Chatsworth High School Rev. 9-30-09
Los Angeles Unified School District Chatsworth High School
Program Improvement
Single Plan for Student Achievement
SuperintendentRamon C. Cortines
Board MembersMónica Garcia, Board PresidentMarguerite Poindexter LaMotte
Tamar GalatzanSteve Zimmer
Yolie Flores AguilarNury Martinez
Richard Vladovic
Chatsworth High School Rev. 9-30-09
TABLE OF CONTENTSSchool Information........................................................................................................................................................................................ 1
School Program Identification (All Schools)................................................................................................................................................. 1School Site Council Composition (All Schools)............................................................................................................................................2Committee Recommendations and Assurances (All Schools).....................................................................................................................3
Key Findings From School's Data Analysis and Action Plans (All Schools Based on PI Status).........................................................4SPSA Evaluation Insert (All Schools)...........................................................................................................................................................6Goals for Action Plans: (All Schools—WASC for High Schools Only, if applicable)...................................................................................11District and School Program Improvement Exit Priorities (All Schools).....................................................................................................12Action Plan: English/Language Arts & Math (Based on Subgroup Data and PI Status)............................................................................13Action Plan: Graduation Rate (High Schools Only)....................................................................................................................................28Action Plan: Personalized/College Career Ready:.....................................................................................................................................31Action Plan: Parent and Community Engagement:....................................................................................................................................35
Program Improvement Section 1116 Requirements Implementation Page (All PI Schools)................................................................36Evidence/Monitoring (All PI Schools)........................................................................................................................................................ 37Attachments (All PI Schools)......................................................................................................................................................................38
Update Table of Contents regularly when pages are deleted or when they expand.
Chatsworth High School SCHOOL INFORMATION
SCHOOL PROGRAM IDENTIFICATION
School Name: Chatsworth High School Local District: OneDistrict CDS Code: 1964733 School CDS Code: 19-64733-1931708
For additional information on our school programs contact the following:
Principal: Timothy Guy E-mail address: [email protected] Person: Steve West Position: Title I Coordinator E-mail address: [email protected]: 10027 Lurline Ave, Chatsworth, CA 91311 Telephone Number: 818-678-3457
Elementary School Middle School X High SchoolIndicate which of the following Federal, State and Local Programs are consolidated in this plan:
X Program Improvement (PI) * Indicate PI: Year 1 XX Title I Schoolwide Program (SWP) Year 3
Title I Targeted Assistance School (TAS) Year 4X School Based Coordinated Program (SBCP) Year 5
Year 5+
The District Governing Board approved this Revision to Update the Single Plan for Student Achievement on:
Date
The Local District staff has reviewed the School Plan with the principal and agreed to support and provide feedback for implementation.
Signature Signature
Local District Director of School Services Date Local District Superintendent or Designee Date
* Section 1116(b)(3) The school plan shall cover a two year period.
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Chatsworth High School
School Site Council Composition (SSC)EC 52012, 52852
* A School Site Council at the middle school may, but is not required to, include student representatives (EC 33133-C).Part A – School Staff Part B – Parents/Community
Name Principal Classroom Teacher
Other Personnel Name Parent Community Student
Timothy Guy X Sheri Osborne XGlenn Shockley X Lucia Thurman XDell Goodman X Thelma Rodriguez X
Amy Aviv X Laura Iniguez XKathie Donner X Veronica Corral X
Ed LeVine X Monica Fink XAllyne Lawson X Kim Eder XMichael Taweel X Liza Zhou XEllen Modecki X Christine Lau X
Rosie Montague X Joanna Kwok X
Total number in each column 1 6 3 Total number in each columnTotal number in Part A 10 Total number in Part B 10
Glenn Shockley TeacherName of SSC Chairperson Position (e.g., Parent, Teacher) Signature of SSC Chairperson Date
Timothy GuyName of Principal Signature of Principal Date
Use SSC certification form to complete this page (BUL 4148.1).
2
The membership of the council shall be no fewer than 10 members.
The membership of the council shall be no fewer than 12 members. *
Chatsworth High SchoolCOMMITTEE RECOMMENDATIONS AND ASSURANCES
The school site council recommends this Program Improvement school plan and its related expenditures to the district governing board for approval and assures the board of the following:
1. School site councils have developed and approved a plan, to be known as the Single Plan for Student Achievement Program Improvement for schools participating in programs funded through the consolidated application process.
2. School plans must be developed “with the review, certification, and advice of any applicable school advisory committees.”
The school site council sought and considered all recommendations from the following groups or committees before adopting this plan. Signatures are requested for those advisory committees/groups providing input in the development of this plan.
CommitteesChairperson Check Date of review of
recommendationPrint Name Signature Parent Staff
Compensatory Education Advisory Committee Cary Tylka X 11/17/09
English Learner Advisory Committee Patricia Mercado X 11/17/09
UTLA Chapter Chair or Chapter Chair’s Designee Glenn Shockley X 11/3/09
Other (list)
3. The content of the plan must be aligned with school goals for improving student achievement.
4. The plan must be reviewed annually and updated, including proposed expenditures of funds allocated to the school through the consolidated application, by the school site council.
5. Plans must be reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic programs for students covered by programs” funded through the consolidated application.
6. This school plan was adopted by the school site council on:
Date
Attested:
Glenn ShockleyTyped name of SSC chairperson Signature of SSC chairperson Date
Timothy GuyTyped name of school principal Signature of school principal Date
Documentation from the SSC and Advisory Committees (i.e., agendas, sign-ins and recommendations if applicable) must remain on file for five years at the school site.
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Chatsworth High SchoolKEY FINDINGS FROM SCHOOL’S DATA ANALYSIS
Directions: Analyze the data provided to complete the chart below and use the questions in each section to determine the Key Findings/Conclusions.
Adequate Yearly Progress (AYP)Participation Rate
English/Language Arts MathematicsParticipation Rate
Target: 95% Identify the subgroup(s) that DID NOT meet the required target. Check “All Subgroups met” if all subgroups made the participation rate of 95%.
Participation Rate Target: 95%
Identify the subgroup(s) that DID NOT meet the required target. Check “All Subgroups met” if all subgroups made the participation rate of 95%.
Subgroup(s) Subgroup(s)
Schoolwide Pacific Islander Schoolwide Pacific Islander
African American White (not of Hispanic origin) African American White (not of Hispanic origin)
American Indian/Alaskan Native Socioeconomically-disadvantaged American Indian/Alaskan Native Socioeconomically-disadvantaged
Asian English learners Asian English learners
Filipino X Students with Disabilities Filipino X Students with Disabilities
Hispanic or Latino All Subgroups met Hispanic or Latino All Subgroups met
Question KEY FINDINGS / Conclusions from Data Analysis
Which of the subgroups did not meet the participation rate in English/language arts and/or mathematics?
Students with special needs did not meet participation rates for ELA and mathematics.
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Chatsworth High SchoolKEY FINDINGS FROM SCHOOL’S DATA ANALYSIS
Directions: Analyze the data provided to complete the chart below and use the questions in each section to determine the Key Findings/Conclusions.
Adequate Yearly Progress (AYP)Proficiency Rate
Elementary and Middle School High SchoolPercent Proficient in
English/Language ArtsAnnual Measurable Objective (AMO)
Target: 46.0% for 2008—2009Target: 56.8% for 2009—2010Target: 67.6% for 2010—2011
Percent Proficient in Mathematics
Annual Measurable Objective (AMO) Target: 47.5% for 2008—2009Target: 58.0% for 2009—2010
Target: 68.5% for 2010—2011
Percent Proficient in English/Language Arts
Annual Measurable Objective (AMO)Target: 44.5% for 2008—2009Target: 55.6% for 2009—2010Target: 66.7% for 2010—2011
Percent Proficient in Mathematics
Annual Measurable Objective (AMO)Target: 43.5% for 2008—2009Target: 54.8% for 2009—2010Target: 66.1% for 2010—2011
English/Language Arts Percent Proficiency Rate Identify the subgroup(s) that DID NOT meet the required target. Check “All Subgroups met” if all subgroups made the proficiency rate.
Mathematics Percent Proficiency Rate Identify the subgroup(s) that DID NOT meet the required target. Check “All Subgroups met” if all subgroups made the proficiency rate.
Subgroup(s)
Subgroup(s)
Schoolwide Pacific Islander Schoolwide Pacific Islander
African American White (not of Hispanic origin) African American White (not of Hispanic origin)
American Indian/Alaskan Native Socioeconomically-disadvantaged American Indian/Alaskan Native Socioeconomically-disadvantaged
Asian X English learners Asian X English learners
Filipino Students with Disabilities Filipino Students with Disabilities
X Hispanic or Latino All Subgroups met X Hispanic or Latino All Subgroups met
Questions: KEY FINDINGS / Conclusions from Data Analysis
1. Which of the subgroups DID NOT meet the percent proficiency targets in English/language arts and/or mathematics based on 2008-09 data?
2. Using the AYP report, what new subgroup(s) of students might need additional assistance in meeting proficiency targets in English/language arts and/or mathematics in 2009-10 and/or 2010-11?
3. What key findings/conclusions may be written based on the CAHSEE data reports (high schools only)?
Did not meet targets:Hispanics/LatinoEnglish LearnersAdditional Assistance:White (Mathematics)Socioeconomically Disadvantaged (Both)Students with Disabilities (Close to becoming a significant subgroup)CAHSEE Findings (weakness):ELA:Writing Strategies, Writing ApplicationsMath:Algebra and Functions, Measurement and Geometry, Probability and Statistics, Algebra One
Update the Table of Contents when the page expands to a second page.
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Chatsworth High School
SPSA EvaluationLOS ANGELES UNIFIED SCHOOL DISTRICT
FEDERAL AND STATE EDUCATION PROGRAMS BRANCH SINGLE PLAN FOR STUDENT ACHIEVEMENT (SPSA)
ANNUAL EVALUATION 2008-2009
Education Code Section 64001(g) requires that the School Site Council (SSC) must evaluate, at least annually, the effectiveness of the goals and activities/strategies found in the SPSA. Complete the table below and answer the questions that follow below to determine if the goals and activities/strategies described in the school’s SPSA are effective or need modification to increase student achievement.
Chatsworth High SchoolSection I: FUNDING
Check which of the following supplemental personnel and material support was purchased using categorical funds in the boxes below.1. Please check any of the following supplemental support personnel that was purchased through Title I (7S046) Teacher/ES/Sec/Bil. Teacher, Auxiliary,
Sec Teacher X/Z time Class-size
Reduction Teacher* Coordinator Day to Day Substitutes Counselor
*Schoolwide schools only
Professional Expert
Differential District Sponsored
Training Rate Consultants PSA Nurse Psychologist
Psychiatric Social Worker
Paraprofessional Library Aide Micro Computer Support
Assistant Parent Community
Representative
Office Technician Student Aide Clerical Overtime Custodial Overtime Other
Total Cost of Expenditures in this Section:
2. Please check any of the following supplemental program support that was purchased through Title I (7S046) Parent
training/workshops Conferences Professional
Development IMA
Staff Conference Attendance
Curricular Trips
Contracted Services Rental of Equipment Audio Visual
Equipment
Maintenance of Equipment Other Equipment
Total Cost of Expenditures in this Section:
3. Please check any of the following supplemental resources that were purchased through Title I Program Improvement (70A56) (If Applicable) Teacher X/Z time Day to Day
Substitutes Mileage Conference
Attendance Professional
Development
Professional Expert District Sponsored
Training Rate Contracted
Instructional Services Independent
Contract
Total Cost of Expenditures in this Section:
4. Please check any of the following supplemental resources that were purchased through Title I Parent Involvement IA-SCE (7E046) Parent
training/workshops Conferences IMA Clerical Overtime
Custodial Overtime Professional Expert
(Certificated) Community
Representative Parent Resource
Liaison
School Advisory Committee
Independent Contract
Contracted Services Audio Visual
Equipment Other
Total Cost of Expenditures in this Section:
6
335 529
28 024
0
12 024
Chatsworth High School
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Chatsworth High School
5. Please check any of the following supplemental support personnel that was purchased through Title III (7S176) Teacher X/Z time Day to Day Substitutes Custodial Overtime
Professional Expert District Sponsored
Training Rate Clerical Relief Clerical Overtime
Teacher Assistant Relief
Administrator Z/X
Total Cost of Expenditures in this Section:
6. Please check any of the following supplemental program support that was purchased through Title III (7S176) IMA Reprographics
Advisory Committee Expense Contracted Services Parent Training Allowance
Total Cost of Expenditures in this Section:
7. Please check any of the following supplemental support personnel that was purchased through EIA-SCE (7S539) Teacher/ES/Sec/Bil. Teacher, Auxiliary,
Sec Teacher X/Z time Coordinator Day to Day
Substitutes Counselor
Professional Expert Differential District Sponsored
Training Rate Consultants PSA Nurse Psychologist
Psychiatric Social Worker
Paraprofessional Library Aide Micro Computer
Support Assistant Parent Community
Representative
Office Technician Student Aide Clerical Overtime Custodial Overtime Other
Total Cost of Expenditures in this Section:
8. Please check any of the following supplemental program support that was purchased through EIA-SCE (7S539) Parent
training/workshops Conferences Professional
Development IMA
Staff Conference Attendance
Curricular Trips
Contracted Services Rental of Equipment Audio Visual
Equipment
Maintenance of Equipment Other EquipmentTotal Cost of Expenditures in this Section:
9. Please check any of the following supplemental support personnel that was purchased through Supplemental (7N539) Teacher/ES/Sec/Bil. Teacher, Auxiliary,
Sec Teacher X/Z time Class size Reduction Day to Day Substitutes Counselor
Professional Expert District Sponsored
Training Rate PSA Nurse Psychologist
Psychiatric Social Worker
Paraprofessional Micro Computer
Support Assistant Parent Community
Representative PSA
Total Cost of Expenditures in this Section:
8
12 573
10 491
5 570
400
55 061
Chatsworth High School
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10. Please check any of the following supplemental program support that was purchased through Supplemental (7N539) Parent
training/workshops Conferences Professional
Development IMA
Staff Conference Attendance
Curricular Trips
Contracted Services
Total Cost of Expenditures in this Section:
11. Please check any of the following supplemental support personnel that were purchased through EIA-LEP (7S536)
Teacher/ES/Sec/Bil. Teacher, Auxiliary,
Sec Teacher X/Z time Class-size Reduction
Teacher* Coordinator Day to Day
Substitutes Counselor
Professional Expert District Sponsored
Training Rate PSA Nurse Psychologist
Psychiatric Social Worker
Paraprofessional Micro Computer Support
Assistant Parent Community
Representative
Office Technician Student Aide Clerical Overtime Custodial Overtime Other
Total Cost of Expenditures in this Section:
12. Please check any of the following supplemental program support that were purchased through EIA-LEP (7S536)
Parent training/workshops Conferences Professional
Development IMA
Staff Conference Attendance
Curricular Trips
Contracted Services Rental of Equipment Audio Visual
Equipment
Maintenance of Equipment Other Equipment
Total Cost of Expenditures in this Section:
13. Please check any of the following supplemental support personnel that were purchased through EIA-LEP Supplemental (7N536)
Teacher/ES/Sec/Bil. Teacher, Auxiliary,
Sec Teacher X/Z time Class size Reduction Day to Day Substitutes Counselor
Professional Expert District Sponsored
Training Rate PSA Nurse Psychologist
Psychiatric Social Worker
Paraprofessional Micro Computer
Support Assistant Parent Community
Representative
Total Cost of Expenditures in this Section:
14. Please check any of the following supplemental program support that were purchased through EIA-LEP Summplemental (7N536)
Parent training/workshops
Conferences Professional
Development IMA
Staff Conference Attendance
Curricular Trips
Contracted Services
Total Cost of Expenditures in this Section:
13,874
116,446
6,239
24,778
6,426
Chatsworth High School
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Linking Goals, Strategies, and Actions from the SPSA to Increased Students Achievement
Directions: Answer the questions below in small groups/committees to consider if the strategies, actions and expenditures written in the SPSA are increasing students’ achievement.
1a. Examine the data that has been downloaded. Has the proficient or advanced proficient group grown over the last 5 years in English/Language Arts?
(If yes, answer question 1b. If no, answer question 1c) Except for CAHSEE profociency levels of specific subgroups (EL Learners and Hispanic/Latino Students)
Has the proficient or advanced proficient group grown over the last 5 years in mathematics?(If yes, answer question 1b. If no, answer question 1c) Except for CAHSEE profociency levels of specific subgroups (EL Learners and Hispanic/Latino Students)
1b. Which of the expenditures increased growth in the proficient or the advanced proficient group and are linked to the strategies/activities found in the SPSA? What data supports this finding?
TA’s, Intervention Tutoring, X-Time, IMA
1c. Which of the expenditures did not increase growth in the proficient or the advanced proficient group and are linked to the strategies/activities found in the SPSA? What data supports this finding?
We do not correlate any one expenditure to the lack of growth for specific subgroups in reaching proficiency for the 2008-09 school
year 2. How did research-based professional development (70A56) lead to academic growth? (For PI Schools only)
Not Applicable
3. What other evidence (ie. other performance data) exists that shows an increase in student learning?
API, CAHSEE, Reduction in D’s and F’s in core content courses
4. Using local data (parent trainings, parent volunteers, parent centers, etc.), describe the expenditures from 7E046 that resulted in increased parental involvement.
Increased communication through the website and through monthly paper mailings translated in Spanish
5. What changes in strategies/activities including budget will occur ?
Teacher planning time through X-Time and staff development rate Support for the AVID program through conferences and on-site teacher training Increased use of technology Increased intervention, including use of instructional coaches
Chatsworth High SchoolKEY FINDINGS FROM SCHOOL’S DATA ANALYSIS
Directions: Analyze the data provided to complete the chart below and use the questions in each section to determine the Key Findings/Conclusions.
Academic Performance Indicator (API) Questions: KEY FINDINGS / Conclusions from Data Analysis
1. Did the school’s API meet the one (1) point API requirement?
2. What was the change in the schoolwide API from the previous year?
Yes. Our schools met the one-point API Requirement
704 improved to 706
Directions: Complete this section only if Graduation Rate was not met (for high schools only).
Graduation RateQuestions: KEY FINDINGS / Conclusions from Data Analysis
1. Did the school meet the graduation rate?
2. What change occurred in the rate of students graduating between 2008 and 2009?
Yes. Our school met the graduation requirement
93.2% reduced to 85%
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Chatsworth High SchoolGOALS FOR ACTION PLANS
The Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines.
PI LEA Year 3 Corrective Action: Annual Measurable Achievement Objectives (AMAO) Goal: School Organization and Support Structure Goals: Institute and fully implement the core curriculum
that is based on State academic content standards, including providing appropriate professional development based on scientifically-based research for all relevant staff that offers substantial promise of improving educational achievement for high priority pupils.
70%+ of English Learners will score in the appropriate performance range on the CST for English/Language Arts according to the District Progress Benchmarks for English Learners.
70%+ of English learner will progress one ELD level per year. 70%+ of English learners will score an overall ELD level of 4 or
5 on the CELDT after 4-5 years of instruction.
All schools will be organized to support the academic needs of students.
All schools will have effective support structures to address student needs that impact learning.
Participation Rate Proficiency Rate Safe Schools The school will achieve a 95%
participation rate for all state assessments.
English/Language ArtsElementary and Middle Schools: The percentage of students
scoring proficient or above on the California Standards Test (CST) and the California Alternate Performance Assessment (CAPA) in English/ Language Arts 2009-10 will equal or exceed 56.8% and for 2010-11 will equal or exceed 67.6%.
High Schools: The percentage of students scoring
proficient or above on the 10th grade administration of the CAHSEE and the California Alternate Performance Assessment (CAPA) in English/ Language Arts for 2009-10 will be equal or exceed 55.6% and for 2010-11 will equal or exceed 66.7%.
MathematicsElementary and Middle Schools: The percentage of students
scoring proficient or above on the California Standards Test (CST) and the California Alternate Performance Assessment (CAPA) in Mathematics 2009-10 will equal or exceed 58.0% and for 2010-11 will equal or exceed 68.5%.
High Schools: The percentage of students scoring
proficient or above on the 10th grade administration of the CAHSEE and the California Alternate Performance Assessment (CAPA) in Mathematics for 2009-10 will be equal or exceed 54.8% and for 2010-11 will equal or exceed 66.1%.
Schools must implement LAUSD Discipline Policy. Staff and students must meet 95% attendance target each
month.
API All schools will meet the API goal of 680
for the 2009-10 school year or increase by 1 point from the previous year. The API goal for 2010-2011 is 710 or show a 1 point growth from the previous year.
Personalization/College Ready Counseling provided to meet the A-G requirement
opportunities Students are aware of college careers School identified one of the following models:
-Small Learning Community-Personalized Learning Environment-Professional Learning Community
Graduation RateHigh Schools: A
ll schools will meet the Graduation Rate Criteria by meeting one of the following options:o Option 1: Have a graduation rate of at
least 83.2% for 2009-10.o Option 2: Show improvement in the
rate from 2008-09 of at least 0.1%.o Option 3: Show improvement in the
average two-year graduation rate of a least 0.2%.
Parent Engagement School demonstrates increased and improved parent
partnerships and welcoming environments. School provided meaningful training and learning for
parents on how to support the academic achievement in the home.
School offers parents the opportunity to participate in councils, committees, and parent organizations.
School provides information in a language that parents can understand.
High Schools only (if applicable):
ESLRsAttach or list Expected Schoolwide Learning Results (ESLRs):Effective Communicators, Critical Thinkers, Collaborative Workers, Self-Directed Goal-Oriented Individuals, Responsible Citizens
List the WASC Recommendations that correspond with the Key Findings on the data pages:Provide teachers with current student achievement data and provide trainings in using assessment data to drive curriculum and instruction.Insure that regular analysis of the performance data directly drives the instructional program.Create a coordinated professional development plan that is on-going, schoolwide, data-driven and research-based.Develop common benchmarks schoolwide for assessing student mastery of standards.Provide academic interventions during the school day.Identify research-based practices in order to enhance student learning (ie-differentiated instruction, AVID strategies).
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Chatsworth High School
District and School Program Improvement Exit Priorities
All schools are required to address the priorities (listed below) established in the District’s Program Improvement Local Education Agency Year 3—Corrective Action Plan. Schools may develop additional exit priorities and accompanying professional development, if needed.
1 Maximize the impact of core instruction for all students, including utilizing professional development time for collaborative lesson plan development and the developing of departmental common formative and summative assessments.
2 Identify using quantitative measures (CAHSEE, CST), students who fall into the three categories described by LAUSD “RTI2,” and establish professional development to address the academic and behavioral needs of the RTI2-identified students.
3 Develop a pull-out program in math and ELA (utilizing the Literacy and Math Coaches, and Intervention Support, Special Ed, Title I, and Bilingual Coordinators) to address specific subgroup instructional needs in regards to 10th grade CAHSEE performance.
4 Maintain continued focus on Chatsworth High School WASC 2009 Action Plan and Visiting Team recommendations.
District and School Program Improvement Professional Development Priorities
1 Provide professional development to assist local district and school site staff with full implementation of the District’s Framework for Response to Instruction and Intervention (RtI2).
2 Use data to ensure instruction is provided at the intensity necessary for all students to succeed.
3 Implement curriculum-based measures (i.e., Periodic Assessments, SOAR) to inform instruction and maximize student exposure to that instruction.
4
Title I and Title III professional development allocations must be used to support the training needed for teachers and paraprofessionals to implement the exit priorities.
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Chatsworth High School
Los Angeles Unified School DistrictSingle Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
List the subgroups. Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.
Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.
Periodic AssessmentSee monitoring indicators from CST section below increase the median API score.
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?
Indicate when the strategy will be implemented and projected date of completion.
Increase the number of schools that meet or exceed their API targets
2008-09282 out of 613 = 46%
10%
Not Applicable
Increase percentage of students in grades 2-11 scoring proficient or advanced on the CST in ELA and Math
% Proficient/Adv CST ELA by grade:
2008 2009 ChangeDistrict 34% 38% +4%Grade 2 – 44% 48% +4%Grade 3 – 29% 34% +5%Grade 4 – 45% 51% +6%Grade 5 – 37% 42% +5%Grade 6 – 33% 37% +4%Grade 7 – 34% 38% +4%Grade 8 – 31% 31% 0%Grade 9 – 31% 32% +1%Grade 10 – 29% 31% +2%Grade 11 – 27% 31% +4%
10%Schoolwide
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be directed at developing and implementing strategies to improve writing conventions across the curriculum.
Content area experts will receive Thinking Maps training to serve as school-site trainers
School site Thinking Maps trainers will create and facilitate staff development that will focus on integrating Thinking Map Organizers to develop writing conventions
Teachers will be trained on SDAIE strategies and the use of Thinking Maps
Professional Development will be provided for Paraprofessionals in SDAIE strategies and the use of Thinking Maps to support teachers
Differentiated Instruction directed at developing writing conventions across the curriculum:
Teachers will integrate SDAIE strategies into lessons developed through common planning time
Professional Development Teacher Regular will be funded to release teachers to attend Thinking Maps and SDAIE training as well as provide time for teacher teams to meet during the school day to develop common lessons using Thinking Maps and SDAIE strategies(Title I PI Funds)
Staff Conference Attendance will be funded to send teachers to Thinking Maps and SDAIE training (TMTC, Trainer of Trainers, Preparate)(Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of Thinking
Students ‘on track’ at the end of each grade or critical grade-level span in reading, writing, and mathematics
Core Department-developed Formative Writing Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Pre-Kindergarten (SRLDP):% of students at the “Building” or “Integrating” level on the California Desired Results Developmental Profile (DRDP-R) Measures related to: Not Applicable
Language: Meaning Comprehension Following Complex Instructions Use of Language for Self-Expression Use of Language in Conversation
Literacy: Letter and Word Knowledge Emerging Writing Concept of Print
Administrators
Literacy Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads
Fall 2009-Ongoing
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Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
Teachers will integrate Thinking Maps into lessons developed through common planning time
Freshman Academy will pilot Cross-curricular writing project
AVID strategies including Cornell Note usage
Professional Development will be provided for teachers to begin to implement RTI2 and will consist of training focused on data analysis to plan for Tier I Core Instruction
MyData interpretation CELDT interpretation CST interpretation Periodic Assessment
interpretation
Professional Development will be
Maps and SDAIE strategies (Title I PI Funds)
Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using Thinking Maps and SDAIE strategies(Title I PI Funds)
Professional Development Teacher Regular will be funded to release teachers to attend Tier I RTI training as well as provide time for teacher teams to meet during the school day to develop common lessons using findings from the analysis of data(Title I Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of data to improve instruction (Title I PI Funds)
Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using data to improve instruction
Phonological Awareness
Math: Quantity and Counting Shapes Time Classification Measurement Patterning
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Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
conducted for teachers of English Learners in Applications of the use of Translation Glossaries design to provide students better access to the content standards
(Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of Translation Glossaries(Title I PI Funds)
Increase percentage of students in grades 2-11 scoring proficient or advanced on the CST in ELA and Math (continued)
% Proficient/Adv CST Math by grade:
2008 2009 ChangeDistrict 35% 37% +2%Grade 2 – 56% 57% +1%Grade 3 – 57% 60% +3%Grade 4 – 58% 59% +1%Grade 5 – 48% 53% +5%Grade 6 – 31% 35% +4%Grade 7 – 28% 28% 0%Gen Math – 15% 17% +2%Algebra 1 – 17% 19% +2%Geometry – 11% 14% +3%Algebra 2 – 13% 14% +1%HS Math – 29% 30% +1%
Schoolwide
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be provided for teachers of Algebra and Geometry in the areas of Algebra Functions, Measurement and Geometry and Probability and Statistics. Strategies will include:
Differentiating Instruction Common lesson planning Common assessment
development Benchmark Assessment
development Lesson Spiraling
Professional Development will be provided for Paraprofessionals in math skill development strategies to support teachers
Instruction directed at implementing differentiation strategies:
Via common lessons, math teachers will choose a differentiation strategy as a focus for each month
Math teachers will integrate spiraling techniques into lessons developed through common planning time
Professional Development Teacher Regular will be funded to release teachers to attend Differentiated Instruction training in mathematics as well as provide time for teacher teams to meet during the school day to develop common lessons using differentiated instruction in math (Title I PI Funds)
Staff Conference Attendance will be funded to send teachers to Differentiating Instruction in Mathematics training (CMC, LACOE)(Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of
At each assessment period:
Math Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Math Department Common Planning Meeting Agendas and Minutes
Kindergarten:% of students at benchmark or above.Language Arts: Upper and Lowercase Letter names Phonemic Awareness (oral blending,
segmentation, and rhymes) Basic high-frequency words CVC words
Math: Most recent periodic assessment in math
Grades 1, 2, 3, 4, 5/6:Language Arts: % of students at benchmark on the most
Administrators
Math Coach
Math Dept Chair
Title I Coordinator
Bilingual Coordinator
Intervention Support Coordinator
Special Education Coordinator
SLC Coordinator
SLC Lead Teachers
Fall 2009-Ongoing
17
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
Professional Development will be provided for teachers to begin to implement RTI2 and will consist of training focused on data analysis to plan for Tier I Core Instruction
MyData interpretation CST interpretation Periodic Assessment
interpretation MDPT Diagnostic Test
interpretation
differentiated instruction in math(Title I PI Funds)
Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using differentiated instruction in math(Title I PI Funds)
Professional Development Teacher Regular will be funded to release teachers to attend RTI training as well as provide time for teacher teams to meet during the school day to develop common lessons using findings from the analysis of data(Title I Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of data to improve instruction (Title I PI Funds)
Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using data to improve instruction
recent fluency, vocabulary, and comprehension assessments
Writing: Increase the # of students that receive a 3
or 4 based on standards/rubric on the writing periodic assessment
Math:Increase the # of students that are proficient on the mathematics periodic assessment by 6%
Grades 6/7-8: % of student scoring proficient or above on
the Periodic Assessments
Grades 9-12: Increase the number of students on-track
in terms of credits earned. % of student scoring proficient or above on
the Periodic Assessments
18
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
(Title I PI Funds) % Proficient/Adv CST Science and Social Science: 2008 2009 ChangeBiology 24% 24% 0%Chemistry 12% 14% +2%Earth Sci. 21% 26% +5%Physics 19% 20% +1%Integ. Sci1 7% 8% +1%Integ. Sci2 2% 0% -2%Integ. Sci3 3% 7% +4%Soc. Sci. 23% 28% +5%World Hist. 18% 23% +4%U.S. Hist. 25% 32% +7%
% Proficient/Adv CST History / Social Science by grade:
Social Science 2008 2009 ChangeGrade 8 25% 30% +5%
World History 2008 2009 ChangeGrade 9 16% 19% +3%Grade 10 19% 24% +5%Grade 11 8% 8% 0%
U.S. History 2008 2009 ChangeGrade 11 25% 32% +7%
10%
Schoolwide
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be directed at developing and implementing strategies to improve access to the standards-based curriculum. Strategies will include:
Differentiating Instruction SDAIE Techniques AVID Methodologies Interpreting and using data
to guide instruction Using technology effectively
in the classroom Cornell Notes Jig Saw Grouping Reciprocal Teaching Anticipation Guides Document-based Instruction Socratic Exchange Context Essays Developing Common
laboratory Write-up Formats Developing teacher leaders
to present professional development
Professional Development Teacher Regular will be funded to provide time for teacher teams to meet during the school day to develop common lessons using differentiated instruction, SDAIE techniques, AVID methodologies, data analysis, and implementation of technology to improve instruction (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
See monitoring indicators for CST on pages 13 and 14
Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Administrators
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads
Fall 2009-Ongoing
19
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction (Title I PI Funds)
Reduce the percentage of students in grades 2-11 scoring Far Below Basic and Below Basic on the CST in ELA and Math
07-08 08-09 ChangeELA 33% 31% -2%MATH 42% 40% -2%
-10
Schoolwide
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be provided for math and English teachers in strategies to reduce the number of students falling below the basic proficiency level. Strategies will include:
Using CST, CAHSEE and MYData to identify individual students and subject content strands requiring attention
Differentiating Instruction SDAIE Techniques AVID Methodologies Personalization and
motivational techniques Collaborative Planning Cooperative Learning
Differentiated Instruction directed at implementing strategies to provide standards-based content access to FBB and BB students. Strategies will
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at reducing the number of students falling below the basic proficiency level (Title I PI Funds)
Professional Development Teacher Regular will be used to provide release time for
See monitoring indicators for CST on pages 13 and 14
Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads
Fall 2009-Ongoing
20
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
include: Via interdisciplinary lessons,
teachers will choose a SDAIE strategy as a focus for each month
Teachers will integrate Thinking Maps into lessons developed through common planning time
Via common lessons, math teachers will choose a differentiation strategy as a focus for each month
Math teachers will integrate spiraling techniques into lessons developed through common planning time
Standards-based content warm-ups in math and English
Intervention Program-planned
informational and motivational assemblies for students performing FBB and BB
Small Learning Community weekly Peer Tutoring
“Accessing Success” after school tutoring program
Supplemental materials for students not meeting grade level standards
CAHSEE and CST Awareness program through homeroom
schoolwide teacher teams to collaborate in analyzing student performance data and developing between-the-bell intervention assemblies and after school intervention programs aimed at reducing the percentage of students scoring FBB and BB on the CST in ELA and Math(Title I Funds)
Increase the number of students identified as Gifted to a minimum of 6% of the school site’s population.
07-08 08-09 Change9.3% 9.2% -.1%
Increase the total percentage of each site’s African-American and Hispanic students identified as Gifted to a minimum of 6% of
varies by
schoolSchoolwide
African American Students
Professional Development will be directed at developing and implementing strategies to increase the identification and success of students,
Teacher X-Time will be used to provide teacher teams within Content Departments
Number of state identified Gifted students
Teacher Response Surveys Identifying Potentially Gifted Students
Quarterly Grade marks
Administrators
Counselors
College
21
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
each subgroup’s total population.
07-08 08-09 ChangeAfrican Americans 6.6% 6.6% .0%Hispanics 6.9% 7.0% .1%
varies by
school
Hispanic Students
English Learners
Students with Disabilities
particularly underrepresented students, in college preparatory courses and the gifted program. Strategies will include:
Using MyData to identify and monitor potentially gifted students
Differentiating Instruction SDAIE Techniques AVID Methodologies College Counselor-led staff
training in supporting underrepresented students in the College Preparatory Program
Intervention Program-planned
informational and motivational assemblies for underrepresented students identified as potentially gifted
Small Learning Community weekly Peer Tutoring
“Accessing Success” after school tutoring program
Peer College Counselor student advisors
and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing the identification of potentially gifted students (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Motivational Assembly and Small Group Interviews
Counselor
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads
Accelerate the performance for all African-American, Hispanic, Standard English Learners, and Students with Disabilities
See monitoring indicators for CST on pages 13 and 14
22
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
Prof/Adv CST ELA Subgroups:
07-08 08-09 ChangeAfrican American 25% 27% +2%Hispanic 31% 33% +2%English Learners 20% 23% +3%Sts. w/ Disabilities 11% 12% +1%
10%African American Students
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be directed at developing and implementing strategies to improve access to the standards-based curriculum. Strategies will include:
Staff training in the implementation of CRRE
Differentiating Instruction SDAIE Techniques AVID Methodologies Interpreting and using data
to guide instruction Using technology effectively
in the classroom Developing teacher leaders
to present professional development
Intervention The Village, C-House, and
La Familia academic awareness and motivational assemblies
Small Learning Community weekly Peer Tutoring
“Accessing Success” after school tutoring program
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for at-risk student groups (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
Accelerate the performance of Standard English Learners (SEL)
*We need to be able to identify SELs and disaggregate data for this group of students.
10%
Not Applicable See monitoring indicators for CST on pages 13 and 14
23
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
AMAO 1 – Meet or exceed the percentage of English Learners making annual progress in learning English
07-08 08-09 Change54.8% 55.7% +0.9%
2007-2008 State Target was 50.1%2008-2009 State Target is 51.6%2009-2010 State Target is 53.1%
3%
English Learners
Professional Development will be provided for teachers of English Learners in developing and implementing strategies to improve access of English Learners to the standards-based curriculum. Strategies will include:
Differentiating Instruction Academic reading
instruction for the EL SDAIE Techniques Think-Pair-s-Share Interpreting and using data
to guide instruction Using technology effectively
in the classroom
Intervention Program-planned academic
awareness and motivational assemblies for English Learners
Small Learning Community weekly Peer Tutoring
“Accessing Success” after school tutoring program
Bilingual College Field Trip Program
Peer Tutoring CSUN Chicano Studies
Mentor Program Data-specific Writing
Instruction
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for English Learners (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
ELD Portfolios (K-12) High Point Curriculum/Assessments (6-12) ELD Practicum/Into English Assessments (K-5)
EL Teacher -developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
After School Tutoring Follow-up Interviews
AMAO 2 – Meet or exceed the percentage of English Learners scoring early advanced
Teacher X-Time will be used to provide
See monitoring indicators for AMAO 1 on
24
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
and advanced on the CELDT
% Early Adv/Adv 07-08 08-09 Change
36.3% 39.3% +3%
2008-2009 State Target was 30.6%2009-2010 State Target was 32.2%
5% English Learners
Intervention Program-planned academic
awareness and motivational assemblies for English Learners
Ongoing CELDT Preparation activities within the ESL classes
Integration of Bilingual Paraprofessionals within the ESL classes
teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for English Learners (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
page 11
EL Teacher -developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
After School Tutoring Follow-up Interviews
AMAO 3 – Meet or exceed the percentage of English Learners scoring proficient on the CELDT and CST
07-08 08-09 ChangeELA 24.3 27.0 +2.7%Math 34.1 36.3 +2.1%
English Learners
Intervention Program-planned academic
awareness and motivational assemblies for English
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to
ELD Portfolios (K-12)
EL Teacher -developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
25
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
Learners Two-week CELDT boot
camp Ongoing CELDT
Preparation activities within the ESL classes
Integration of Bilingual Paraprofessionals within the ESL classes
10th grade English Language Skills class
Monthly Latino Parent Involvement Workshops
develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for English Learners (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Motivational Assembly and Small Group Interviews
After School Tutoring Follow-up Interviews
Increase EL reclassification rates at the elementary, middle, and high school levels
07-08 08-09 Change EL 13.5 15.8 +2.3MS 22.4 20.8 +8.4HS 10.3 12.4 +2.1
5%English Learners
Professional Development will be provided for English teachers and teachers of EL students in developing and implementing strategies to increase reclassification rates. Strategies will include:
Using CELDT data to identify students who have passed 1 or more of the 3 criteria
Identification of CELDT-specific skill sets
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs
EL monitoring rosters, and where possible EL students not moving or reclassifying
RFEP Monitoring Rosters
26
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
directed at increasing performance for English Learners (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
Increase the percentage of SWD performing at Basic and beyond on the ELA and Math CSTs 07-08 08-09 Change ELA 25% 27% +2%MATH 26% 27% +1%
35% ELA35% Math Students with
DisabilitiesProfessional Development will be provided to content area teachers in the application of modifications, accommodations and use of alterative materials in the delivery of instruction. Strategies will include:
Cornell note taking Graphic Organizers Use of manipulatives Use of technology
o White boardso Graphing
Calculators Algebra Tiles
Professional Development will be
Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using alternative materials in the delivery of instruction and behavioral strategies to improve achievement of SWD(Title I PI Funds)
Staff Training Rate
See monitoring indicators for CST on pages
13 and 14
Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
27
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan
Accountabilities LAUSD Target
Subgroup(s)
Strategies/Activities
Resources/Proposed Funding Sources
Means of Evaluating Progress
Staff Responsible
Start/Completion Date
provided to content area teachers in behavioral strategies to manage delivery of instruction. Strategies will include:
Progressive Discipline Scaffolding Methods for
instruction and assessment
Professional Development will be provided to Paraprofessionals on the recognition and reinforcement of Power Standard and SDAIE techniques. Strategies will include:
Best practices Scaffolding methods Building math and
English skills
will be used to train teachers outside of the regular school day in the application of modifications, accommodations and use of alternative materials in the delivery of instruction as well as the development of behavioral strategies to improve achievement of SWD(Title I PI Funds)
Special Education Coordinator
Dept Chairs
SLC Leads
28
Chatsworth High School
Los Angeles Unified School DistrictSingle Plan for Student Achievement Accountability Matrix
Graduation Rate
Accountabilities LAUSD Target
Subgroup(s) Strategies/Activities Resources/Proposed Funding Sources
Means of Evaluating Progress Staff Responsible
Start/Completion Date
List the subgroups. Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.
Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.
Periodic AssessmentSee monitoring indicators from CST section below increase the median API score.
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?
Indicate when the strategy will be implemented and projected date of completion.
Graduation rate will increase
06-07 07-08 Change67.1% 72.4% +5.3%
8%Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be directed at developing and implementing strategies to improve success in the standards-based curriculum. Strategies will include:
Development of staff teams to work with each specific student subgroup
Analysis of subgroup-specific data to plan intervention
Development of motivational assemblies to address individual subgroup needs
Intervention Two subgroup-specific
Motivational Assemblies during the year where students are presented with their test scores and academic marks
Personalized interview and meeting with students who show discrepancy between CST score and academic grade
Ongoing monitoring and Pullout Program for 11th and 12th graders who have graduation credits but have not passed the CAHSEE
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing academic performance schoolwide (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues
Increase graduation rate by sub-groups (e.g. ELs, AA, Latino/Hispanic)
Decrease rate of drop-outs Increase the percentage of 9th to 10th grade
students accumulating 55 credits 4-year longitudinal graduation rate (9th grade
to graduation)
Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads
29
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
Graduation Rate
Accountabilities LAUSD Target
Subgroup(s) Strategies/Activities Resources/Proposed Funding Sources
Means of Evaluating Progress Staff Responsible
Start/Completion Date
(Title I PI Funds)Increase percent of 10th graders passing both parts of CAHSEE on the first attempt
07-08 08-09 Change57% 60% +3%
6%
Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be provided to 9th and 10th grade ELA teachers in the application of writing conventions and writing strategies across the curriculum, and to math teachers in the application of algebra functions. Strategies will include:
Use of rubrics to evaluate CAHSEE diagnostic essay
Use of CAHSEE diagnostic data to inform instruction
Developing CAHSEE warm-up activities through common planning
Intervention Warm up activities reflecting
the CAHSEE ELA and algebras standards
Classroom applications using CAHSEE released questions
CAHSEE 10th grade Parent Orientation Night for both math and English
10th grade supplemental resources - meeting the California challenge in ELA and math
Math and ELA CAHSEE preparation study guides for the home
CAHSEE Diagnostic exam for all 9th and 10th graders in February
Coaches visit the 9th and 10th grade classes for motivational talks
Teacher X-Time will be used to provide 9th and 10th grade math and ELA teacher teams time to meet after school and on Saturdays to develop common lessons employing CAHSEE instructional strategies and intervention programs directed at increasing performance on the 10th grade CAHSEE(Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of CAHSEE instructional strategies. (Title I PI Funds)
Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads
Dropout rate will decrease.
06-07 07-08 Change31.7% 26.4% -5.3%
6%Not Applicable
Monitor students at risk: 85% of students are in attendance for 96% or
more of the time Increase in pass rates in English and/or math
courses Increase in number of students receiving an
E or S in Work Habits or Cooperation Increase attendance rates for both students
30
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
Graduation Rate
Accountabilities LAUSD Target
Subgroup(s) Strategies/Activities Resources/Proposed Funding Sources
Means of Evaluating Progress Staff Responsible
Start/Completion Date
and teachers to 96%.
31
Chatsworth High School
Los Angeles Unified School DistrictSingle Plan for Student Achievement Accountability Matrix
Personalization/College Career Ready
Accountabilities LAUSD Target
Subgroup(s) Strategies/Activities Resources/Proposed Funding Sources
Means of Evaluating Progress Staff Responsible
Start/Completion Date
List the subgroups. Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.
Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.
Periodic AssessmentSee monitoring indicators from CST section below increase the median API score.
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?
Indicate when the strategy will be implemented and projected date of completion.
Increase in the number of students graduating having completed A-G requirements, and thus having their choice of a Career Pathway.
07-08 08-09 Change25% TBD% +__%
80%
Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be directed at developing and implementing strategies to increase the identification and success of students, particularly underrepresented students, in college preparatory courses and the gifted program. Strategies will include:
Using MyData to identify and monitor potentially gifted students
Differentiating Instruction SDAIE Techniques AVID Methodologies College Counselor-led staff
training in supporting underrepresented students in the College Preparatory Program
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing student success in the college preparatory program (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing
A-G enrollment and passing rates Decrease the number of students receiving
Fails in A-G courses by 10%. Increase the percent of students earning C's
or higher in A-G courses.
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
Administrators
Intervention Support Coordinator
Title I Coordinator
Bilingual Coordinator
SLC Coordinator
College Counselor
Career Advisor
32
Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
Personalization/College Career Ready
Accountabilities LAUSD Target
Subgroup(s) Strategies/Activities Resources/Proposed Funding Sources
Means of Evaluating Progress Staff Responsible
Start/Completion Date
the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
Increase the enrollment in Advanced Placement course
07-08 08-09 Change1.8% 1.9% + .1%
Increase pass rates on AP tests
07-08 08-09 Change44.1% TBD% +TBD%
5%
5%
Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be directed at developing and implementing strategies to increase the identification and success of students, particularly underrepresented students, in AP Courses. Strategies will include:
Using MyData to identify and monitor potentially gifted students
Differentiating Instruction SDAIE Techniques AVID Methodologies College Counselor-led staff
training in supporting underrepresented students in the College Preparatory Program
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing the number of students, especially underrepresented students in the Advanced Placement and Honors Program(Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective
Advanced Placement courses – Increase Advanced Placement offerings at all
high schools. Increase the number of tests administered by
10% Increase the number of subject matter tests
administered by: At least 2 (if the school administers less
than 15 subject matter tests) At least 1 (if the school administers less
than 20 subject matter tests)
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
Administrators
Intervention Support Coordinator
Title I Coordinator
Bilingual Coordinator
SLC Coordinator
College Counselor
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Chatsworth High SchoolLos Angeles Unified School District
Single Plan for Student Achievement Accountability Matrix
Personalization/College Career Ready
Accountabilities LAUSD Target
Subgroup(s) Strategies/Activities Resources/Proposed Funding Sources
Means of Evaluating Progress Staff Responsible
Start/Completion Date
professional development to colleagues(Title I PI Funds)
Increase students preparedness for College Career Readiness
Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities
Professional Development will be directed at developing and implementing strategies to increase the identification and success of students, particularly underrepresented students, in college preparatory courses. Strategies will include:
Using MyData to identify and monitor potentially gifted students
Differentiating Instruction SDAIE Techniques AVID Methodologies College Counselor-led staff
training in supporting underrepresented students in the College Preparatory Program
Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing student success in the college preparatory program (Title I PI Funds)
Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues(Title I PI Funds)
Middle Schools Students passing core classes with C or
better
Elementary Students getting 3 or 4 on report cards
Administrators
Intervention Support Coordinator
Title I Coordinator
Bilingual Coordinator
SLC Coordinator
College Counselor
Career Advisor
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Chatsworth High School
Los Angeles Unified School DistrictSingle Plan for Student Achievement Accountability Matrix
Parent and Community Engagement
Accountabilities LAUSD Target
Subgroup(s) Strategies/Activities Resources/Proposed Funding Sources
Means of Evaluating Progress Staff Responsible
Start/Completion Date
List the subgroups. Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.
Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.
Periodic Assessment See monitoring indicators from CST section below increase the median API score.
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?
Indicate when the strategy will be implemented and projected date of completion.
As indicated on the annual School Experience Survey for parents (School Report Card), the majority of parents “strongly agree” or “agree” that there are opportunities for parent
involvement they feel welcome at this school there is a high level of reported
involvement at the school, as
At least 90% of parents respond “Strongly agree” or “Agree”
Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities
Intervention Ongoing development,
distribution and analysis of parent surveys
Development and implementation of a monthly Latino Parent Involvement Workshop Program
Increase number of families involved in Student-led Conferencing on PHBAO Nights
Parent Center Director will provide home communication to parents of academically and behaviorally struggling students
Instructional Materials and General Supplies will be used to prepare surveys, flyers, and additional materials to support parent involvement activities(Title Parent Involvement Funds)
Coordinator X-Time and Z-time will be provided to develop monthly parent involvement workshops and parent surveys(Title I Funds)
Increased response rates – every school should be at a rate of 40% of selected parents returning surveys in 2009-10.
Welcoming environment and opportunities to participate – every elementary school should be at 9/10 in 2009-10. Every secondary school should be at 8/10.
Parent home involvement should be at 9/10 for elementary schools and 8/10 for secondary schools in 2009-10. School involvement should be at 7/10 for elementary schools and at 5/10 for secondary schools in 2009-10.
Parent centers – for schools that have accepted funding for parent centers, parent center awareness and participation should be at 80% in 2009-10.
Communication – Communication should be at 9/10 for elementary schools and 8/10 for secondary schools in 2009-10.
Administrators
Title I Coordinator
Bilingual Coordinator
Special Education Coordinator
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Chatsworth High School
Program Improvement Section 1116 RequirementsImplementation Page
How will the school address the following Program Improvement Requirements?
1. Describe intervention activities for underperforming subgroup(s) during school, before school, after school, during the summer and during any extension of the school year. Include criteria for eligibility for participation in intervention programs.
Continued dialogue with subgroups regarding their performance, strategies for improvement, test-taking strategies, and motivational techniques. After school and Saturday tutoring. Utilize our math and ELA coaches for pull-out assistance during the school day.
2. Describe how the school incorporates teacher mentoring program, i.e. utilization of school-site funded instructional support personnel. New Teacher meetings and BTSA Monthly teacher professional development – Strategies to improve student achievement ELA and math coach assistance provided to teachers in content Mentors to lesson plan together, and co-teach when applicable, with teachers experiencing discipline problems resulting in students not meeting
achievement standards and/or difficulties in utilizing methodologies designed to improve student achievement
3. Describe the strategies implemented by the school to promote effective parental involvement that will lead to increased student achievement. (Provide information based on the LAUSD Parent Engagement training.)
Monthly “Coffee with the Principal” College Information Nights for parents PTSA parent workshops Monthly evening Parent Involvement Workshops Annual CAHSEE meeting for all 10th Grade Parents Ongoing training and use of Connect-Ed
School Responsibilities:Attach the following evidence to demonstrate how the school will provide information to parents regarding what caused the school to be identified for PI. Program improvement parent notification letter. Agendas and minutes from any program improvement informational
meetings (e.g., SSC, CEAC, ELAC) that include Public School Choice.
Central Office/Local District Responsibilities: Attached Central Office technical assistance plan for PI schools. Attach Local district office technical assistance plan for PI schools.
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Chatsworth High School
EVIDENCE/MONITORING
A comprehensive and multi-level monitoring process will assist the school and the local district in evaluating the implementation of “Action Plans” and inform future practice. Required monitoring includes the following:
1. The School Site Council (SSC) has the responsibility to monitor the overall progress of the Single Plan for Student Achievement Program Improvement.2. The school and the local district will participate collaboratively in monitoring, evaluating and reporting results.3. Information about and access to the Single Plan for Student Achievement Program Improvement will be provided to school staff, councils and committees to
ensure successful implementation and to assist in the ongoing monitoring and, when necessary, modification process.
Directions: Provide a description of how the school will monitor the “Action Plans” and include members of the monitoring committee, frequency of the meetings and the process for reporting the committee’s findings with stakeholder groups.
Description of School Monitoring Process(Include monitoring of “Action Plan” activities by assessing “Evidence of Progress”. Additionally, include a schedule of sessions for: (a) analyzing data from the District’s “Periodic Assessments” and (b) examining student work samples in order to inform future instruction/learning.)
Members ofMonitoring Team Reporting to SSC
Process forReporting Results
Timeline(Frequency)
Periodic assessment data is reviewed by departments on Professional Development Days and during monthly department meetings
School wide assessment data is reviewed by stakeholder groups on Professional Development Days, during monthly Department and SLC meetings, and during monthly Parent Committee meetings
Student work samples are analyzed and best practices shared during professional Development Days and monthly Department meetings. Parents receive data results during monthly CEAC, ELAC and SSC meetings
Principal, Coordinators, Academic Coaches, Program Improvement Leadership Team
Faculty meetings
CEAC and ELAC CouncilsSSC
SLC/Department meetings
Monthly, Quarterly, Bi-Annually
Monthly
Monthly, Bi-Annually
Description of Local District Monitoring Process(An attachment may be provided by the local district which includes analysis of “Evidence of Progress”, alignment of appropriate textbooks/supplementary materials, and use of periodic assessments to inform instruction and improve academic achievement. The Superintendent has delegated authority to the local districts to closely monitor the academic program and related expenditures in all Program Improvement schools.)
Members ofMonitoring Team
Process forReporting Results
Timeline(Frequency)
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ATTACHMENTS
Directions: As appropriate based on PI status, schools are to attach the following documents:
School Site PI Responsibilities
Program Improvement Notification Letter which includes the parents’ right to apply for Public School Choice
Agendas and Minutes from any Program Improvement informational meetings (SSC, CEAC, ELAC)
School, Family, and Community Survey Results (PI Year 4 and above schools only)
Revised Parent Involvement Policy (PI Year 4 and above schools only)
Revised School-Parent Compact (PI Year 4 and above schools only)
Local District/Central Office Responsibilities
Central District technical assistance plan (see next page)
Local District technical assistance plan
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Program Improvement 2009—10Summary of Federal and State Education Programs Branch Technical Assistance to
Program Improvement Schools for Inclusion in Revised Single Plan for Student Achievement
The Los Angeles Unified School District central office, in partnership with the Los Angeles County Office of Education, provided technical assistance to schools identified for Program Improvement (PI). These schools were required to attend a Program Improvement Technical Assistance Training Institute. All schools brought school teams consisting of the principal or designee, Title I coordinator or staff member who supports program implementation, UTLA chapter chair or designee, and a parent from the School Site Council or the Compensatory Education Advisory Committee. Topics addressed at the training institute included:
Review of the No Child Left Behind Act, Section 1116, Program Improvemento PI identificationo Adequate Yearly Progress (AYP)o Opportunity to review and present evidence to appeal PI Identificationo Final determination of PI statuso Parent notification letters which include the parents’ right to apply for Public School Choiceo Responsibilities of the District and schoolo Peer Reviewo Public School Choice
The following offices/organizations provided technical assistance to PI Year 1 schools through:
o analysis of data which caused the school to be identified for PI—Federal and State Education Programs Branch and School Information Branch
o utilization of English/language arts and mathematics standards-based research strategies to assist schools in making AYP and exiting PI status— Office of Curriculum, Instruction and School Support
o definition of the roles and responsibilities of the School Site Council and advisory committees in revising the Single Plan for Student Achievement (SPSA)—School, Family and Parent/ Community Resource Center and Federal and State Education Programs Branch
o use of mandated ten percent set aside of Title I allocation for professional development— Federal and State Education Programs Branch
o implementation of Public School Choice—Office of Student Integration
Federal and State Education Programs Branch (FSEP) provided SPSA templates, AYP data and resources for each school to facilitate the completion of the revised SPSA. FSEP staff, in conjunction with local district categorical and instructional staff, conducted additional technical assistance meetings to assist schools in completing the SPSA revision.
Additional technical assistance provided by Local District staff with the support of FSEP staff included informational meetings for schools at-risk for PI. CDs were distributed to the principals of these schools to facilitate notification to parents of schools in PI status which includes the option of Public School Choice.
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