach will meet two hours bi-weekly and 5 hours monthly to focus on SIG implementation. In these meetings we'll analyze data, research interventions and plan the next monthly parent community meeting.

Monthly Community Forum 11/2016 - 06/2017

Our January Community forum will be announced to all parents through phone blast, fliers andannouncements. Targeted recruitment will be to parent representatives from ELAC, participants in PIQE, members of Chapter 2(a local gang reduction community organization), our parents of student athletes, our parents of students with IEPs, our parents of gifted students, local clergy who partner with One LA, Brotherhood Crusade, Social Justice Learning Institute(Black Male Youth Academy), Solve LA parents, alumni, staff and current students. The format will be the same as Novembers, small groups analysis. The focus will be on assessments - formative and summative. Community members will analyze current data as well as experience various assessment used in CDAGS to provide feedback on needs regarding improvement of assessments. Community Members will sign up at this meeting for School Site Visits in February and March.


Our February Community forum recruitment will be the same as prior months.The format will be small group analysis of student social emotional needs and analysis of needs for support staff. This meeting, support staff will be specifically invited to explain what they do to enhance parent discussion.

166





School Site Visits 11/2016 - 06/2017

2 teachers, 1 administrator, 1-2 students, 3-4 parent/community members will visit 3 different school sites to analyze best practices. Sites include Wildwood School for a look at their advisory program, Hollywood STEM Academy to look at Linked Learning, DaVince Charter to look at Mastery Grading, Linked Learning.


Our March Community forum recruitment will be the same as prior months.The format will be different from other meetings as it will entail a report back from our Site Visit teams and then will include a facilities walk for small groups to analyze the physical state of the CDAGS campus to make suggestions for improvement in facilities that align to instructional initiatives and student/family needs.


Our May Community forum recruitment will be the same as prior months.The format will focus on small groups but then open to a larger discussion to analyze the SIGimplementation plan as developed based on the suggestions from April meeting.

167

SIG Form 2e—Restart Implementation Chart for a Tier I or Tier II School




Dates (MM/YYYY)



NA NA NA NA NA

RS 01: Create a locally-determined rigorous review process for the purposes of selecting a charter management organization (CMO) or an educationmanagement organization (EMO).

Hawkins, Gaming and Design School informed teacher,parents and community members to inform them of the possible changes that will take place at Hawkins and the implementation of new model at the school site. Staff was informed of the partnership with an EMO, the role of the EMO and that an EMO will be selected during the planning year of the School Improvement Grant (SIG) if awarded. The EMO will support the school's instructional program and needs and will be selected through a rigorous process of recruiting and screening. Hawkins will look at:Track record of EMO in terms of supporting leadership, student achievement and the capacity to manage high quality school processes.Business qualifications, experience with community groups, teacher leadershipPersonnel Qualification, Background and professional qualifications of selected EMO staffFinancial viability of organizationExperience in implementing school support strategies, including performance of student outcomes

11/2016-06/2021

LAUSD Superintendent's

Office and SIG Office, Local District Office

Performance Data, pamphlets, resumes, financial statements,

evidence of professional development and evaluations

168




Start and EndRS 02: Create a plan to transfer students who either cannot attend the new school because their grade is no longer served by the Restart school orwhose parents choose not to have their child attend the Restart school.

All students that live within the school's attendanceboundary will be permitted to attend the Restart school (Hawkins Critical and Gaming Design). Students that have remained in the school will continue to enroll unless they have voluntarily chosen to transfer. A protocol for students whose parents decide to look for another school, will consist of a meeting with our administration team to acquire the necessary documentation to "opt-out" toattend another LAUSD school with the support of LAUSDduring the transfer process.

11/2016-06/2021

LAUSD Superintendent's

Office and SIG Office, Local District Office

School enrollment records, opt-out plans,


The MOU between LAUSD and the Selected EMO will beheld accountable to the LAUSD Board of Education to meet the defined five goal areas of the Performance Meter. Annually, The Selected EMO and school will submit a report on the performance of the school to the LAUSD board and superintendent. If the school is not meeting its annual targets, The Selected EMO and LAUSD will work together to alter strategies as necessary. If the school does not substantially achieve the performance metrics in three years the district and school can terminate the relationship. However, the superintendent can take action at any time if the academic situation requires more urgent attention by creating periodic reviews to ensure that the curriculum is being implemented with fidelity, is having the intendedimpact on student achievement and is modified if deemed ineffective.

11/2016-06/2021 LEA MOU between LAUSD and Selected

EMO, Scope of Work

169




Start and End



Ongoing

Our 7 period block schedule was selected to include twoearly release days for students to support professional development for teachers. Wednesdays and Fridays teachers have PD from 2:05-3:20. Topics of PD on Wednesdays are then generally continued on Friday PD but at that time teacher teams collaborate to integrate PD topics into current grade level projects. Furthermore our elect to work agreement includes 5 days of compensated professional development in the summer. This does not include additional compensated trainings and professional development opportunities identified by teachers and the instructional coach during weekends and summer. Our PD plans include PBL, UDL, Linked Learning, Mastery Grading, Equity and Access, ELL standards and culturally responsive curriculum and instruction.

06/2017-06/2021

Principal, Instructional Coach, Linked

Learning Coach

Bell schedule, PD Calendar, Agendas, Sign-ins, increase on

state and teacher generated assessments.

170




Start and End

High-quality

We will seek support of UCLA Center X to lead targetedprofessional development for Science and Math. All teachers will be trained and coached in Equity and Access to support full inclusion and collaboration practices in the classrooms. We'll also work with Buck Institute to led a three day professional development at which our grade level teams will align their content to support project based learning. This will require and analysis of rigor in individual classes and then ensure relevance to learning by applying learning to real world. We'll work with LAUSD Common Core trainers to led professional development regarding common core implementation specifically targeting our WASC recommendation for the need to elevate instructionalpractices, formative and summative assessments to DOK level 3-4. And lastly Professional Development and Coaching from LAUSD Division of Instruction to support implementation of Mastery Grading.Hawkins will also build relationships among staff by working with Center X to support our implementation of Adaptive Schools to build staff protocols that enhance communication and meeting processes to ensure effectiveness of meetings.

06/2017-06/2021

Principal, Assistant principals,

Instructional Coach

PD Calendar, Agendas, Sign-ins, increase on state and teacher

generated assessments.

Job-embedded

Peer Observation and Coaching occur in theclassrooms. Teachers will participate in a Focal Point Observation protocol through which they will select one element of a professional development that they are implementing. Our instructional coach will hold pre- meeting during conference period, conduct observation and then debrief with teacher on following conference period. Our Instructional Leadership team will be conducting Instructional Rounds to analyze effectiveness of professional development. Teachers will need sub time to allow for peer observations.

All staff will have opportunities to visit model school site visits, trainings, professional developments, workshops and conferences specific to our instructional initiatives such as PBL, STEAM, Gaming and Design, Critical Play.

06/2017-06/2021

Principal, Assistant principals,

Instructional Coach

Peer observation notes, calendar, agendas, instructional rounds

summary

171




Start and End


Equity and Access addresses needs for our full inclusion classrooms. Buck Institute will support refinement of Linked Learning Project Based Learning, D3 to support implementation of our pathway. Teachers will need day to day sub coverage to implement the strategies and philosophies from the Buck Institute.

06/2017-06/2021

Principal, Assistant Principals,

Instructional Coach

Materials from professional development, agendas, sign-ins, evidence in teacher instructional

materials


applicable])

The Principal, Assistant Principals, Instructional Coach and Linked Learning Coach will co-plan and facilitate Instructional Leadership Team meetings to ensure high quality, needs based professional development. When as needed our School Psychologist, Psychiatric Social Worker and PSA will be consulted as well for PD development.

06/2017-06/2021

Principal, InstructionalCoach

Agendas, sign-ins


Equity and Access - collaboration strategies to enhancestudent participation in class, Buck Institute - focus on integration of Gaming and Design pathway into core and elective classes, development of cross-curricular projects and project based learning. Adaptive Schools will help develop the leadership team and support communication and planning strategies within staff members.

06/2017-06/2021

Principal, InstructionalCoach

Agendas, curriculum, artifacts from professional development

TF 06: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to fully implement each element of theTransformation Model to substantially improve student achievement outcomes and increase high school graduation rates.

Pilot school model currently in allows for this sitedetermined budgets, calendars, bell schedules and staffing. More time will be needed to compensate teachers for meeting beyond the school day and school year for training and reflecting on progress in regard to school instructional initiatives. Hire instructional coach specifically for CDAGS to support instructional initiatives and Linked Learning Coach to work to support PBL and link CDAGS to local industry and drive dual enrollment program with local community colleges.

06/2017-06/2021

Principal, HiringCommittee

Agendas and sign-ins. Ongoing surveys from stakeholder groups to

monitor effectiveness of and areas in need of improvement. Records of

student progress in SBAC scores, A- G completion rates, increased

demonstration and application of skills in Linked Learning PBL projects

and assessments. After school planning schedules.

TF 07: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with California's adopted academic standards.

172




Start and End

Develop screening criteria

Teachers, administrators and support staff will utilize research based protocols from Adaptive Schools to analyze effectiveness of programs and instructional practices. Furthermore teachers will engage in instructional rounds yearly for the duration of the SIG grant to review implementation and effectiveness of Instructional Initiatives. Further more we will contract with a parent organizing committee such as CADRE for a full analysis of our parent engagement.

07/2017-06/2021

Principal, Instructional Leadership Team, Instructional Coach

Agendas, Sign-ins, Handouts, andMeeting Notes

Evaluate research base and alignment of current

program

The current school district instructional program iscentered around content knowledge utilizing national Common Core Standards. The theme of CDAGS reflects research regarding employment trends for future workplace needs: game/app design, science, technology and engineering. Strong Project Based Learning activities embed tenants of 21st Century skills including: workethic, communication skills critical thinking, collaboration and global and community engagement. Combing content, common core, STEAM and Project Based Learning this will provide an engaging learning experience for all students. The means of evaluation will include training, participation and reflection around problems of practice including Instructional Rounds, Critical Friends, Lesson Study and student showcase of their work at open forums such as staff meetings, senior defense and parent conference nights. Parent input will utilize existing means such as the mandated decision making groups, Coffee with the Principal and surveys. Student surveys will be taken at least once a year to determine their feelings regarding ownership of their education, and safety and support within the school. In addition, the SIG 4 team will meet on a regular basis to address and evaluate the SIG 4 grant goals and make recommendations to the Principal as needed.

07/2017-06/2021

Principal, Instructional Leadership Team, Instructional Coach

Data Analysis, Lesson Plans, Agendas, Sign-ins, Handouts,

Assessments,

173




Start and End

Identify a new instructional program or revise current

program

A new programs we'd like to explore is dual enrollment innearby community colleges and universities. We'd further explore certification programs that support our students in employment in the Design and Gaming Fields.

Additional programs that will support the needs ofstudents at HAWKINS HS is to support participation in all Restorative Justice practices such as conducting weekly community circles in our College and Career Readiness course and participation in harm circles as needed. Furthermore teachers identified as needing additional assistance in classroom management, student engagement, curriculum and instruction will be provided assistance and support from assistant principals, department chairs, instructional coach,

07/2017-06/2021

Teacher Commitments,

Principal, Department Chair, Instructional

Coach

Protocols, Agendas, Sign-ins

Implement new or revised instructional program

Extended PD time will provide time for teachers to collaborate, plan and evaluate their PBL projects, incorporate common core strategies, vertical alignment of formative and summative assessments.

07/2017-06/2021

Principal, Assistant Principal, SIG School

Coordinator, Instructional Coach

Lesson Plans, Sign-ins, Agendas

174




Start and End


Provide tutoring opportunities to students throughafterschool services. All teachers will tutor students for one hour after school in a core content area one day a week. Data and grades will be used to determine the need for the students.Morning Lab and Afterschool Lab - teachers will provide tutoring to students before and after school. Summer Bridge will serve to prepare incoming 9th graders to be successful in CDAGS pathway. Summer Code Hawk is a program for current CDAGS students to learn, enhance, augment their present coding abilities.25 x 1 x $65

Teachers will be given one hour a week to collaborate and plan for instructional needs and to support current instructional models.ELA, Social Studies, Math, Science, Computer Science and VAPA Department teams will be allocated 60 minutes paid time after school to collaborate on formative and summative assessments, implementation of commoncore, integration of pathway25 x 1 x $65

07/2017-06/2021

Principal, Assistant Principals, Certificated Staff, Classified Staff

Grades, Data, Student Sample Work, Lessons Plans Payroll, sign-

ins, agendas, curriculum

Data will also be used to determine the needs ofprograms and conference attendance to support the creation or enhancement of Linked Learning Projects and include the Digital Media Literacy Conference, Common Sense Media, International Society for Technology and Computer Using Educators. Content specific conferences include Math Asilomar Conference, the National Council for Teachers of Mathematics, National Writing Projects local conference, Association for Music Education, California Art Educators Association Conference, California Science Teachers Association meeting, Next Generation Science Standards Roll out (Spring 2017), Association of Supervision and Curriculum Design Conference, California Conference for Social Studies.

175




Start and EndSummer School: Is designed to offer a series of enrichment courses for all students. The courses will be focused around supporting skills and communication around technology. Students twill gain knowledge in graphic arts and design, programming and robotics.3 teachers x 5 days x 4 hours x 4 weeks

TF 10: Provide ongoing mechanisms for family and community engagement.

Work with CADRE and PIQE to increase parentinvolvement. Bi-weekly coffee with the principal meetings, monthly CDAGS Parent and Community Engagement Committee meetings to plan our parent and community outreach plan. Hire a Parent Resource Liaison to enhance parent outreach. The parent liaison and PIQE will outline a program to support parent needs and to provide parent strategies to support students at home.

11/2016-06/2021

Principal, SIG Coordinator, Assistant

Principals

PD monthly schedule, agendas, sign-ins, fliers for Coffee with

Principal,

176




Start and End


CDAGS SIG Coordinator -to guide and monitorimplementation of the SIG plan at the school. The Coordinator’s duties will be to coordinate SIG principal's monthly meetings; technical assistance and training; provide data to school; ensure SIG school develop and collect evidence of implementation; monitor budgets for SIG school; and serve as a liaison.

11/2016-06/2021

Principal, CDAGS Hiring Committee

Interview notes, rubric, HRdocumentation


11/2016-06/2021


Office


177

SIG Form 2a—Planning and Other Pre-implementation Activities For a Tier I or Tier II SchoolLEA Name: Los Angeles Unified School District Date: September 8, 2016

School Name: George Washington Preparatory High School



Family and Community Engagement

11/2016 - 06/2017

Washington Prep will conduct monthly parent and community meetings that focus specifically on reviewing school performance data in attendance, interim assessments, PSAT results, and academic grades at the 10 and 15 weeks. These meetings will all engage parents in creating specific supports that are needed to build the home school connection for intervention in ELA and Math for the students.

02/2017, 03/2017, 04/2017, and 05/2017

On four Saturdays in the spring Washington Prep will host parent informational sessions for the individual grade level to discuss with parents the proposed improvement plans, local service providers, and mental and physical well being for all students and families to solicit for more parents to participate in the Local School Leadership Council, School Site Council and the Positive Behavior Support team. Parent workshops will be scheduled to support families in the following areas: accessing the school's website, accessing assignment and grade monitoring of students, health and nutrition, financial planning, access to college, and other courses that are of interest to families based upon surveys completed at the end of the workshop sessions.

04/2017-05/2017

Assist families in transitioning to the Ninth Grade Academy by hosting an Open House from the feeder schools about the programs that exist for the incoming students. Provide counseling sessions for families who need assistance with making choices if they do not wish to attend the school. Host and Open House for families of students interested in enrolling in the California Law Academy for the 10th grade creating more of an opportunity to engage in career pathways relating to legal professions

01/2017 - 06/2017Survey students, parents/guardians, newsletters, newspaper announcements, and display on marquee about the parent workshops and engagement opportunities for families to participate in workshops, interventions, and enrichment activities.

01/2017 - 06/2017Consult with PIQE to advise about the potential to partner with this organization with the parent leadership workshops to further create more opportunities for families to engage in their students' modified and improved instructional opportunities.

178





Rigorous Review of External Providers 11/2016 - 04/2016

The school team will recruit, screen and select a Network Partner based upon: interviewing EMOs that are aligned to the following: • Demonstrated track record of student achievement and capacity to design and manage a high-quality schools.• Business qualifications: years as a nonprofit EMO; track record and experience with public school turnaround and transformation; depth and extent of local presence; relationships with community groups.• Personnel qualifications: background and professional qualifications of EMO staff.• Financial viability of organization.• Experience implementing instructional strategies; performance on prior school transformation efforts. EMO passed this review and became a Network Partners.The selected Network Partner will engage in the data collection, planning, designing and pre-implementation of theSIG Plan.

Staffing

11/2016 - 01/2017

Recruit and hire a SIG Coordinator to align the WASC Action Plan to the SIG Implementation plan, coordinate professional development trainings with faculty, conduct parent and community meetings, collect data of student groups for facilitation of data chats, purchase software products from vendors, and collaborate with EMOs for selection process with administration.

01/2017 - 06/2017

Conduct an analysis of strengths and areas of need of current faculty and staff members to implement intervention programs, use of online technology resources, analyzing data to modify and improve instruction, discussion techniques around Depths of Knowledge (DOK), development of standards based lessons and providing feedback to students.

Instructional Program

01/2017 - 06/2017Faculty will be compensated for instructional planning once per week, to examine student data and learning results, designing and planning intervention programs aligned to the standards to enhance instruction for students, to design and plan feedback protocols to identify best practices for students and faculty.

11/2016 - 06/2017Identify and purchase instructional materials that were identified for use in Washington Prep's Action Plan created to address critical areas in Math and English through Shmoop.com, ALEKs and SpringBoard ELA online access.

179





Professional Development

01/2017 - 06/2017

Based upon our Action Plan outlined by WASC in April of 2016 two critical areas must be addressed: 1) Increasing the proficiency of all students in English Language Arts (ELA) and Mathematics by narrowing the achievement gaps for African Americans, English Learners, and students with special needs through content literacy and 2) Achieve the Academic Domain of 100% graduation for all students in the four-year cohort, while increasing the rate specifically for Latinos, English Learners, and Students with Disabilities. One theme that has been identified is to build the capacity of all teachers beyond the school day on the Depths of Knowledge (DOK) to increase the level of critical thinking and levels of readiness for years two through five of the grant. The will be accomplished by conducting monthly Saturday training sessions and a week long of professional development where teachers will plan lessons incorporating the methods learned throughout the grant years.

11/2017 - 06/2017

Teachers will be trained on Mastery Learning and Grading to align grading practices with instructional goals that reflect students' progress towards meeting the standards. Teachers will complete four guided standards that will review the shift to a new grading practice that is school wide. Teachers will develop plans for communicating with parents the outcomes for students as a result of using this new system of grading.

06/2017

All teachers and administrators will receive training on the new unified elements on the EDST and the EDSSL evaluation system for one day sessions at the conclusion of the school year to develop the competencies and plan lessons for the first year of implementation that provide discussion techniques aligned to DOK, are standards based activities, and provide feedback to students that modifies and improves instruction.

01/2017 - 06/2017

During the planning year, teachers and school leaders will use data collected from Shmoop.com, KhanAcademy, ALEKs and SpringBoard Online to determine the program effectiveness to design and refine interventions programs for English and Math to identify consistency and track students' progress for program effectiveness in order to modify and improve instruction.

180




Dates (MM/YYYY)



N/A N/A N/A N/A N/A


The decision by LAUSD to allow a nonprofit EMO, to support the school’s instructional programwas made through a rigorous process of recruiting, screening and selecting Network Partners:• Demonstrated track record of student achievement and capacity to design and manage a high- quality schools.• Business qualifications: years as a nonprofit EMO; track record and experience with public school turnaround and transformation; depth and extent of local presence; relationships with community groups.• Personnel qualifications: background and professional qualifications of EMO staff.• Financial viability of organization.• Experience implementing instructional strategies; performance on prior school transformation efforts.EMO pass this review and become a Network Partners.

11/2016 -06/2021

LAUSD, Office ofSuperintendent

• Performance data from LAUSD schools where EMO has

partnered in school transformation

• MOUs with schools and community partners

• Staff bios and résumés• EMO financial statements

• EMO articles of incorporation, bylaws, IRS determination letter


The new Washington Prep will serve grades 9-12, changing to a ninth grade academy, and willexpand the California Law Academy (CLA) from 30 students to 60 students beginning in the10th grade expanding 30 students per grade level during the grant. All incoming ninth grade students will be enrolled in the Ninth Grade Academy. All currently enrolled grade 9th grade students will be offered a place in the CLA. Students in 10 and 11th grade students in the attendance boundary of Washington Prep will be offered a place at the new Washington Prep. Two parent meetings will be held by the school and EMO representative to introduce the new Washington Prep format. A District representative will be available at the meeting to present options for families if they choose not to participate in the programs offered at Washington Prep. If a family chooses not to send their child to the new school, LAUSD will assist the school with guiding parents to an “opt-out plan” for a selection and choice of another LAUSD school.

11/2016-06/2021 LAUSD, school admin, EMO

School enrollment records, parent requests for op-out plans and evidence of opt-out plans

181



Start and End


The MOU between LAUSD and EMO holds EMO accountable to the LAUSD Board of Educationto meet the defined five goal areas of the LAUSD Performance Meter. Annually, EMO will submit a report on the performance of the school to the LAUSD board and superintendent. If the school is not meeting its annual targets, EMO and LAUSD will work together to alter strategies as necessary. If the school does not substantially achieve the performance metrics in three years, the district and school can terminate the relationship with EMO. However, the superintendentcan take action at any time if the academic situation requires more urgent attention.

11/2016-06/2021LAUSD, EMO

president & CEO MOU between LAUSD and EMO

182



Start and End

RS 04: Optional ComponentTF 03: Use the teacher and principal evaluation and support system to identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

Identify and rewardWashington Preparatory High School will recognize teachers and staff members with certificatesand on our website on a monthly basis for maintaining 96% attendance or higher. Teachers who offer tutoring options for at-risk students will be recognized along with their students who participate at our December and May Breakfast with the Principal. Teacher of the Month will be recognized on the website and receive a certificate for participation in collaboration and common planning time resulting in presentations of best practices shared with the faculty, staff and parents. Teachers whose classes have the most participation in the intervention programs will receive certificate recognition on a quarterly basis.

11/2016-06/2021

School Staff, Local District West, Office of Superintendent, School Community,

EMO

Nomination forms, attendance data, tutoring sign-in sheets,

presentation agendas, intervention logs

Opportunities to improve professional practice

Identify and remove


OngoingThe EMO provider will work with teams and individual groups of teachers and administrators toanalyze data, to monitor progress of students in order to modify instruction, conduct instructional rounds to support school-wide instructional goals, and guide teachers to facilitate quarterly parent meetings for all students and sub-groups to monitor progress for grades and assessments. Teachers will focus on increasing the level of critical thinking and problem solving in all disciplines that specifically address identified sub-groups of students through the use of Depth of Knowledge (DOK) level 2, 3 and 4 questions embedded in daily instruction. Teachers will receive ongoing training that supports providing feedback to students that modifies and enhances instructional outcomes.

11/2016-06/2021

School Staff, Local District West, Office of Superintendent, School Community,

EMO

Agendas, sign-in logs, Stull performance indicator, Teaching

and learning framework, classroom, observation log,

LAUSD Learning Zone course log-ins and final products with presentations of lesson plans, unit plans, interim assessment

results

High-quality

Job-embedded



applicable])


183



Start and EndTF 08: Promote the continuous use of student data to inform and differentiate instruction in order to meet the academic needs of individual students.

• Coordinate with EMO on development of protocols for data analysis that are focused onstudent success• Create intervention teams that monitor student outcomes and develop intervention strategies for struggling students• Fund SIG Coordinator to coordinate data analysis and train staff on protocols, coordinating intervention and credit recovery for students based upon data analysis• Fund teacher time to monitor success of intervention/enrichment opportunities, modifying where data indicates• Fund teacher release time to conduct peer observations to gather data and evaluate the development of practices to meet student needsFund 5 hours/week of counselor Z-Time to perform focused data analysis and intervention program development for underperforming subgroups, notable Special Education, English Learner, and Socio-Economically Disadvantaged• Fund clerical support to create data reports and general support to intervention programs• Hardware/software will be purchased to support intervention programs (Shmoop.com – 9th-12th grade, READ 180- 9th and 10th grades, and Revolution Prep 9th -12th grades, Edgenuity- online learning program), Google Classroom implementation for all classes online for student work sample storage for all students. The SIG Coordinator will provide ongoing support of the hardware/software needed to work with teachers to facilitate intervention programs and integrate technology into the daily lessons. Hosting Professional Development for teachers on usage of software, webpage maintenance, and Learning Management Systems and online grading system. Fund additional hardware, 1 Laptop cart with 20 laptops to provide electronic access and intervention for struggling students.Funding to support intervention programs through software licenses, advisory period, andEnrichment programItems used to support ninth grade advisory period, career pathways, program branding, recruitment materials, hard-drive space, presentation tools.• Teacher Assistants(TA) to provide in class support to struggling students identified by intervention data in ELA and Math

11/2016-06/2021

Administrators, Department

Chairpersons, Teacher Leaders,

EMO,

Performance meter of student achievement, graduation rate,

meets and exceed standards for all students as seen on the

SBAC Interim Assessments and SBAC Math and ELA,

Attendance, Parent andCommunity Engagement, School

Safety, College Acceptance letters, agendas, sign-in rosters,

meeting documentation, purchase orders, observation logs, class rosters, student logs, computer lab schedules, student online intervention folders, student

portfolios, Syllabi, phone logs, home visit logs, counseling logs, SARB/SART Logs, college office sign-ins, financial aid completion, increase the number of students taking the PSAT, ACT, and SAT

at the earliest possible administration

184



Start and EndTF 09: Establish schedules and implement strategies that provide increased learning time.

Amount of time for coreEnrichment/Intervention:• Fund 2 intervention teachers for ninth grade Algebra Tutorial support and Creative Writing for ninth grade, 9 Edgenuity credit recovery course embedded during the school day, 30Saturday School Credit Recovery Sessions, 60 hours of Winter Credit Recovery Session forSeniors in ELA and Math, 15 class offering of summer school opportunities outside of the school day for students to receive support, including credit recovery, enrichment and behavior interventions•Fund a college counselor to develop and monitor student graduation progress and college- readiness opportunities, and school psychologist to develop and monitor mental health programs and progress of students.• Fund intervention/enrichment program materials, including books and technology, in support of community partnerships• Identify and create 12 auxiliary matrix support for specialized intervention, support, and college/career-pathway courses, including Culinary Arts to support the implementation of math practices and Law Advocates for the California Law Academy with an emphasis on developing21st Century skills in careers and technology, that are sequenced courses of study that progresseach year for all students• Implement and fund Summer Bridge program, including the funding of the SIG Coordinator, to support successful articulation of incoming students and program development for first year of high school.• Identify technology intervention/enrichment opportunities, (i.e., ALEKS, Read 180, Shmoop.com, etc.) and fund software as appropriate to meet needs of students

Collaboration:• Compensate teachers for 2 hours/month development time spent outside of regular school hours that are focused on analyzing data, modifying lessons, and monitoring instructional practice in alignment with the LAUSD Teaching and Learning Framework rubric and focus elements, and developing strategies for increasing rigor in the classroom.• Extra PD sessions of at least two hours per month focused on supporting all teachers develop strategies for increasing rigor in the classroom.• Provide compensation for activities outside of normal school day, including 7th period auxiliary classes, summer school, and summer bridge programs, among others, that support instructional success. Fund after school AP enrichment geared towards placement exams

11/2016-06/2021

Administration, Leadership Team,

School Community, EMO

Master Schedule, Attendance logs, Student Intervention folders (online), classroom observation logs, meeting agendas, Parent

sign-in, recruitment flyers,Syllabi, Summer Registration, Purchase Order, Lesson Plans






activities

Description of collaboration including who collaborates, which subjects and grades,

and how

185



Start and EndTF 10: Provide ongoing mechanisms for family and community engagement.

A parent advisory group will be formed to develop strategies to engage parents and the community to join the school based governance councils, participate in parent workshops hosted by the parent center, to attend meetings that target specific sub-groups that support student achievement. This group will make recommendations how funds will be used to improve parent and community partnership. Through community partnerships this advisory group will also connect families to the community garden and its redesign efforts. WPHS will engage in Parent Institute for Quality Education (PIQE) in their stand alone program called K-12 Parent Engagement Program, Family Financial Literacy Program, and the Parent Leadership programto empower families to support their students academic growth and become stronger advocates for their students.

11/2016-06/2021

Administration, Leadership Team,

School Community, EMO

Meeting agendas, Parent sign- in, recruitment flyers, Meeting

agendaMeeting minutes Attendance logs

Meeting/community flyers Invoice/POReceipts

TA 09: Provide appropriate social-emotional and community-oriented services and supports for students.

Our campus has experienced an erosion of the traditional family structure with a high number offoster care youth, homelessness, incarceration and deceased parent(s).• Psychiatric Social Worker (PSW) will be purchased to support student trauma, grief and mental well being.• Pupil Service and Attendance Counselor (PSA) 2.5 days/week will assist in reducing absenteeism, truancy and transiency rates while promoting dropout prevention and student recovery.

11/2016-06/2021

Administrators, Department

Chairpersons, Teacher Leaders,

EMO,

Job description, attendance data, sign in sheets, log of

students serviced

186



Start and End


EMO has been selected as EMO to support school’s instructional program.


11/2016-06/2021

EMO Administration, School Community, LAUSD Division of Instruction - SIG

Office, LEA Accountability

Reports

EMO Quarterly reports EMO Year end reports

Performance data/meter monitoring tools (graduation

rate, proficiency for all, attendance, parent and

community engagement and school safety)

Development of a successful master schedule aligned with student needs and graduation

requirementsProfessional Development schedules, agendas and

evaluationsInterdisciplinary Professional

Development and resultant team efforts

Student Portfolios, student attendance logs, invoices/PO,

brochuresInvoice/PO Classroom

Observation logs Student work

SLC contiguous space identifiers

SIG Office:LEA Accountability Reports, as

determined by SIG.Agendas, sign-ins, school visit logs, communication (emails,

website)

187


School Name: Daniel Webster Middle School



Preparation forAccountability Measures 11/2016 to 06/2017

Continue to conduct comprehensive school needs assessment for the purpose of fine tuning instructional programs, professional development, and selected school improvement strategies. Baseline data will be collected regarding current instructional practices, effectiveness, and student achievement that will inform decisions going into the first SIG implementation year, to establish achievable growth targets, and to help measure progress towards those goals.• Conduct a Spring School Review that involves reviewing student achievement data, culture and climate data, and classroom observation notes.

Rigorous Review of ExternalProviders 11/2016 to 06/2017

During the planning year, Webster stakeholders (staff, parents, students) will be interviewing and considering various EMO's who have been approved by the District for the purpose of selecting a partner who will best meet the unique needs of our students and faculty. A SIG Development, Implementation, and Review Committee will be established for this purpose as well as to review and finalize implantation decisions. The rigorous process of recruiting, screening and selecting partners will be conducted according to the following criteria:• Demonstrated track record of student achievement and capacity to design and manage a high- quality school.• Business qualifications: years as a nonprofit EMO; track record and experience with public school turnaround and transformation; depth and extent of local presence; relationships with community groups.• Personnel qualifications: background and professional qualifications of LAEP staff.• Financial viability of organization.• Experience implementing instructional strategies; performance on prior school transformation efforts.The process of engaging all stakeholder in a rigorous recruiting, screening, and selection of a partner, will help ensure that fidelity in the implementation of our plan is successfully achieved. The Webster SIG Committee will be established by November 2016 and meet at least monthly through May 15, 2017.

188





Family and CommunityEngagement 11/2016 to 04/2017

Review school performance, discuss and determine the school intervention model to be implemented, and develop school improvement plans in line with the intervention model focus during SIG Committee Meetings, Coffee with The Principal meetings, and Parent Nights.• SIG Committee Meetings – At least monthly starting November 2016.• Coffee with the Principal Meetings – The last Tuesday of each month.• Parent Nights (Back to School, Parent Conference Nights, Open House, Town Hall Meetings) – Two to three meetings per semester (Fall/Spring)


Will communicate with parents and the school community regarding school status, Improvement plans, and choice options, through newsletters, parent outreach, phone calls, school website, and articulation meetings.• Newsletters – Monthly• Website – On-going• Direct Parent Outreach – On-going conducted by Parent and Community Representative during morning meetings in the parent center and parent involvement recruitment communications (direct phone calls, recruitment at school events, and solicitation via interest information gathered on the school website)• Articulation meetings – Various dates starting in November 2016 through April 2017


School staff will develop and administer survey of parents, students, and staff regarding perceptions, attitudes, and perspective as part of a continued effort for stakeholder input on the school implementation plan. Data gathered will be used as part of the Spring School Review to fine tune selection of programs, instructional strategies, and will directly support the development for the successful implementation of the SIG plan.

189






Provide parent workshop to be conducted during the Fall to assist parents in the use of technology, including the parent component of the Learning Management System to communicate withteachers and support the learning of their children. Parents will develop a deeper understanding of the instructional strategies and materials being used in the classroom and better inform them to make recommendations for development of the SIG implementation plan.

Provide an option for parents to participate in meetings/events via web conference and webinars accessible through school website.

Provide STEAM workshops for parents that engage them in hands-on activities for the purpose of furthering their understanding of STEAM and STEM principles that will benefit their child’s functional literacy across all disciplines as part of a comprehensive school improvement program. Pre andpost surveys will be administered to measure the effectiveness of the workshop and to inform future planning.• Fall workshop to be conducted by November 15, 2016• Spring workshop to be conducted by April 15, 2017

Review and FinalizeImplementation 11/2016 to 06/2017

The Webster SIG Committee will review and finalize implementation plan based on the Spring School Review data, previous single school plan needs assessment data, stakeholder feedback (parents, staff, and students), and completed surveys. Review and finalize implementation.

190





Instructional Program 11//2016 to 05/2017

The SIG Committee, made up of parents and staff, will work to research and identify instructional materials that are research-based and aligned with State academic standards, and have data based evidence of raising student achievement for the purpose of use during the implementation phase of our school improvement program.• SIG Committee meets at least once monthly starting November 2016

Paid time will be provided to staff for instructional planning, examination of student data, development of a curriculum that is aligned to state standards, creation of common assessments and is vertically aligned from one grade level to another. Staff will collaborate within and across disciplines.

Instructional Program 01/2017 to 03/2017

Professional reading will be researched and selected for staff to engage in a book study group after the regular work day. Teachers will learn about researched based, effective pedagogical practices that will inform their instructional and curriculum planning as it relates to the school improvement plan.• Staff to meet for 8 weeks on a day to be determined to engage in book study activities.• Staff to conduct personal reading for 60 minutes a week as it relates to the book study and activities.• Book study will begin January 2017 and end in March 2017.

Staffing 01/2017 to 06/2017

LAUSD maintains an aggressive and far-reaching teacher and administrator recruitment plan. Site administrators will work with the Office of Human Resources to obtain staff eligibility lists. AWebster hiring committee will be established which will recruit, screen, interview, and select all new hires for teaching, coaching, and other positions related to the school improvement plan. With the support of human resources, protocols will be established to identify the most qualified candidates.• January 2017 – Establish hiring committee• January to March 2017 – Obtain eligibility lists, screening, and interview protocols• April 2017 to June 2017 – Interview and select qualified candidates

191





Professional Development 11/2016 to 05/2017

In preparation for the 2017-2018 school year, teachers will receive training on Achieve 3000, NewsELA, ALEKS, and AVID strategies to be implemented during year one of the school improvement plan. In addition, instructional support for teachers that includes coaching, common planning time, observation and feedback will be provided. Our professional Development vision is to establish the conditions for teachers to provide daily opportunities that promote student-to- student content discussions, as measured by lesson plan activities and observation. Webster’s Professional Development focus is to continue to implement AVID strategies school wide in conjunction with common core state standards and LAUSD EL Master Plan. Professional Development will focus on developing a Tiered system to support all students and especially the African American (AA), English Learners (EL), and Students With Disabilities (SWD) subgroups in preparing them to move up in proficiency bands measured by the Smarter Balanced Assessment. Administration Staff, NBC Teachers, and Department Chairs at Webster MS will provide Professional Development during and/or beyond the regular assignment to all faculty to create a differentiated approach to instruction and intervention.

192






Professional development foci will include:• Improving teachers' understanding and implementation of Blooms taxonomy/questioning techniques as measured by classroom observation.• Providing opportunities for teachers to do peer observations and participate in customized professional development.• Improve teachers' understanding and implementation of AVID strategies (Costa’s levels of questions, Critical Reading and the Cornell Way) as measured by classroom observations and instructional rounds.• Provide opportunities for teachers to collaborate and create lesson plans and assessments aligned to the Teaching and Learning Framework, EL Master Plan and common core state standards.• Backwards Planning• Unpacking Interim Assessments• School Wide Reading and Writing across all content areas• Identifying Students at Risk and Gifted Students• Project Based Learning• Math Practices; Aligning student activities/lessons to CCSS• SBAC Data Analysis and Aligning Instruction and Assessments• Student Work Analysis and Instruction• Lessons that emphasis evidence based learning through students giving a rational for problem solutions and evidence problem solving• Evidence to problem responses i. e. making a rational and supporting solution through sequential details• Close reading• Inquiry Based projects and Real World Math• CCSS Aligned Questions and Planning using Technology

193






Teachers and staff will attend the following conferences for the purpose of exploring and researching best practices in the fields of STEM, STEAM, AVID, literacy, math, grade level instruction, remediation, and enrichment:• AVID Conference – July 2017• California League of Middle Schools – November 2016• National Council of Teacher of Mathematics – November 2016

Teachers will receive professional development during June 2017 from STEAM Education which will allow for support all student learning and the developing functional literacy skills in all students.

Teachers will engage in a professional reading during the planning year to support new changes atWebster MS.

194




Dates (MM/YYYY)


Fulfill all California requirements for converting to a charter school (if applicable).N/A N/A N/A N/A N/A


During the planning year, Webster stakeholders (staff, parents, students) willbe interviewing and considering various EMO's who have been approved by the District for the purpose of selecting a partner who will best meet the unique needs of our students and faculty. The rigorous process of recruiting, screening and selecting partners will be conducted according to the following criteria:• Demonstrated track record of student achievement and capacity to design and manage a high-quality school.• Business qualifications: years as a nonprofit EMO; track record and experience with public school turnaround and transformation; depth and extent of local presence; relationships with community groups.• Personnel qualifications: background and professional qualifications of staff.• Financial viability of organization.• Experience implementing instructional strategies; performance on prior school transformation efforts.

Based on needs assessment data and collaboration with stakeholders anEMO will be selected.

11/2016 to06/2021

LAUSD SIG Office Local District West

Superintendent Local District West

DirectorPrincipal School Site

Council School Improvement Oversight and

Monitoring Committee

Approved contract with EMO


Daniel Webster Middle School will continue to serve students in grades 6-8.All currently enrolled students will be offered a place at Webster. Information will be provided to all families regarding District school choice policy. This includes the process for applying for inter-district, intra-district, and open enrollment permits as well as applying to attend a themed magnet school of choice. Information will be disseminated and discussed at articulation events such as middle school panel nights held at feeder elementary schools, public forums at local libraries, Coffee with the Principal meetings, and back to school nights.

Annual articulation events and community information meetings

11/2016 to04/2017

LAUSD SIG OfficePrincipal School

Improvement Oversight and


Agendas and Sign In sheets

195



Start and EndRS 03: Create an accountability contract with the CMO or EMO which includes clearly defined goals for student achievement.

After selecting an EMO partner during the planning year, Webster will workwith them to create clearly defined goals for student achievement. These goals for student achievement will include those of the Los Angeles Unified School District.• ELA proficiency for all students grades 6-8 and improvement in all sub groups.• Math proficiency for all students grades 6-8 and improvement in all sub groups.• Increased social/emotional well-being reflective of improved classroom learning and increased student achievement as measured by attendance increase, suspension decrease, and participation increase in intervention and enrichment activities.• Strategic professional development by fostering improved delivery of instruction and better student engagement in every classroom on Webster’s campus.If the school is not meeting its annual targets, Webster and their selected partner organization will work together to alter strategies as necessary.

In collaboration with stakeholders through town hall meetings, coffee with the principal, school site council, and faculty meetings goals and objectives will be defined.

11/2016 to06/2021

LAUSD SIG OfficePrincipal School

Improvement Oversight and


Action PlanData and surveys

RS 04: Optional ComponentTF 07: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned withCalifornia's adopted academic standards.

Develop screening criteriaCore Instruction, Enrichment, and Intervention:Strong, core, first instruction will be provided to all in addition to enrichment and extracurricular programs. Extended learning opportunities will be provided to students who are close to proficient and need support and instruction in key skill areas. Elective opportunities will be provided in instrumental music, general music, chorus, computer science, and engineering design. The intellectual rigor, focus, and passion of our extracurricular programs expose our students to, strengthen their academic abilities in all core areas, enriching their academic performance.

08/2017 -06/2021

Local District DirectorPrincipal

SIG Committee

Student GradesCulmination Rates Interim

Assessment Data SBAC Data in ELA and Math Student

Surveys on self perceptionsStudent work samples


program


program

196



Start and EndImplement new or revised

instructional programIn music students will master musical instruments and voice control through the teaching of breathing techniques, discipline in practice, and site reading of music. Students also will be learning 21st century skills of collaboration, creativity, communication, and critical thinking as they engage in the engineering and design process in robotics and computer science. Intervention will be provided to students based on analysis of student achievement data (interim assessment, SBAC, grades, and student work samples) during the day, after school, and on Saturdays. Intervention will be provided during, and after the school day based on on-going tiered review of student progress data. All programs will use amply technology including Chromebooks, iPads, audio-visual equipment, robotics technology, music technology, desktop computers, and laptops, for the purpose of accessing online information, researching using the world wide web, and usingsoftware that enable blended learning opportunities, as well as individualized instruction that adjust to the students ability level while steadily increasingthe pace, rigor, and level of instructional tasks. Educational Aides will provide support to students in their core classes, English Language Development classes, AVID electives and support STEAM strategies.Teachers will be provided Z-time to plan for after school, tutoring andSaturday classes.

Elective: Green Architecture and HorticultureStudents in the Green Architecture and Horticulture elective will learn about earth’s surface structure, heat, energy and resources in the earth system, ecology and ecosystems. In addition students will apply principles of engineering so that they can design, build and maintain systems that improve human interaction with the physical environment and allow them toexplore environmental sustainability and solutions to environmental problems that are connected to public health, water management, pollution control, recycling and waste disposal, and the impact of man-made projects on the environment. Ecological engineering offers alternatives for the management of agricultural systems that are more tailored to social and environmental changes.

08/2017 -06/2021


SIG Committee




197



Start and EndElective: Engineering, Design, and Robotics: (Hire a teacher forEngineerng/ robotics)In this elective students will be asked to identify real life problems specific to each content area and either use the engineering design process to solve that problem, or trace the steps from the end product or solution to the original problem. This process will not only aid in a clear understanding of the initiation and impact of product development, but will allow students to make more meaningful connections to content. Students will have more direct product engineering opportunities through a Robotics where they are able to build and program robots. Students will brainstorm, research, organize ideas, analyze, evaluate, create, test with trial and error, discuss, reflect and improve. Students will be trained to think like engineers who must gain an understanding of all the contextual factors related to needs or challenges.

Elective: Computer Science: (Hire a teacher for Computer Science) Students will discover the principles of computer science by focusing on creativity and the design process to create apps using MIT App Inventor. Students will also venture into text programming through Python. Students will need to be able to access modern, up to date computers in an established computer lab.

08/2017 -06/2021


SIG Committee




198



Start and End

TF 09: Establish schedules and implement strategies that provide increased learning time.

Amount of time for core Elective: General Music , Choir, Band, Orchestra: (Hire a teacher forMusic)Arts is an important part of the core curriculum. Students will have an opportunity to read sheet music, develop their student voice, and public speaking and singing skills in this elective. The increased confidence and ability to interpret and read the language of music will positively affect students ability to be successful in other core content areas as well including ELA. In addition, by learning pitch, timing, these skills will translate to increased ability in math courses.

Online intervention programs that diffentiate and individualize pace and content, extended learning opportunities, transition support, access to arts and science elective

Intervention During the School Day and Extended Learning:Provide targeted intervention and extended learning opportunities in ELA and Math during the school day to students performing below grade level, or close to proficiency as measured by SBAC formative assessment, Interim Assessments, and grades. Progress monitoring will be conducted by examining grades, attendance, interim assessment performance, and summative assessment performance on the SBAC.

• Selected staff will be provided with an auxiliary period to implement the remedial program.Individualized online programs to be used:• ALEKS• ST Math• NewsELA• Achieve 3000Provided by existing staff which will help sustain the school improvement efforts and work through year 5 and beyond as this staff will be experienced and trained in providing targeted interventiona and extended learning. Techers will also be provided Z-time to plan for auxiillary periods.

Differentiated and indivualized instruction based on student ability and base line data

08/2017 -06/2021

08/2017 -06/2021


SIG Committee

Local District West Director PrincipalSIG Committee




Work samples &program data






activitiesDescription of collaboration including who collaborates, which subjects and grades,

and how

199



Start and EndSaturday Academy for Struggling Learners:Our Saturday Academy for struggling learners targets those students who have failing grades and assessment scores indicate below proficiency levels in English or Math. These students experience an 8-week curriculum that fills the gaps in their current readiness and the demands of the grade level.• 8 Saturdays during the Spring Semester x 3 hours/session = 24 hours x 3 teachers = 72 hoursSaturday Academy – Extended Learning:Webster provides multiple extended learning opportunities to meet the needs of our students. In our Saturday Academy teachers will provide students strategies to accessing English and accelerating their growth on state measures.• 8 Saturdays during the Spring Semester x 3 hours/session = 24 hours x 3 teachers = 72 hours

After School Tutoring:Our after-school tutoring program will focuses on students who are beginning to fall behind in ELA and Math as measured by interim assessment and progress report cards. These students will receive intensive support in mastering their content-area curricula, using CCSS Anchor Standards in ELA and the Standards for Mathematical Practice in math.• Mondays and Wednesdays x 1.5 hours x 30 weeks = 90 hours x 2 teachers= 180 hoursSummer School Program:Our Summer School program will help student maintain knowledge and skills over the long break. Teachers will plan Common Core-based lessons and units.• 6 weeks x 20 hours = 120 hours x 6 teachers = 720 hoursSummer Bridge Program:Our Summer Bridge program for incoming 6th graders will support the matriculation of elementary level students to our secondary campus. Students will learn study skills, organization skills, key skills to prepare them for common core 6th grade curriculum, and social skills.• 5 days x 4 hours = 20 hours x 8 teachers = 160 hours

Differentiated and individualized instruction based on student ability and base line dataextended learning to help student retain knowledge and skills

08/2017 -06/2021

Local District West Director PrincipalSIG Committee

Grades, work samples, &

progress monitoring data

200



Start and EndAdditional staff will need to be hired to support STEAM support programs inEngineering and Computer Science: Engineerng/ Robotics Teacher Computer Science TeacherMusic Teacher

Materials to Support the Core, Enrichment, and Intervention Programs: Instructional materials and supplies will include composition notebooks, student planners for the support of our organizational skill-building program for all students emphasizing study habits, monitoring pertinent dates, attendance, homework, poster boards, manipulatives, CDs, DVDs, media. Consumable instructional materials, including canvas boards, acryllic paints and poster paper, to allow for further student engagement in project-based learning.

Pupil Services and Attendance Counselor:We will purchase a full time PSA Counselor services allows us to be more comprehensive in achieving our goal of consistent attendance among students.

School Psychologist:In order to address the high number of students requiring Student Study Team meetings due to academic and behavioral issues, we require supplemental School Psychologist time. This time will be used to serve as Gate Keeper for the process and to minimize referrals for Special Needs assessment. This staff member will also help to coordinate the restorative justice program at WebsterCollege and Career Coach:Will support teachers to provide quality math and ELA intervention support, provide professional development and support with the use of instructional technology, and support intervention design. Coach will also work with at-risk students.

Education Aide III will be hired to provide support to students in the classroom.Micro-Computer Support Assistant:In order to keep our Blended Learning programs running smoothly, this staff member manages all of our computers as well as document readers, printers, and projectors. As we transition to technology-based and technology-assisted assessments, we have a greater need to keep our technology well-maintained.

07/2017 -06/2021

Administratios, Title I Coordinator,

counselors and dean

Parent Communication Logs, Counseling Logs

Student Intervention Logs Meeting notes,Student social- emotional

partnerships, programs, Schedules of activities related to college or health services, parent surveys, student survey and student data

201



Start and EndDifferentiated and indivualized instruction based on student ability and base line datato support teachers in lesson design, backwards planning, and development of common assessment, and technical support for instructional technology.

TF 07: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned withCalifornia's adopted academic standards.

Develop screening criteria

Project Lead the Way (PLTW) Gateway:PLTW themes and curriculum will be embedded in the STEAM elective choices.Ecological engineering, and engineering design course curriculum. PLTW Launch modules, PLTW Gateway units, and PLTW Computer Science, PLTW Engineering, are aligned to Common Core State Standards for Mathematics and English Language Arts and the Next Generation Science Standards. Specific PLTW courses are also aligned to other sets of standards, such as the National Health Science Standards and the Standards for Technological Literacy. Students will engage their natural curiosity and imagination in creative problem solving. PLTW Gateway is a strong foundation for further STEAM learning in high school and beyond, challenging students to solve real-world challenges, such as cleaning oil spills and designing sustainable housing solutions. Using the same advanced software and tools as those used by the world’s leading companies, students will learn how to apply math, science, technology, and engineering to their everyday lives.

Students will apply the design process to solve problems and understand the influence of creativity and innovation in their lives. Elective teachers will be trained through PLTW to teach the electives. Materials and technology willbe purchased as part of the program as well which include laptop computers and lab materials. Training will initially be done for the electives teacher, and later on during sustainability years, for core science teachers to be able to teach an elective period or periods.Enrichment to support student engagment in the educational process, support of creative and design thinking that will build student resiliency and functional literacy that will allow success in any subject or discipline

08/2017 -06/2021

Principal School Improvement Oversight and


interest surveys grades projects


program


program

Implement new or revised instructional program

202



Start and EndIntegrated Instructional Technology:As responsible digital citizens, students at Webster will incorporate the useof technology in all core subject areas. They are encouraged to demonstrate the ISTE standards daily in their work through collaboration, creativity, research, and critical thinking. Integrated technology will serve a multitude of purposes across all disciplines. Class announcements will be made daily in Google classroom and allow for students to develop organizational skills that will benefit them through secondary school and into college. This includes daily agenda and homework posts, links to the classroom website, to IXL for daily ELA and Math practice, and to articles. Students will submit work digitally in Google classroom which serves as a personal digital portfolio for each student. Students will collaborate on projects then use Google Drive to share their creations with each other and with their teacher. Google slides and Docs are used to have multiple authors collaborate on once project. Students will create keynote presentations and add it as images to an iMovie and share it with teachers and peers through Drive. Google Drive is used as an online portfolio of all the work created in the classroom. Students use technology to work and learn together. Students will be developing functional literacy skills, 21st century skills (collaboration, creativity, critical thinking, communication) which are also key skills that are part of the common core state standards.

Technology will support the development of these important skills and allow for them to be successfully on formative SBAC assessments as well as be prepared for high school courses of study. Research is an important component to being able to examine any driving questions, or topic of interest. Students will use technology to evaluate online sources for credibility and how to take notes from online sources as well.Chromebook computers in the classroom will allow for students to access online instructional content and access the Google Apps for Education, ST Math, Achieve 3000, Ripples Effects, NewsELA and engage in the online digital classroom of the 21st century. Student achievement will be positively affected by enabling students to use the most up to date and modern tools. In addition, during the sustainability year of our grant, we will be able to maintain the equipment and build the capacity of students and staff toproblem solve minor technical issues as well as teach staff and students that are new to Webster going forward.

Differentiated and individualized instruction based on student ability and base line data extended learning to help student retain knowledge and skills development of technical skills and knowledge access to digital content, assessment, and ability to collaborate

07/01/2017 -06/2021

LAUSD SIG OfficePrincipal School Site


Committee

Student Suveys, Student Work, Student Agendas

TF 05: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school’s comprehensive instructional program and designed wit

OngoingProfessional Development: Our professional Development vision is toestablish the conditions for teachers to provide daily opportunities that promote student-to-student content discussions, as measured by lesson plan activities and observation. We also want to learn how to develop "functional skills" in our students that will allow them to succeed in any discipline. ThisHigh-quality

h

203



Start and End

Job-embeddedwill be accomplished by creating a high quality, modern, educationalprogram grounded in science, engineering, arts, math, and science principles implemented across all subject areas including PE, arts, and electives.To achieve this vision our action goals focus on:• Will improve teachers' understanding and implementation of Blooms taxonomy/questioning techniques as measured by classroom observation.• Will implement a research-based, data driven professional development program, to include additional learning opportunities for teachers derived, in part, from teacher and student needs.• Will utilize the College and Career Coach to implement a comprehensive intervention program to address the needs of at-risk students as well as• Will foster mutual respect and positive relationships among all stakeholders.• Will implement a distributed leadership model and build the leadership capacity of department chairs, teacher-leaders, parents and student leaders.• Will provide opportunities for teachers to do peer observations and participate in customized professional development. Webster's Professional Development focus is to continue to implement AVID strategies school wide in conjunction with common core state standards and LAUSD EL Master Plan.• Improve teachers' understanding and implementation of AVID strategies (Costa’s levels of questions, Critical Reading and the Cornell Way) as measured by classroom observations and instructional rounds.• Develop with our selected partner a plan to provide a research-based data driven support for teachers to improve student learning through department lesson study, coaching cycles, co-teaching and classroom observations.• Provide opportunities for teachers to collaborate and create lesson plans and assessments aligned to the Teaching and Learning Framework, EL Master Plan and common core state standards.

07/2017 -06/2021

Principal School Site Council School Improvement Oversight and


Meeting agendas and sign ins. Teacher unit and lesson plans.



applicable])


Teachers will engage in a professional reading book club to buildcollaboration among staff and support reform and instructional change. Teachers will meet outside of the regular school day and will be provided Z- time.Teachers will also be given X-time to analyze student data, student work and collaboration among staff. This will be ongoing.

204



Start and EndProfessional Development:Teachers will have time to collaborate, plan, and deliver professional development that is already built into Webster bell schedule and instructional minutes. Teachers collaborate, plan, and review student and school level achievement data on a regular basis. Each Tuesday is a shortened daywhich allows for professional development or collaboration and planning. Teachers are provided time to create, plan, and collaborate around students they teach. The first Tuesday of each month is to provide targeted professional development topics as indicated above. During the 2ndTuesday of each month teachers meet in departments to review school level data and practices. Teachers discuss and plan around needs identified through interim assessment results, smarter balanced assessment results, and formative assessment data. During the 3rd Tuesday of each month teachers meet in grade level teams to review the academic progress of individual students, determine strengths and needs, and design academic and behavior support for students struggling. Teachers also identify outside resources and meet with parents to problem solve around student needs. During the 4th Tuesday of each month, teachers meet in grade level, discipline specific teams to backwards plan, develop common assessments, and analyze student achievement data. Teachers use this data to modify curriculum and teaching strategies to ensure success for all students.

There remains flexibility in the professional development plan to incorporate the goals of our school improvement plan.

Professional Development:Professional development and increased capacity for teacher and school leaders will be accomplished by engaging in specific trainings and attending relevant conferences:• AVID Conference – Each summer conference starting in 2017• STEAM Education Training– Provided during August 2017 outside of teacher’s regular assignment• Buck Institute of Education (Project Based Learning Training)– Provided during the summer of 2018 outside of teacher’s regular assignment

07/2017 -06/2021

07/2017 -06/2021









205



Start and End• Project Lead the Way – Training for elective teacher in Design andEngineering and Computer Science during the summer of 2017• California League of Middle Schools – Each October starting in 2017• National Council of Teachers of Mathematics – Each October starting in2017• Association for Supervision and Curriculum Development – EachNovember starting in 2018 (Principal to attend)• Achieve 3000 Training provided to intervention teachers– August of 2018• ALEKS Training provided to intervention teachers– August of 2018

Teachers will be provided Day to Day subs to allow teacher to observe instruction and analyze new programs to provide feedback to colleagues and to adjust and plan around new instruction/programs.AVID, STEAM, BIE, and Kagan Professional development, teachers to meet in teams, departments, use of protocols to look at student work and analyze data.Develop capacity of teachers and administration.

TF 10: Provide ongoing mechanisms for family and community engagement.Parental Involvement:Our goal is to increase collaboration with community based organizations to increase opportunities for parent and community members to participate in school activities. Additionally, parents will participate in workshops that facilitate academic growth and awareness of the common core state standards. Webster will utilize five key pathways to increase parent & community engagement.

• Parents will work with staff to develop a year-long calendar of parent workshops which will help parents develop the skills to support their students and themselves.• Parent Nights – a parent committee will work after-school with staff to develop four parent nights which meet the needs of parents and their children. These events will focus on parent-teacher communication, college/career planning, and academic achievement (i.e., Math night, literacy night)• School Governance Leadership – Join National Network of PartnershipSchools organization to provide leadership training for parents.

07/2017 -06/2021

PrincipalSchool Site Council School Improvement Oversight and Monitoring Committee

Sign-in sheets, agendas, flyers

206



Start and End• Volunteer Program-Parent volunteers will be trained to assist teachers in the classroom as well as other parents who need assistance supporting their child.• Parent Services Team - They will serve as a sounding board for parents and will be responsible for monitoring the implementation of parent activities. They will meet monthly with school staff to discuss school-wide issues and develop solutions.

Community Representative:Increasing family and community engagement opportunities at the school site is paramount in bringing our parents on board as equal partners in their children’s educations. Our parent and community representative will host parent workshops, coordinate Coffee with the Principal Meetings, and be a point person for assuring that the needs of parents and families are addressed.

Teacher X-time will be provided as teachers plan parent workshops during the planning year and on-going as needed.

Allow time to collaborate, share best practices, and develop common assessment and lesson plans.

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Start and EndTF 03: Use the teacher and principal evaluation and support system to identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

Identify and reward

Opportunities to improve professional practice

Identify and remove

Reward school leaders, teachers, and other staff who demonstrate that in implementing our restart model, increased student achievement:Identify and reward school, school leaders, teachers, and other staff who, inimplementing this model, have increased student achievement and high school graduation rates; and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

• Identify effective teachers and leaders who have increased student achievement and/or high school graduation rates• Design an approach for rewarding effective teachers and leaders• Use rewards for individual educators, groups of educators• Ensure all teachers and leaders know exactly what their individual, group or whole school targets are at the beginning of the school year and mid-year indicators of progressRecruit, place, and retain staff:LAUSD maintains an aggressive and far-reaching teacher and administrator recruitment plan. Site administrators will work with the Office of Human Resources to obtain staff eligibility lists. A Webster hiring committee will be established which will recruit, screen, interview, and select all new hires for teaching, coaching, and other positions related to the school improvement plan. With the support of human resources, protocols will be established to identify the most qualified candidates.• January 2017 – Establish hiring committee• January to March 2017 – Obtain eligibility lists, screening, and interview protocols• As Needed – Interview and select qualified candidates

07/2017 -06/2021

Principal School Improvement Oversight and


Webster HiringCommittee Local

District West Director

Meeting agendas, sign-ins, formative and summative

assessment dataScreening documents, interview scoring documents, position with incumbent reports, staff vacancy reports (showing no vacancies)

Local District West Director Principal

Evaluate Teachers and Principal on an annual Basis: The Principal isevaluated annually by his Director (supervisor) each year using the District's Leader Evaluation System. 25% of certificated teaching staff are evaluated per year using the Districts Educator Growth and Development platform. Evaluation feedback and results are used to inform instructional planning to meet the needs of all student sub-groups (English Learners, students with disabilities, African-American students, students in foster care, etc,.) as well as to provide a yearend evaluation of performance (below standard, meets standard, exceeds standard) based on Los Angeles Unified School District’s Teaching and Learning Framework and School Leadership Framework.

Increase motivation of stakeholders by recognizing and celebrating hard work and achievement. Follow District policy and guidelines regarding best hiring practices. Obtain support from Human Resources and Staff Relations to help fine tune school level protocols. The comprehensive evalution system devleoping by the District in collaboration with UTLA and AALA to evaluate staff members.

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Start and EndTA 09: Provide appropriate social-emotional and community-oriented services and supports for students.

Climate and Culture:If an effort to continue to create a safe learning environment, Webster Middle School is utilizing the expertise and services of the Pupil Services and Attendance Counselor and School Psychologist. The funding for these positions will support our need to decrease incidences of disruptions on campus and in classrooms. These staff will lead restorative justicecommunity building and harm circles to support students to learn empathyand how to appreciate multiple perspectives. All staff will receive professional development on implementing restorative justice practices. Science teachers will use 2nd Step Curriculum to teacher social skills. The school will purchase Ripples Effects software licenses. All teachers will have the ability to provide immediate corrective instruction within the classroom. We will hold monthly all school meeting assemblies where we will celebrate and reward students for perfect, good, and improved attendance, academic achievement, and positive contributions to the school community.

07/2017 -06/2021

Principal School Site Council School Improvement Oversight and


Reduced suspension rates and office referrals. Students surveys

indicating students feel safe at school.

Communities In Schools:This partner organization will support students social emotional growth by providing targeted counseling, outreach to families, connections to community resources, and will support our overall school attendance plan.

School wide positive behavior support team to address the needs of climate and culture on campus by looking at referral data, suspension data, and student surveys.

TF 11: Ensure that the school receives ongoing, intensive technical assistance and related support from the local educational agency, the state educational agency, or a designated external lead partner organization (such as a school turnaround organization or an educational management organization)

In addition to the selected EMO, the LAUSD SIG Office will:1) oversee the implementation of the school plans;2) provide resource and technical support throughout the grant, along with monitoring and overseeing the ongoing evaluation;3) provide expert guidance and PD to support the curriculum and instruction;4) gather and analyze report data; assess school performance against established achievement goals5) offer actionable recommendations for necessary changes and monitor theSIG budget implementation for each school.

11/2016 -6/2021


Office


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SIG Cohort 4 Los Angeles Unified Application - Title I ... · Web viewSocial Emotional Support:...

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Transcript of SIG Cohort 4 Los Angeles Unified Application - Title I ... · Web viewSocial Emotional Support:...