Second Quarterly Expert Report Compliance Ratings - 12-6-11

8/2/2019 Second Quarterly Expert Report Compliance Ratings - 12-6-11

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Christa McAuliffe High School ActionPlan

TCA Report, November 15, 2011

Page 1 of11

1.Administration, Leadership & Management TCA Expert is Richard Krause

Rationale:

All stakeholders should be represented on the task force.

Recruit community members that bring additional resources and have shown active participation/interest in Christa McAuliffe School to be

part of the task force.

Action Plan Item Tasks Description Addressing Action PlanStatus of

Compliance

Discussion

Develop a taskforce for

the implementation of the

Action Plan. Membership

should include Probation

representation, a memberof the 2010 Review

Team, LACOE teacher,

Probation Commission,

and two community

members. See agreement

for details.

1.1 Principal, Christa McAuliffe HS to identify a

LACOE teacher to serve on this taskforce.

1.2 LACOE Special Asst. to Superintendent to

request a Probation Commissioner to serve on thistaskforce.

1.3 Draft an Orientation/Taskforce

roles/responsibilities and time commitment to

distribute with recruitment memo.

1.4 Principal, Christa McAuliffe HS to contact

Brenda Bradford, Director of Learning for Life and

Dr. Paul McKenna, Mission College to determine

their willingness to serve on taskforce.

1.5 Recruit a parent of a student formerly detained

within the past six months at the site to serve on the

taskforce.

1.6 Recruit a former student (i.e., one was released

within the last six months) to serve on the

taskforce.

SC

SC

SC

SC

SC

SC

Teacher identified. Attended taskforce

meetings.

Probation Commissioner appointed.

Attended taskforce meetings.

Memo drafted and posted on LACOE

website.

Reported by Paul Landry of LACOE.

Parent recruited and attended meetings.

Student recruited but did not attend any

meetings.


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Page 2 of11

1.7 Livescan volunteers through Probation (within

45 days)

1.8 Post information related to the Taskforce in

break rooms, lounge and mailroom at site.

1.9 Establish an email account for each Taskforce

Member.

1.10 Draft a letter to be sent to the parent at

placement (i.e., within 10 days of placement)

1.11 Establish a website on LACOE.edu and put

Taskforce Member information on the website.

1.12 Provide Quarterly Taskforce Reports to the

LACOE Board of Education

1.13 Convene monthly Taskforce meetings for first

6 months

1.14 Convene bi-monthly Taskforce meetings for

next 6 months

1.15 Each Taskforce member meets with students

NC

SC

SC

SC

SC

PC

SC

SC

SC

Livescan volunteers not recruited. Use of

Livescan involves lengthy delays in

clearing volunteers. Current practices

effectively eliminate use of volunteers.

Information posted throughout CMYC.

Email accounts established.

Letter was developed and is routinely sent

to parents within 10 days of students

placement at CMYC.

Website established at LACOE.edu

Due to changes in personnel, one report

has been filed.

Monthly taskforce meetings held; minutes

document topics discussed and names ofattendees.

Taskforce has begun schedule of bi-

monthly meetings.

Taskforce members have interviewed

student council members and randomly

selected students.

Status of Discussion


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Page 3 of11

Action Plan Item Tasks Description Addressing Action Plan Compliance

(180 days), (270 days)

and

(1 Year)

[no 1.16]

1.17 Taskforce submits report to TCA Team and

parties.

1.18 Reports posted on LACOE.edu Taskforce

webpage.

PC

SC

First Taskforce report sent to all parties

several weeks late.

First Taskforce report posted on

LACOE.com

Rationale:LACOE has made substantial staffing changes at the school and is open to technical assistance from the TCA Team to further improve the

educational leadership at Christa McAuliffe High School.

Action Plan Item Tasks Description Addressing Action Plan

Status of

Compliance

Discussion

Develop a Leadership

Restructuring Plan for

improving the Education

Leadership at Challenger.

The plan should include

leadership

responsibilities, roles,

and staffing. Provide plan

for oversight of education

administration byLACOE.

1.19 Review administrative changes made at

McAuliffe School over the past several months

(e.g., change in Regional Director, Principal,

Assistant Principals, and formation/

implementation of Oversight Committee in

Downey) with TCA Team.

1.20 Follow the LACOE-designed recruitment

process, including a search for internal candidates

and a nation-wide search and hire a highly qualifiedadministrator to serve as the Principal at Christa

McAuliffe High School.

1.21 Obtain input from TCA Team on additional

changes to leadership team and responsibilities.

Work with school staff on a restructuring plan,

including a review of work load to assess

efficiency.

SC

SC

NC

Completed review with results being

unsatisfactory; explained further in

summary.

this was done; massive changes in

education made without consultation with

TCA experts.


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Page 4 of11


Status of

Compliance

Discussion

Implement LeadershipRestructuring Plan

(180 days)

Implement Leadership

Restructuring Plan

(270 days)

Implement Leadership

Restructuring Plan

(1 Year)

1.23 Present restructuring plan to McAuliffeSchool staff.

NC Restructuring plan not developed.

Action Plan Item Tasks Description Addressing Action PlanStatus of

ComplianceDiscussion

In consultation with the

Challenger TCA Team,

develop a staffing plan

that maximizes use of

personnel and fiscal

resources.

(90 days)

1.24 LACOE Administration and TCA Team to

review current staffing and fiscal resources.

NC TCA Team not involved in any staffing or

review of resources.

1.25 TCA Team, LACOE and Probation to discuss

potential impact/ changes to Challenger MemorialYouth Center (CMYC) education program(s) due to

Camp Assessment Unit (CAU) possibly moving to

CMYC in the first quarter of 2011 and/or potential

closure of one or more camp(s).

PC The TCA was minimally involved in

discussions of camp closures. Mostinformation about staff reductions and

staffing changes was given to the TCA

Team after the fact.

1.26 Develop a work group that includes HR to

determine staffing based on student and program

needs.

PC TCA team initiated limited discussions

with staff. The TCA held two meetings

with LACOE staff at McAuliffe School


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Page 5 of11

This group will also explore the following:

o Grouping Vacation Time so that allteachers and aides are on vacation at

the same time.o Limiting the use of School Business

days

o Tracking Vacation days/SB/Illnesso Exploring 10/11 month + summer

school for new hires.

1.27 Research existing models for year-round

instruction.

1.28 Strengthen educational partnerships in the

Antelope Valley for recruitment and retention of

staff.

1.29 Implement a tiered Professional Development

plan that addresses training and support for staff

based on individual needs.

PC

PC

PC

on October 26, 2011 to discuss changes

in the school calendar. Calendar changes

were also discussed with the McAuliffe

administrators and LACOE support staff

from the central office in September,October, and November during site visits.

The TCA team has done this without

input from LACOE.

This was not accomplished.

TCA Team not involved in any

professional developments planning.

LACOE

Implemented what it wanted without

consultation with TCA Team.

Rationale:Utilize the existing LACOE infrastructure in Human Resources and Personnel Commission to carry out recruitment activities.


Status of

Compliance

Discussion

Fill vacant positions;

develop plan to maintain

and support staff.

(180 days)

1.30 Prepare and submit Personnel Requisitions to

fill vacant positions.

1.31 LACOE Human Resources (HR) and/or

Personnel Commission (PC) to recruit and fill

SC

NC

The TCA was told that requisitions were

completed. The RIF took flexibility away

from McAuliffe.

Human resources and personnel

commission have delayed filling


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Page 6 of11

vacancies. vacancies resulting in inordinate use of

subs, lack of staff stability, being able to

deliver a quality education program, and

causing coordination and communications

problems with probation.Rationale:The Principal has taken action to mitigate the use of substitute teachers. The TCA Team should be apprised of these efforts. LACOE is open

to further reduce the use of substitute teachers, incorporating technical assistance ideas from the TCA Team.


Status of

Compliance

Discussion

Develop a plan to address

the frequent use of

substitute teachers.

(270 days) and (1 Year)


discuss/review the detailed analysis of teacher

absences performed by Internal Audit & Analysis.


discuss actions taken to date (e.g., minimizingschool business days, consolidating/managing

vacation schedules, identifying and counseling

teachers with frequent absences, utilizing cadre of

substitute teachers identified for the site) to reduce

number of substitute teachers.

1.34 Develop series of alternatives for reduction of

PC

PC

LACOE was in compliance and then out

of compliance during this reporting

period. School site absence reports were

completed but they were inaccurate and

confusing. LACOEs and Probations

reports did not match.

Reports were completed but they are

inaccurate, confusing as they do not

match those completed by probation. A

detailed analysis was performed by

Internal Audit and Analysis but LACOE

HR ignored the results. This resulted inan even further decline of the quality of

teachers and delivery of instruction.

Some discussion of absences occurred but

there were no discussions about managing

vacation schedules or minimizing business

days. There was some discussion of

maintaining a consistent cadre of long-term

(LT) subs, though LACOEs interpretation of


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Page 7 of11

substitute teachers. PC state regulations concerning subs hasresulted in the movement of LT subs every 30

days from one classroom to another at

McAuliffe HS

Alternatives were not discussed; nothing

was implemented.

Rationale:

The Principal has taken action to modify the bell schedule. The TCA Team should be apprised of these efforts. LACOE is open to restructurethe program, incorporating technical assistance ideas from the TCA Team.


Status of

Compliance

Discussion

Review school calendar;

develop a system

modeled after public

schools and many

juvenile correctional

education programs.

Structure program toensure that teachers and

other critical staff take

vacation time during

summer session, e.g., by

bringing in a different

teaching core during

summer session. (90

days)

1.35 TCA Team and LACOE Administration to

discuss and develop possible alternative school

calendars and programs with LACOE Unions.

NC Some discussion occurred but no

substantive proposals were developed.

Rationale:

LACOE is open to restructure the program, incorporating technical assistance ideas (e.g., high interest activities) from the TCA Team.


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Page 8 of11


Status of

Compliance

Discussion

Develop a summer

program focused on

literacy, numeracy, andhigh interest activities

consistent with receiving

revenue limit funds,

meeting the minimum

300 minutes per day

instructional requirement,

and California education

code requirements. (180

days)

1.36 TCA Team and LACOE and Probation

Administration to discuss and develop alternative

summer school programs/contents and courseoutlines.

1.38 Recruit appropriate staff to provide summer

school programs/content.

1.39 Christa McAuliffe High School

Administration to physically check each classroomeach school morning prior to the start of school to

verify the teacher is in each classroom to monitor

and manage teacher absenteeism on a continuous

basis.

1.40 Write a protocol for the above process

NC

NC

PC

SC/NC

While discussions took place, these

changes were not part of a summer school

schedule or curriculum. They could havebeen offered any time during the current

schedule. . TCA did sign off initially;

courses were not part of structured change

in schedule.

See response to 1.36.

This has not occurred consistently.

Some checking occurs but it is

inconsistent; record keeping is

inconsistent. This area needs serious

attention.

LACOE was initially in compliance then

out of compliance on this task.

Rationale:

The Principal has taken action to mitigate and monitor late arrivals to school by teachers. The TCA Team should be apprised of these efforts.

LACOE is open to incorporating technical assistance ideas from the TCA Team.

Instructional staff should model appropriate behaviors for students. Staff behaviors set the standard for classroom instruction as well as for

students behaviors. Administrators will monitor daily attendance and hold staff accountable.


Status of

Compliance

Discussion


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Page 9 of11

Ensure that on average

90% of all instructional

staff (teachers & aides)

are on campus and in

class at the start of theschool day for each camp

each month, absent

documented exigent

circumstances. (90 days)

1.41 Christa McAuliffe Principal to utilize

LACOEs progressive

discipline procedures for teachers with chronic

tardiness or absenteeism.

1.42 IA&A to review bi-monthly payroll

attendance reports.

1.43 Results/analysis of IA&A teacher attendance

reviews to be provided to TCA Team and LACOE

Administration.

PC

SC

SC

This process has been started but

implementation is slow and uneven.

IA&A has completed audits and has

shared them with the TCA Team.

1.44 Leadership Team will develop positive rulesand protocols for staff attendance to support

effective teaching and learning.

1.45 Explore vacation time being grouped so that

all teachers and aides are on vacation at the same

time.

1.46 The use of School Business days will belimited.

1.47 Clarify absenteeism calculation of average

90% with the TCA Team.

PC

NC

PC

SC

Not developed in writing for distributionto all parties.

Minimal discussion; no action taken by

LACOE.

Minimal discussion; no action taken byLACOE.

During September and October, substitute

teachers including long-term subs were

placed in McAuliffe School classrooms

44% and 43% of the time, respectively.

HR has not effectively addressed this

issue.


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Page 10 of11

1.48 Administrators will recognize outstanding

attendance on a monthly basis.

1.49 In depth trainings will be provided tosubstitutes to ensure continuity of curricular pacing

guide implementation.

1.50 As appropriate, permanent subs will be

assigned to the school.

1.51 Administration will monitor staff attendance

and tardiness on a daily basis.

PC

NC

PC

PC

McAuliffe principal implemented this

task in October 2011.

Not all substitutes are trained; there are

too many different subs and not sufficienttime to train them.

Sufficient numbers of long-term subs (or

permanent replacements) have not been

assigned to McAuliffe HS.

Administrators are not effective in this

area; some progress has been made during

this reporting period.

Rationale:The instructional program needs constant evaluation by administration. Professional development opportunities should be made available to

teachers for specific improvement areas. Staff who desire to work elsewhere should be provided encouragement and opportunities to transfer.


Status of

Compliance

Discussion

Develop a system to

review all current

teaching and instructional

staff. Provide

opportunities for teachingstaff to leave Challenger

and for school leadership

to selectively recruit and

hire new staff.

(90 days and 180 days)

1.52 Principal to address attendance issues in

performance evaluations.

1.53 Regional Director and Principal to periodicallymeet individually with staff to determine whether

staff are committed to McAuliffes instructional

modifications/programs and working at the site.

1.54 For staffs who indicate they desire to work

elsewhere, Regional Director and Principal to work

with LACOE Human Resources (HR) and

Personnel Commission (PC) to provide

opportunities for staff to transfer.

PC

PC

PC

This process is just beginning. It should

have started earlier this year.

This process is just beginning. There isnot enough data to support an adequate

assessment of instructional modifications

and programs.

There is a total lack of progress in this

area. HR is very ineffective in dealing

with personnel problems at McAuliffe

High School.


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Page 11 of11

1.55 LACOE HR and/or PC to recruit replacement

staff committed to work at McAuliffe.

NC HR is ineffective in responding to

personnel problems at McAuliffe HS.


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2. Data Management TCA Expert is Alice Parker

Rationale:

Student background and achievement information, personnel and fiscal resource data should be readily accessible in a minimal amount ofsystems.


Status of

Compliance

Discussion

Develop an electronic

data management

system(s) for tracking all

student educational,

background, and

transition data as well aspersonnel and fiscal

resource data.

2.1 Review current systems and funding (e.g.,

EPIC, HRS, PeopleSoft) related to student

educational, background, transition, personnel and

fiscal resource data with TCA Team Member.

2.2 Create a table/matrix that identifies the

electronic system(s) LACOE utilizes and their

relationships to each other to record data and

generate reports for areas identified within the

educational, background and transition data, as well

as personnel and fiscal resource data.

2.3 Review EPIC Training curriculum already

provided to teachers and administrators with TCA

Team Member.

SC

SC

SC

All items 2.1-2.3 while in development

and having potential are not utilized

consistently and/or are in flux due to

many personnel changes. EPIC, Datawise

and Optical Imaging are particularly

impacted by either key administratorvacancies or by no consistent staff so that

training can be conducted and staff are

prepared to utilize.

Matrix provided.

While the training is in place andavailable to staff, it needs to bereviewed at a later date to ensurethat when permanent staff are inplace it is routinely utilized.


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2.4 Review Position Control Report for Christa

McAuliffe High School with TCA Team Member.

2.5 Review Fiscal Reports and fiscal tracking

performed in Downey with TCA Team Member.

2.6 Review Transition efforts (e.g., Title I

Transition Counselors, Camp to Community

Transition Protocols (CCTP), Transition

Partnership Program School to Work) and related

documentation with the TCA Team Member.

2.7 Identify opportunities to consolidate disparate

transition information and systems (e.g., for student

transition data) into centralized system(s)/database

(e.g., EPIC/Optical Imaging).

2.8 Procure or custom develop a system/application

(e.g., Datawise) that assists teachers and

administrators to inform and modify instructional

strategies.

PC

SC

SC

SC

PC

There is a system in place which

accurately reflects positions that are open

and those filled; it does not deal with

closeness to the facility, to driving

distances for subs, etc.

Fiscal and Audits have a sound system to

provide fiscal information.

Transition counselors have strong services

for students at McAuliffe. What remains

to be reviewed are post release follow up.

the system is NOT routinely used

to inform instruction and modifycurriculum

The consolidation of disparate data

systems into EPIC and Optical Imaging

was discussed. The LACOE Audit

Division continues to seek further

integration of this system. Utilization of

it by end users will be the next test.

While Datawise has the capacity to be a

robust system/application to inform

instructional practices for teachers and

administrators, constant staff changes,

lack of understanding of the system and

poor instructional practices have not

allowed for consistent and effective use of

this system. Additionally, with one


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2.9 Integrate system with EPIC System, including

applicable interfaces and testing thereof.

2.10 Develop training curriculum and related

videos (in phases) for Datawise System.

PC

PC

individual in charge of this application,

there is concern about the ability of

LACOE to utilize the full capacity of

Datawise.

The integration of systems appears to be

stalled due to staff changing, no

systematic process for transferring

knowledge of how processes work to

other individuals prior to staff leaving,

and depending on only one or a few

individuals to hold knowledge of how

systems work. Work is continuing and the

staff at the County Office are developing

the interfaces, however there is concern

over effective use of this complex system

by end users

Training has been developed, but as

Datawise is not currently being observed

to be utilized to support instruction, work

needs to continue to make this item

compliant.

Rationale:Utilize data to measure student achievement and enhance service delivery.


Status of

Compliance

Discussion

Implement electronic

data management

system(s) and use data to

inform service delivery in

each area noted in the

Same Tasks as listed above:

2.11 Integrate system with EPIC System, including

applicable interfaces and testing thereof.

PC While Datawise has the capacity to be a

robust system/application to inform

instructional practices for teachers and

administrators, constant staff changes,

lack of understanding of the system and


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action plan. Use data

management system as a

vehicle for completing

action plan reports.

(180 days)

2.12 Develop training curriculum and related

videos (in phases) for Datawise System.

2.13 Build capacity for internal support staff to

provide ongoing, on-site assistance for end-users to

use the system/information.

PC

PC

poor instructional practices have not

allowed for consistent and effective use of

this system. Additionally, with one

individual in charge of this application,

there is concern about the ability of

LACOE to utilize the full capacity of

Datawise.

The integration of systems appears to be

stalled due to staff changing, no

systematic process for transferring

knowledge of how processes work to

other individuals prior to staff leaving

appear to be in place, and depending on

only one or a few individuals to hold

knowledge of how systems work.

Training has been developed, but as

Datawise is not currently being observed

to be utilized to support instruction, work

needs to continue to make this item

compliant.

Some of team are on leave, inconsistent

use due to subs.


Status of

Compliance

Discussion

2.14, 2.15 Plan for generation of reports and

quarterly meetings to review data.

PC Principal and Assistant Principal are just

beginning to generate reports. Report

format needs to be finalized so that it

reflects ways to use data to improve


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2.16 Provide initial and ongoing Datawise Training

for teachers and administrators.

2.17 Use Datawise report(s) for periodic student

assessments.

2.18 Use assessment and course history information

to appropriately place students in courses and make

corrections when necessary.

SC

PC

NC

instruction. A consistent team needs to be

established since several of the current

PLC Data team members are out on

medical or other types of leave.

Training has been provided, but is not

sufficient due to the constant change to

the teaching staff. TCA Team will

carefully review this provision in Spring,

2012

Reports demonstrate that a portion of

students are taking Datawise assessments.

There is no evidence that the information

is used in instruction (in planning,

instruction, differentiation, or PLC

conversations.)

The assessment used to place continues to

be the STAR, students do not take it

seriously, there is no changing once

students are placed, OI gets misfiled and

it takes a long time to find appropriate

documents.

Rationale:Improve the systems over time. Maximize the integration of systems to consolidate information.


Status of

Compliance

Discussion

Identify glitches or ways

to enhance data feedback

and implement changes

to make the system(s)

more efficient,

sustainable, and effective

2.19 Capture/record system user feedback and

requested fixes/changes.

2.20 Develop changes and incorporate into the

system.

SC

SC


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and link key data fields

from personnel and fiscal

and student systems.

(270 days and 1 Year)

2.21 Develop training materials for system

changes/enhancements.

2.22 Provide training and/or other communications

(e.g., e-mail with narrative and/or panel shots) to

the system users on the system fixes, changes,

enhancements.

2.23 Review the EPIC and Datawise Systems

enhancements with the TCA Team Member.

SC

SC

NR

Recruit a data

management specialist

(in-house or otherwise) to

assist in development and

maintenance of data

management systems (45

days)

2.24 LACOE to utilize the Controllers Office

Management Information Systems (COMIS) and

Coordinator, Instructional Technologies to assist in

the development and maintenance of data

management systems.

SC

Additional LACOE staff needs to know

how to develop and maintain the data

systems. The ability to develop and

update these systems is constrained by the

limited number of individuals who know

these systems.

Train all personnel to use

elements of the data

management system

associated with their job

functions. (180 days)

2.25 Coordinator, Instructional Technologies to

provide training to staff in EPIC and Datawise.

PC/NC Staff was trained; Epic continues to be

hard to utilize, Datawise is inconsistent.

New staff need to be trained and there is a

huge concern from LACOE staff with

whom I have talked about what will

happen when the IEP goes live in Epic.

Review and refine the

adequacy of data

management system

measures. (270 days)

2.26 Review EPIC and Datawise to ensure that

appropriate staff have ability to use systems and

have access to necessary data to perform their job

functions.

NC Some staff may use the datawise test but

they do not use it for instruction.


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3. Instruction TCA Expert is Alice Parker

Rationale:Critical to educators is the use of assessment to both inform and guide instruction. Using a wide variety of assessment tools allows a teacher to

determine which instructional strategies are effective and which need to be modified. In this way, assessment can be used to improveclassroom practice, plan curriculum, and research one's own teaching practice (William Badders, Methods of Assessment).


Status of

Compliance

Discussion

Develop a system for

intake assessment in

CORE academic areas:

English, mathematics,

social studies andscience; ensure that

teachers have access to

this information and use

it to plan differentiated

instruction.

Develop a system for on-

going progress

monitoring of student

3.1 Explore alternatives to the STAR Advantage

program to assess and place students into

appropriate classes.

3.2Procure an alternative math and reading

assessment system to replace the Star Advantage

program to assess and place students into

appropriate classes.

3.4 Explore Social Studies and Science general

knowledge assessments to ensure students are

placed into appropriate classes.

PC

PC

NR

LACOE is in the process of finalizing a

contract to utilize NWEA-MAP

assessments, particularly in ELA and

Math. It has been recommended that

these assessments be used INCLASSROOMS, not in an assessment

setting. Training will be required to help

teachers understand and utilize data from

these assessments in instructional

planning and delivery. TCA has not seen

this assessment at CMYC

LACOE reports they are continuing toreview this item and are focusing upon

ELA and Math at this time. Discussion

with the Acting Director of DIS are

ongoing about access to curricula.


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performance in CORE

academic areas;

demonstrate system is

implemented in 75% of

all classrooms. (180

days)

Implement the system for

on-going progress

monitoring of student

performance in all

academic areas;

demonstrate system is

implemented in 90% of

all classrooms. (270

days)

Prepare a brief report on

the implementation of

progress monitoring. (1

year)

3.5 Train all teachers and support staff in the use of

Datawise embedded assessments.

3.6 Assist teachers and support staff in using

Datawise assessments to monitor and inform

instruction.

3.7 Fully implement pacing guide embedded

assessments to inform instruction.

3.8 Implement Professional Learning Communities

(Instructional Learning Team), with teacher

NC

NC

PC

Training has been provided on multiple

occasions, however, the constantly

evolving placement of teachers require

that it be trained and retrained, use is

inconsistent, and fundamentals continue

to need retraining (including how to log

on, what ones password is, etc.).

Staff, due to constant changes of

personnel, do not use these assessments to

monitor and inform instruction.

Administrators can extract data from the

assessments now, and while the

assessments are not uniformly utilized by

staff and substitute staff for purposes of

informing instruction, these

administrators should be able to utilize the

data to inform improvement of targeted

instructional practices.

See 3.6. Additionally, the pacing guide

most frequently is utilized as a lesson

plan rather than for the appropriate

instructional guide to assist teachers in

understanding the scope of curriculum

and areas of content upon which they

should focus.

Work has begun here, however, as is

indicated in 3.5 and 3.6, without

consistent and fully trained staff PCLs


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facilitators, to analyze and use student formative

assessment data to differentiate instruction.

3.9 Write a report and issue to the TCA Team

Member and LACOE Administration.

NR

cannot be utilized to support either

appropriate instructional planning,

unpacking data for purposes of planning

for individual student needs, or for the

additional purposes PCLs can play in

robust instructional systems. However,

the Acting Director of DIS has provided

multiple trainings for the staff as they are

currently assigned.

The TCA have not received this report.

Rationale:Assessments anchored to important learning objectives should provide the basis for placement and differentiated instruction. Assessments are

used as indicators to identify students at risk of difficulty or in need of specialized instruction. (Reading Language Arts Framework for CA

Public Schools 2007)


Status of

Compliance

Discussion


using intake assessment

data to place students into

appropriate classes based

upon student need.

Develop a system with

probation for movement

and placement to ensure

that youth can be

efficiently and effectively

moved to different and

differentiated

instructional settings, as

3.10 Explore alternatives to the Star Advantage

program to initially identify students for placement

in Core, Strategic or Intensive ELA support classes.

PC LACOE is currently in the process of

finalizing a contract to utilize NWEA

MAP assessments for this purpose. No

policies or procedures are in place for

using NWEA for the identification of

core, strategic, or intensive supports

needed.


21/87

needed.

Implement placement

system based upon intake

assessment. Demonstrate

that all new intakes are

place into classes based

upon the placementsystem (180 days, 270

days, and 1 year)

3.11, 3.12, LST assessment and services

3.13, 3.14, 3.15, 3.16 Meetings to set up movement

with Probation to ensure classes in SHU, CTE,

LSTs, and ELL student services

3.17 Continue to use CELDT data as an indicator

for identifying English Learners for appropriate

placement.

3.18 Utilize queries in EPIC to further identify

students needing special services (e.g. Special

Education, English Learner, Strategic ELA

Support, Intensive ELA Support, Foster Youth and

Young Parents).

SC

SC

NR

NC

Movement for purposes of differentiated

instruction cannot be reviewed at this time

as the assessment is not in place nor

functional at this time.

These items refer to the LSTs which

provide an excellent service to students.

Additionally, a librarian has been hired

and just begun to augment this work in

living units.

These items are compliant from the

standpoint that meetings were held,

systems are in place, but are staffing level

dependent, i.e. if Probation staff are

limited, students do not get to attend these

critical opportunities.

The status of EPIC is in question. It does

not appear to be moving forward quickly

enough to become a supportive tool.

Queries are not routinely utilized nor has

the system demonstrated the capacity to

further identify the groups indicated in


22/87

3.19 Work with counselors and instructional

learning team to create an education plan that

addresses student needs.

3.20 Identify additional classroom groupings such

as dyads and triads to be used to maximize student

learning in differentiated settings.

3.21 Meet with probation staff to discuss additional

methods of moving students into different and

differentiated instructional settings as needed.

NR

PC

NR

3.18.

It is not possible to review this item since

the ILC/PLCs are not yet functional.

Special Education Coordinator has

developed a one page communication

document to support all teachers who

work with identified special education

students to have appropriate information

for instruction, but this has just occurred

and needs to be reviewed for utilization.

This is not yet consistently in place,

except for Read 180, and its use is

impeded due to teaching staff, substitutes,

and probation staff capacity. Students do

move to alternative classes after lunch

(and in one case mid morning), but the

purpose does not appear to be for

differentiation.

TCA members have been meeting with

probation staff, however, while some

agreement has recently occurred to

promote movement improvement, it is notcurrently utilized for supporting

differentiated instructional settings. DPOs

for movement to Read 180 is an issue due

to staffing needs and numbers.

Rationale:Effective schools collect classroom data around the instructional process. When instructional learning teams have a clear, objective picture of


23/87

what is happening in the classroom, they can establish standards for practice, guide professional learning, support reflective dialogue, and

develop best practices among faculty.


Status of

Compliance

Discussion

Develop an instructional

learning team for each of

the camps; identify team

leaders

3.22 Identify members of the school staff who will

serve on the Instructional Learning Team.

(Professional Learning Communities PLCs)

3.23 Determine agreed upon routines, instructional

practices and learning environments to be

consistently implemented across all classrooms.

3.24 Monitor and ensure consistent implementation

of the routines, instructional practices and learning

environments through Team walkthroughs.

3.25 Provide feedback and professional

development (P.D.) to support teachers with

continued implementation.

PC

NC

NC

NR

The members have been identified, but

with approximately 20-30% of staff being

substitutes on a daily basis, there are no

consistent core team members.

Implementation of routines, etc. cannot be

implemented until there are consistent

team members who routinely attend

PLCs. Lesson plans are now required, but

are spotty and most frequently reflect a

list of activities, not plans.

Focused Classroom Walkthrough data

reveal lack of routine, lack of evidence

based instructional practices and lack of

environments conducive to learning in

many, but not all classrooms. Planning is

now being provided to administration, but

is frequently not a lesson plan, but rather a

listing of page numbers and activities.

(See attached data charts of classroom

walkthrough information.)

RISE/TESS is currently beginning work

and coaching for staff on instructional

planning, however, see 3.24 above.


peer collaboration

regarding instructional

3.26 Bell schedule allows for teacher collaborative

time on a weekly basis.

PC Bell schedule does allow this and,

consistent collaborative meetings have not

been observed.


24/87

activities in each camp.

(180 days)

Review and refine the

system for peer

collaboration regarding

instructional activities in

each camp. (270 days)

Continue process of peer

collaboration. (1 year)

3.27 Special Education staff (e.g., Special

Education Assistant Principal and Teachers) to

collaborate on academic and behavioral progress.

Same as above

Same as above

PC

NC

NC

Special Education staff have begun the

process of collaboration, however,

common planning meetings, PLCs and

other structures to foster collaboration

across the entire system are just beginning

and again are impacted by ever revolving

staff.

Until staff are stable, PLC processes

trained and consistently utilized, data

readily available and used for

collaborative purposes, these items will

not solidify and become complaint.

Develop a framework

that links the

instructional map to

California curricular

standards and classroom

activities.

Develop benchmarks for

implementing CA

curricular standards in

each subject area (e.g., in

math, __ % of classeswill ___) (180 days and

270 days)

Provide evidence of the

implementation of CA

curricular standards in all

classes in each subject. (1

3.29 Utilize pacing plans/guides and formative

assessments, aligned to the California State

Standards for Core subjects.

Same as above.

3.30 PLC components and staff trained and

utilizing for instructional planning purposes

3.31 Develop and document a classroom walk-through protocol/tool to be used to LACOE

Administrators to verify teachers are teaching to

California State Standards, using curriculum pacing

plans/guides.

3.32 Train LACOE Administrators on the use of

the classroom walk-through protocol/tool.

NC

PC

PC

Staff are not consistent, training needs to

be continually repeated, and formative

assessments are not in place at this time.

Training has been provided, however,

until staff are stable, PLC processes

retrained and consistently utilized, data

readily available and used for

collaborative purposes, these items will

not solidify and become complaint.

Administrators are currently performing

walk-throughs to review lesson planning.

The frame for the planning is based on

TESS/RISE and while the activities are

occurring and staff are required to have


25/87

year)

3.33 Christa McAuliffe High School and LACOE

Administrators will perform periodic classroom

walk-throughs to validate/verify implementation

of standards in all classrooms.

PC

lesson plans, the vast majority are simply

activity sheets, not planning reflecting

differentiation nor high yield instructional

strategies.

Develop curricula for

each core subject that is

aligned with the

California curricular

standards and the new

instructional map. (180

days)

Implement new curricula

in all classrooms.

Develop a classroom

monitoring tool for

evaluating the alignment

between curricula and

classroom practices. (270

days)

Use monitoring tool to

evaluate curricular

alignment in all classes.

Provide evidence that

curricular alignment is at

least 80% in all classes.

3.34 Classrooms will use state-adopted textbooks

with the pacing plans/guides and formative

assessments to inform instruction.

3.35 Christa McAuliffe High School and LACOE

Administrators will perform periodic classroom

walk-throughs to validate/verify implementation

of standards in all classrooms.

3.36 Same as above.

PC

PC

PC

State adopted texts are evident, but the

vast majority of activities observed are

activities or worksheets, formative

assessment is not yet utilized to inform

instruction and until staff are stable, PLC

processes trained and consistently

utilized, data readily available and used

for collaborative purposes, these items

will not solidify and become complaint.






lesson plans, the vast majority are simply



strategies.







26/87

(1 year) lesson plans, the vast majority are simply



strategies.

Schedule a minimum of

two hours of professional

development on using

intake assessment to plan

differentiated instruction

in the classroom with

additional staff

development on this topic

to be scheduled at the

discretion of the TCA

Team as necessary. (90

days)

3.37 Schedule professional development on using

intake data to provide differentiated instruction.

PC Meetings have been scheduled and

training provided. However, as stated in

above items, until staff is stable and held

accountable for appropriate planning,

NWEA and other assessment tools in

place, Datawise utilized consistently to

inform instructional planning and

delivery, this item will remain non-

compliant.


two hours of staff

development on progress

monitoring in the

classroom with additional

staff development to be

scheduled at the



days and 270 days)

3.38 Same as above. PC Progress monitoring is not utilized with

the exception of one of the special day

classes and the Read 180 settings.

Training has not occurred nor has an

appropriate set of progress monitoring

tools been determined, trained and put

into use.


two hours of staff

development on progress

monitoring and

differentiated instruction

in the classroom with

additional staff

Same as above. NC Training has not yet occurred.

Differentiation is not observed in

classrooms.


27/87

development to be

scheduled at the



year)


28/87

4. Literacy TCA Expert is Peter Leone

Rationale:

Independent Reading Program

Students who read independently, especially outside of the classroom, show significant improvement in comprehension,vocabulary, spelling, and writing.Collaboration between LACOE and Probation

The definition of collaboration in Webster's dictionary is to work jointly with others or together especially in an intellectualendeavor. A second definition is that collaboration is a recursive process where two or more people or organizations work togetherin an intersection of common goals. DuFour and Eaker (1998) note that the first characteristics of a Professional LearningCommunity is developing what they call shared mission, vision, values, and goals. The question asks, Why do we exist? Whatare we here to do together? and What is the business of our business?Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement, By Richard DuFour, Robert

Eaker, Solution Tree, Bloomington, IN

Action Plan Item

Tasks Description Addressing

Action Plan

Status of

Compliance Comments

Develop a literacy

program at no fewer than2 of the 6* camps; ensurethat activities involveboth classrooms andliving units. LACOE andProbation shall work inpartnership to ensure thatthe literacy program willprovide numerousactivities to read multiple

types of texts. (90 days)

Classroom Literacy Program:

4.1 Form a Literacy Across Divisionof Student Programs (DSP) WorkingGroup, including DSP, CIS and DSIConsultants

4.2 Schedule and hold Literacy AcrossDSP Committee meetings, includingAgendas and Minutes to thesemeetings

4.3 Explore the role of ProbationOfficers (POs) in supporting studentseducation.

SC

SC

SC

A working group was developed in June 2010.

The workgroup developed course descriptionsand training for the strategic literacy course.

Meetings have been held regularly since theworking group was formed.

February 28, 2011 and ongoing; Meeting heldon 1-26-11; second meeting scheduled for 2-23-11 to bring line staff and teachers together.3-1-11 there will be a follow-up meeting.Met with Probation leaders on 1-25-11 to


29/87

LACOE and Probationshall work in partnershipto develop a literacyprogram at no fewer than4 of the 6* camps; ensurethat activities involve theclassrooms and livingunits. (180 days)

In partnership withProbation, develop aliteracy program at all*of the camps; evaluateand revise the literacy

program at each camp.(270 days)

4.4 See Section 4 of this DetailedAction Plan for specific tasks forLACOE and Probation to develop andimplement the literacy program in theclassroom and living units.

4.5 In collaboration with the TCATeam member, document the literacyprograms implemented in all camps(i.e., in the classrooms and living

units) and enhancements that wereincorporated into the literacy programfor each camp.

4.6 Develop a Course Description forIntensive and Strategic SupportCourses

LACOE/Probation Collaboration on

Literacy in the Living Units:

4.7 Probation Officers assigned toChrista McAuliffe will be trained inthe following professional

PC

PC

SC

SC

discuss how LACOE can work with POs tosupport student literacy in dorm life. Surveyswill go out to PO line staff on 2-8-11. POs willmeet with teachers on 2-23-11 to discussliteracy concerns and ideas.

Implementation at Jarvis is belowexpectations. Support for student librarians isinadequate, regularly scheduled times forliteracy activities have not been scheduled.

Completed, October, 2010.

A survey was distributed and to ProbationOfficers to gather input on training needs theweek of February 1-4, 2011. The results weretabulated and discussed at a meeting with


30/87

development:Literacy strategies to support

independent reading

4.8 Support for independent readingwould come through collaborationbetween the classroom teacher and theprobation officers who would workcollaboratively to monitor studentsreading.

4.9 Students would use accountabilitymeasures such as reading logs orjournals, to verify that they were

reading independently.

PC

NR

Probation in March, 2011.

Approximately 90 DPOs were trained duringthe Spring of 2011. Collaboration betweenteachers and probation officers has notoccurred.

There is no evidence that this is occurringthough staff report that reading logs weredistributed.

Action Plan Item Tasks Description Addressing

Action Plan

Status of

Compliance

Comments

Develop a program of reading

instruction using evidence-based

practices and technology.4.11 Develop a program of intensivereading support for struggling

adolescent readers performing belowthe 30th percentile on standardmeasures of reading at two camps.For Strategic Students:4.12 Develop a program of intensivereading instruction and support forstudents performing below the 30thpercentile for students at all camps

SC

SC

July 2010 and ongoing.

Completed July 2010

July 2010 and ongoing - Workgroup metthroughout 2010 and 2011.


31/87

based on experience with the programin the first two camps that piloted theprogram. (180 days)

For Strategic Students:

4.13 Identify the standard/requirements for students that will beenrolled in the Strategic SupportCourse (e.g., STAR Score of 5.0to 6.9)

4.14 Develop a query in the StudentInformation System (EPIC)to identify students who meet therequirements for the Strategic

Support Course

4.15 Identify the number of currentlyenrolled students per site who meet therequirements for Strategic Support orIntensive Intervention Course

4.16 Identify and document thecurriculum (core and supplementalmaterials) that will be used for the

Strategic Support Course

4.17 Inventory the number ofemployed teachers per site thatcan/will teach the Strategic SupportCourse

4.18 Compare employed teachers/site

SC

SC

SC

SC

SC

SC

Completed October, 2010.

Completed.

Completed November, 2010

November 30, 2010, McDougalLittellsInteractive Reader Plus withAdditional Supportaligned to the core text.

A report titled Strategic and Intensive Reportand is in Report/Assessment folder atmylacoe.edu


32/87

(i.e., Supply) to # of students/site thatmeet requirements for StrategicSupport and Intensive Intervention(Demand) to Identify Gaps

4.19 Train additional teachers if # ofstudents (Demand) is greater than # ofemployed English/Strategic/Intervention Teachers (Supply) per site

4.20 Purchase initial supply of coreand supplemental materials(i.e., McDougal Interactive Readerwith Additional Support) per site for

the Strategic Support Course

4.21 Purchase additional supplies ofcore and supplementalmaterials (i.e., McDougal InteractiveReader with Additional Support) persite for the Strategic Support Course

4.22 Train teachers on the use of thecore and supplemental

materials for the Strategic SupportClass in a 4-Day Institute,spread throughout the year.4.23 Incorporate the Strategic SupportCourse into the Master Calendar foreach site

4.24 Provide support for

SC

SC

SC

SC

SC

SC

Completed.

Teachers were initially trained in November,2010 with three days of workshops held onSaturdays. A fourth day was completed in theSpring, 2011. The ELS Strategic Institutebegan year 2 in November 2011.

January 31, 2011 LSTs use ScholasticReading Inventory (SRI), Scholastic PhonicsInventory (SPI), and Woodcock-JohnsonReading Assessments to compare to STAR

Advantage tests scores to see if studentrequires Intensive intervention.

Approximately $28, 000 of reading materialsincluding books for the dorm libraries havebeen purchased during the past 18 months.New book orders are scheduled to be placed inJanuary 2012.

January 31, 2011 Initial order of McDougal

Interactive Reader materials was made inapproximately November 2010.

Completed.


33/87

implementation of the ELA StrategicSupport Course with coaching, walk-throughs and additional professionaldevelopment for teachers andadministrators.

4.25 Develop a brief report on theimplementation of the program andstudent outcomes. (1 year) Preparereport on the implementation on theintensive reading program. (270 days.

4.26 Identify the standard/requirements for students that will be

enrolled in the Intensive ReadingIntervention Course (e.g., STAR Scoreof Below 5.0) Review and refine theintensive reading program with inputfrom students. (1 year)

4.27 Develop a query in the StudentInformation System (EPIC) to identify

students who meet the requirementsfor the Intensive Reading InterventionCourse

4.28 Identify and document thecurriculum (core and supplementalmaterials) that will be used for theIntensive Reading Intervention Course

SC

SC

SC

SC

SC

Three days of Strategic Training Institute wereheld by January, 2011. On-going staffdevelopment has occurred during Wednesdaycollaborative sessions for more than a year.

November 2010 and ongoing Done.

Completed. LSTs revised the standard for

including students in the Intensive ReadingIntervention Course. All students scoringbelow 5.5 on the STAR reading inventory arenow enrolled in the course. Students haveprovided input into the reading program.

Completed. November, 2010. This customreport in EPIC is called Strategic and

Intensive Report and is in Report/Assessmentfolder.

LSTs use Scholastic Reading Inventory (SRI),Scholastic Phonics Inventory (SPI), andWoodcock-Johnson Reading Assessments tocompare to STAR Advantage tests scores to


34/87

(i.e., Scholastic READ 180)

4.29 Inventory the number ofemployed teachers per site that

can/will teach the InterventionReading Intervention Course

4.30 Compare employed teachers/site(i.e., Supply) to # of students/site thatmeet requirements for StrategicSupport and Intensive Intervention(Demand) to Identify Gaps

4.31 Train additional teachers if # ofstudents (Demand) is greater than # ofemployedEnglish/Strategic/InterventionTeachers (Supply) per site

4.32 Purchase additional materials per

site for the Intensive InterventionCourses

4.33 Train Literacy SpecialistTeachers on the use of the intensiveintervention course curriculum,Scholastic READ 180 and System 44.

SC

SC

SC

SC

SC

see if student requires Intensive intervention.

Completed.

TCAs discussed staffing configurations with

Prior to the closing of three camps atChallenger, four LSTs served McAuliffeSchool. Three LSTs now serve the threeremaining camps.

Additional materials were ordered for each

classroom-READ 180s supplemental librarykit and extension materials. July 2011

November 2010 and ongoing CompletedDecember 2010. Teachers have been trainedin curriculum and will continue to receivefollow-up instructions and coaching to refine


35/87

4.34 Incorporate the Strategic Supportand Intensive Reading InterventionCourses into the Master Calendar for

each site.

4.35 Provide support forimplementation of the ELA IntensiveSupport Course with coaching,classroom walk-through and additionalprofessional development for teachersand administrators.

4.36 Use Datawise formativeassessment reports to analyze andtrend student growth, incorporatingthis information into a brief report onthe implementation of the program andstudent outcomes.

4.37 Obtain input from students andincorporate into reading program.

SC

SC

SC

SC

their practice.

January 31, 2011 Completed September2010. See master schedule.

December 1, 2010 and ongoing CompletedJanuary 2011. Teachers receive regularcoaching visits from the READ 180implementation coach and CIS ContentLiteracy Consultant visits weekly as well toprovide support and monitoring.

September 30, 2011 READ 180 Data reportsclosely monitor the progress of students in theintervention program and are run quarterly toassess teacher and program effectiveness.

Completed. Discussions with students andliteracy consultants confirmed that thisoccurred.

Hire or train a reading aspecialist for each camp.This teacher must beprepared to implementeffective reading

4.38 Utilize literacy specialist teachersand literacy consultant in at least 2 ofsix camps at CMYC.*

Literacy specialist teachers duties

SC Three Literacy Specialist Teachers serve thethree camps at Challenger Two literacyconsultants have provided on-going staffdevelopment to teachers serving all campsduring this reporting period. Consultants and


36/87

practices, conductprogress monitoring ofstudent readingperformance, and toprovide training and

support to other teachersin the camp. (90 days,180 days, 270 days, 1year)

include:

Provide intensive instruction inreading using a diagnosticprescriptive assessment modelto targeted populations; and

Gather, interpret, and manageassessment data; and

Conduct demonstrationlessons; assist with curriculumand pacing to ensure thatadopted reading materials areused as designed to supportCalifornia standardsachievement in both Corecontent area and interventioncourse; and

Demonstrate and modelresearch-based instructionalstrategies and techniques;provide formal and informalfeedback and professionaldevelopment for teachers oninstructional strategies andclassroom practices aligned toresearch- and standards-basedinstruction for all targetedpopulations.

Literacy specialist teachers required

LTS have provided school-wide inservicesessions and individual consulting on literacystrategies for youth.


37/87

education includes:

Reading Certificate; and Multiple subject credential

and/or Single Subject; and

NCLB compliant / highly-qualified in ELA/Reading; and

Appropriate Authorization toprovide services to EnglishLanguage Learners.

4.39 Utilize literacy specialist teachersand literacy consultant in at least 4 ofsix camps at CMYC.*

4.40 Utilize literacy specialist teachersand literacy consultant in at all sixcamps at CMYC.*

SC

NA

Three literacy specialist teachers (LSTs) andtwo literacy consultants serve all three campsat CMYC.


Action Plan

Status of

Compliance

Discussion

Develop a system thatenables youth to haveaccess to a wide range of

reading material at twocamps (90 days)

Develop a system thatenables youth to haveaccess to a wide range ofreading material at all

4.41 In consultation with TCA Expert,hire or train an individual tocoordinate library access for all

students and to ensure student accessto a variety of multi-level reading textsacross classrooms and dorm units.

4.42 Increase the collection of booksand reading materials for library,classroom, and dorm settings.

SC

SC

A temporary staff member was hired earlyduring this reporting period to coordinate

library access and support reading inclassrooms and on the dorm units. Apermanent well-qualified media specialist washired in October 2011.

April 29, 2011 - Book drives were held in thesummer of 2010 resulted in 26 boxes of booksfor classroom libraries. These books were


38/87

camps. Hire or select anindividual who wouldfunction as a librarianand literacy promoter forthe school and ensure

that each camp haveaccess to the library (orhave a selection oflibrary books travel toeach camp) at least twiceeach month. Theindividual shallenthusiastically promoteliteracy at the schools.Richard Krause or

another member of theTCA Team mayparticipate in theselection of theassignment and theindividual selected shallbe mutually agreed uponby that member of theTCA Team and theappropriate school site

individuals. (180 days,270 days, and 1 year)

4.43 Collaborate with Probation toensure multiple opportunities for

students to read a variety of texts.

4.44 Explore the use of mobilelibraries to rotate selections of multi-level, high interest texts across dorms.

4.45 Operation Read LACOE tocollaborate with Probation on theexpansion of Operation Read withinthe facility.

4.46 Provide classroom readingcollections that support ranges ofreading levels and reading materials tosupplement the core content areas.

4.47 Collaborate with PTA tosupplement classroom libraries, dormreading materials, and school library

collections.

4.48 Explore Everybody ReadsProgram to promote student readingand recognize reading growth acrossall student reading levels.

4.49 Promote reading through

PC

SC

PC

PC

SC

SC

sorted and collected into bins for eachclassroom for the Everyone Reads program.

Greater support for reading activities is neededon some dorm units.

Books are being circulated; the system shouldimprove with the addition of the new mediaspecialist.

Operation Read operates at CMYC. There isno evidence that it has expanded.

April 29, 2011 - Book drives held in thesummer of 2010 resulted in 26 boxes of booksfor classroom libraries. These books weresorted and collected into bins for eachclassroom for the Everyone Reads program.

McAuliffe does not have a PTA; however, theLACOE literacy specialists have procured

hundreds of donated books from localcommunity groups.

Everybody Reads has been implemented hasbeen part of the school schedule since March2011.


39/87

interesting and exciting literacybulletin board displays around theschool.

4.50 Explore the use of technology

based reading programs.

4.51 Ensure access to readingmaterials for students with disabilitiesthrough access to specifically designedreading materials and learningactivities using a variety of resourcessuch as audible books, large printmaterials, etc.

4.52 Implement a student newspaper.

SC

SC

SC

SC

Completed, Spring 2011.

Kindle Clubs have been established as part ofthe afterschool program. Approximately 15

youth across the three camps participate.Student response to this initiative has beenvery positive.

Reading material including large print booksare available for students with disabilities.

A student newspaper has been publishedquarterly since December 2010 under the tilesBytes & Chips and McAuliffe HS News.While all students at CMYC are invited tosubmit poems, artwork, and essays, currently,students in the English, Language Arts class ofthe sponsoring LACOE teacher serve aseditors and writers of the paper. Editionswhich run from 10 to 16 pages have beenpopular with the students.


40/87

5. Positive Behavioral Support TCA Expert is Peter Leone

Rationale:Develop and implement a behavior support system that recognizes and supports positive behavior. Counsel and hold students accountable for

inappropriate behavior. Expectations for students are clear and consistent.

Action Plan Item Tasks Description AddressingAction Plan

Status of

Compliance

Discussion

Revised dates proposed in section 5.0 need to be submitted tothe TCA Co-chairs in writing per paragraph 36 of the

Settlement Agreement.

In collaboration with Probation

and the TCA Team, develop a

system of positive behavioral

supports consistent with that

currently being developed by

the Department of Justice that

provides clear expectations,

consistent feedback, andpredictable consequences for

students behavior. Implement

the system of positive

behavioral supports at two

camps.

5.1 Positive behavior support plan

has been developed and is in initial

implementation.

5.2 A system for recognizing and

celebrating positive behavior will

include:o Positive Post Cardso Phone calls to parentso Probation Point

system

o Al Jones Storeo Student Recognition

ceremonies

o Student Recognitionassemblies

5.3 Work with Probation to clearly

define consistent consequences for

inappropriate behavior.

5.4 Provide Professional

Development on Behavioral Support

Plan

NR

NR

NR

NR

Original date for this task was May 31, 2011. The closing of

three camps at CMYC and resulting staff turnover pushed

implementation back. The TCA orally agreed to a revised date

of January 15, 2012 for the development of the plan.

LACOE and Probation staff has developed a series of activities

to recognize positive student behavior. Student recognition

ceremonies and assemblies have occurred regularly during thisreporting period. Students are honored as most improved and

student of the month from each of the classrooms. Posters

acknowledging honored students are publicly posted. The

system envisioned in 5.2 is complementary to the system of

Positive Behavior Intervention and Supports but is not the same

as the plan described in 5.1, 5.4, & 5.5. Nearly all of the tasks

described in 5.2 have been supported by LACOE; with a few

exceptions, money for incentives and special activities has not

been provided by Probation.

An unacceptably high rate of student exclusion from class

continues. DPO assigned to teachers classrooms do not

consistently respond to student behavior.

No behavioral support plan has been developed. (See 5.1

above.) Original date for compliance was May 31, 2011. TCA

will review staff development in support of the Plan in Jan.


41/87

2012.

Review and revise as necessary,

the system of positive behavior

supports. Implement the system

in all camps. Develop

individual behavior supportplans for students who do not

respond well to the system.

Develop individual plans

through the special education

team process for eligible

students. (180 days)

5.5 In addition to the tasks

previously listed, LACOE will

collaborate with Probation to review

and revise the system of positive

behavior supports.

5.6 LACOE will identify students

(e.g., students that continue to be

referred out of class or suspended

from school, as identified by referral

and/or suspension forms or reports

from EPIC, LACOEs Student

Information System).

5.7 LACOE will collaborateProbation to develop inter-agency

behavior support plans for students

who do not respond well to the

positive behavior support system.

5.8 Referrals to the special education

team will be made for special

education students to develop or

modify the students individual

behavior plan.

5.9 Special education students

individual behavior plans will be

modified, as necessary.

NR

NR

NR

NR

NR

Original due date, June 30, 2011. Revised to June 30, 2012.





Provide report on the

implementation of the system of

positive behavior supports. (270

5.10 LACOE to work with Probation

to review positive behavior support

system implemented throughout NR Original due date, June 30, 2011. Revised to June 30, 2012.


42/87

days) CMYC and write report on the


positive behavior supports.

Update report on the


positive behavior supports. (1year)

5.11 LACOE to work with Probation

to update the report on positive

behavior support systemimplemented throughout CMYC and

write report on the implementation

of the system of positive behavior

supports.

NC Original due date, June 30, 2011. Revised to June 30, 2012.

Recruit a behavior management

specialist to assist in the

development of the system of

positive behavioral supports.

5.12 Contract with a consultant to

provide positive classroom

management techniques and assist in

the development of the system of

positive behavior supports,

coordinated through TCA Team.

SC

Dr. Michael Nelson has visited CMYC on three occasions since

May 2011 to assist in the development of a system of Positive

Behavioral Interventions and Support (PBIS). He provided staff

development and orientation to LACOE and Probation

leadership staff in May 2011. In September 2011 he provided

three days of training to the newly formed LACOE/ProbationPBIS team. Most recently he provided staff development on

November 3 & 4 to the PBIS team.

Schedule and deliver a

minimum of two hours of staff

development to LACOE and

Probation staff on positive

behavior supports in two*

camps. With ongoing follow-

up to ensure supports are in

place and utilized. (90 days)

5.13 Schedule a minimum of two

hour training on positive behavior

supports for LACOE and Probation

staff in two camps.

5.14 Deliver a minimum of two hour

training on positive behavior

supports to LACOE and Probationstaff in two camps.

NC

NC

Original due date, June 30, 2011. Revised to March 1, 2012.

The TCA anticipates that LACOE and Probation will begin to

schedule to training soon after completing the PBIS plan in

January 2012.

Original due date, June 30, 2011. Revised to March 1, 2012.


minimum of two hours of staff

development to LACOE and

Probation staff on positive

behavior supports in all* camps.

With ongoing follow-up to




staff in all camps.

NC Original due date, June 30, 2011. Revised to March 1, 2012.


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ensure supports are in place and

utilized. (180 days)



supports to LACOE and Probation

staff in all camps.

NC Original due date, June 30, 2011. Revised to March 1, 2012.


minimum of two hours of

positive behavior supports in all

camps to LACOE and

Probation staff. (270 days and 1

year)




staff in all camps.



supports to LACOE and Probationstaff in all camps.

NA

NA

Tasks 5.17 & 5.18 repeat 5.15 & 5.16. Action Plan was

developed prior to the closing of three camps at CMYC.

Develop a report on

implementation efforts and

outcomes. (1 year)

5.19 Write and issue a report on the

implementation efforts and

outcomes on positive behavior

management techniques utilized

within CMYC.

NA Original due date was November 8, 2011. Revised to January

15, 2013.

Rationale:Student involvement and leadership are at the heart of a student centered school. The school will develop a student leadership program and an

appropriate forum for student voices.


Action Plan

Status ofCompliance

Discussion

Develop a student advisory

group for 2 camps; ensure that

the group meets at least twice

each month; appoint a DPO and

an education staff member as

5.20 Identify a teacher/probation

officer to serve as the primary

advisors for this program.

5.21 Work with Probation and

SC

SC

A student advisory group consisting of students from all camps

was developed at CMYC in late spring of 2011. A LACOE

teacher has been assigned as the sponsor and DPOs from each

camp attends the meetings. During the past six months, two

elections have been held to elect students to the council.


44/87

sponsor for each student

advisory group.

School staff to identify

mentors/sponsors for each student

advisory group for two camps.

5.22 Research appropriate studentleadership activities and programs.

5.23 Schedule a calendar of

meetings and activities.

5.24 Expand the program to the

other Challenger camps*.

SC

SC

PC

Teachers have worked with students interested in running for a

seat on the council from their camp as well the positions of

president, vice-president, and secretary. Students designed

posters and speeches to their fellow students during the

campaigns.

On July 27, a member of the TCA attended a student council

meeting held during the lunch period. The meeting included

seven youth, one counselor, the sponsoring teacher, two DPOs,

and the principal.

While the initial leadership activity, the student council, is up

and running, there is ample opportunity to develop other

options for student leadership and involvement. For example,

more than youth who have received their high school diplomaspend most of their days on work crews. Their leadership

potential and ability to serve as role models for other youth is

largely untapped.


45/87

6. Special Education TCA Expert is Alice Parker

Rationale:Special education students will be ensured FAPE and implementation of IEP goals and objectives for educational benefit.


Status of

compliance

Comments

Review the specialeducation program to

determine all

misalignment with the

IDEA. Problem areasinclude access to core

curriculum, eligibility,

30-day IEP reviews,

assessment, transition,and positive behavior

support. (90 days)

6.1 TCA team member to work with Special EducationAdministration and staff at CMYC to review special education

continuum of service options in the areas of access to the core

curriculum, eligibility, 30-day IEP reviews, assessment,

transition, and positive behavioral support.

PCMeetings held each visit, options for a continuum of service areunder discussion and a more focused approach is beginning to be

implemented based on 6.2 below which includes student movement

to general education settings when student assessment shows ability

to be successful, more co-teaching is to be trained, implemented andreviewed.

Needs continue in ensuring access to core, quality instruction in

Special education settings, special education support staff (RSP,Speech and Language, etc.) going INTO classrooms, not utiliz-

ing pull out except in rare occasions, mutual planning, comm.-

unication plans and supports across classes and providers.

Compliance with eligibility, 30 day IEPs, assessment are generally a

strength.

Develop a plan foraligning with the IDEA.

Ensure that the plan

addresses access to the

core curriculum,eligibility, 30-day IEP

reviews, assessment,

transition, and positive

behavioral support.(180 days)

6.2 LACOE and TCA Team member to prepare a detaileddocument, which includes alignment of the special education

program with IDEA in each of the following areas:

Core curriculum 30-day IEP reviews Assessment Transition Positive Behavior Support

SC Alma Guerrero has developed with special education staff atMcAuliffe, an excellent special education plan. She is beginning

work to support its successful implementation. It was particularly

important that she include staff from the site, and this has been very

successful.

Implement a continuous

improvement plan for

aligning with the IDEA.(270 days and 1 year).

6.3 Implement the plan to ensure the special education

continuum of services at CMYC align to IDEA in the areas of

access to the core curriculum, eligibility, 30-day IEP reviews,assessment, transition, and positive behavioral support.

PC Again, Mrs. Guerrero, has begun the implementation of the plan, and

is working toward ensuring access to core, quality instruction in

special education settings, special education support staff (RSP,Speech and Language, etc.) going INTO classrooms, not utilizing


46/87

pull out except in rare occasions, mutual planning, communication

plans and supports across classes and providers

Develop a plan for

screening all new

intakes to determinespecial education

eligibility.

Implement studentintake screening

procedures and Child

Find procedures. (180days, 270 days and 1

year)

Develop a plan for

implementing Child

Find in accordance withthe IDEA.

6.4 The intake screening process ensures all students are

interviewed for special education services through LACOEs

optical imaging (OI) system.

6.5 A list of all students is sent to applicable internal

stakeholders to ensure appropriate courses and services are

being implemented to the maximum extent possible.

6.6 Via questionnaire students and probation staff will beprompted to convey whether a student has a current or

previous IEP.

6.7 Parent contact information is retrieved from student andprobation to confirm special education eligibility.

6.8 Documents will be retrieved (via LACOEs Student File

Center, Optical Imaging, and district transcripts) and all IEPcomponents are reviewed by special education team for

compliance, including transition plans.

6.9 Within thirty days at camp, service providers review

student placement for least restrictive environment (LRE) and

convened an IEP meeting as needed.

6.10 A referral to the Special Education staff will be made

upon completing the third tier of the Student Planning Team

(SPT) process and or if formal special education eligibility

asse

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