Bert Lynn Middle School School Plan 08-09 2b6w1c
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Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in Reading/Language Arts, Mathematics, Science, and History/Social Science by 2013 – 2014. Adequate Yearly Progress (AYP) and Academic Performance Index (API) Description of Specific Activity to Resources, Funding, the Local Education Current Performance Action Staff Development, Responsibility Agency Plan (LEAP) and Other Indicators and/or Committees State and Federal Mandates Pursuant to No Child Left Behind EduSoft (IMFRP) Chief Academic Officer 2006-2007 Indicators Schools and District (NCLB), the District and Schools review data in the Fall to will set targets to obtain the determine targets for 2008 – STAR Reports Director – Curriculum District API 819 ultimate goal of 100% proficiency School API 865 2009 school year for all students in 2014, API Growth and Base Director – State and Federal Participation Rate 99% including numerically significant Reports Projects Graduation Rate 99% Conduct Area Achievement Nights in each geographic subgroups. Primary indicators area for parents and are English/Language Arts (ELA) AYP Reports Senior Directors – District AYP community and Mathematics “percent Elementary & Secondary % Proficient proficient” and participation Testing and Reading/Language Arts 62% rates. Additional indicators Assessment Office Site s Mathematics 53% Targets: API – 900 for all schools and include API and high school graduation rates. 2007-2008 Indicators Numerically Significant Subgroups District API School API Participation Rate Graduation Rate NSS • • • • • • • • • •
831
890 99.5% 97.7%
African American 752 Amer. Indian/Alaska Native 804 Asian 888 Filipino 843 Hispanic/Latino 753 Pacific Islander 768 White 831 Socioecon. Disadvantaged 760 English Learner 787 Students w/Disabilities 664
% Proficient Reading/Language Arts District AYP 67.9% School AYP NSS • • • •
African American Amer. Indian/Alaska Native Asian Filipino
73% 53.8% 66.3% 76.8% 68.4%
2007-2008 Indicators Schoolwide API 890 Target goal: 5 points Growth was 25 pts
MET
NSS • Asian 937 MET Target goal: N/A. Growth was 30 pts • White 873 MET Growth target goal: 7 pts. Growth was 24 pts Met overall target and all NSS groups AYP Target Language Arts Schoolwide 4.6 MET NSS •Asian 3.4 MET •White 5.1 MET Met overall target and all NSS Groups AYP Target Mathematics Schoolwide 5.0 MET NSS •Asian 2.9 MET •White 5.9 MET Met overall target and all NSS
•
Hispanic/Latino
50.8%
Groups
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Current Performance Indicators • • • • •
Pacific Islander White Socioecon. Disadvantaged English Learner Students w/ Disabilities
Mathematics District AYP School AYP NSS • • • • • • • • • •
61.0% 70.5% 50.4% 52.3% 42.9%
68.1% 71%
African American 45.6% American Indian/Alaska Native 57.4% Asian 84.0% Filipino 67.0% Hispanic/Latino 46.8% Pacific Islander 58.7% White 68.2% Socioecon. Disadvantaged 50.5% English Learner 65.8% Students w/ Disabilities 45.1%
s attended year-long professional development “Improving Student Achievement Through Supervision for Best Teaching Practices.”
Standards Based Report Cards (SBRC) Committee studied and analyzed SBRC in preparation for 2008 – 2009 pilot at four elementary schools. (Anza, Carr, Fern, Hickory) Committee of teachers and staff revised the Curriculum Handbook.
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
2008-2009 Targets API Schoolwide Target 1.7 NSS Targets • Asian N/A •
White 4.5
AYP Target Language Arts Schoolwide target 74.5%/4 pts NSS •Asian 83.2%/3 pts •White 70.9%/5 pts •EL 65%/6 pts AYP Target Mathematics Schoolwide target 71%/5 pts NSS •Asian 85.8%/2 pts •White 66%/6 pts •EL 69.2%/5 pts
s will attend yearlong professional development.
International Center for Leadership in Education materials
Chief Academic Officer Director – Curriculum Director – State and Federal Projects
Begin the process of studying and implementing Standards Based Report Cards
Standards Based Report Card Committee
Senior Directors – Elementary & Secondary Chief Academic Officer Senior Director - Elementary
Mathematics Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Professional development in strategies to improve instruction in: • Conceptual understanding and problem solving (CUPS) • Redesign Algebra Institute to include pre-algebra and continue training • Submit an Algebra graphing calculator grant for Algebra II teachers, based on the success of Algebra I training Refine Curriculum Maps K-8 and course specific, including power standards, benchmark assessments, and standardsbased report cards
Current Performance Indicators District CST % Advanced % Proficient % Basic % Below Basic % Far Below Basic
26% 29% 23% 17% 5%
Action Increase in Mathematics performance.
18 teachers participate in the Algebra Institute and 18 teachers participated in graphing calculator training Improved formative assessments were used in K – 6 mathematics including an open ended higher order question for each assessment
Ongoing updates to Curriculum Maps Develop and ister benchmark assessments based on the CA Content Standards
Resources, Funding, Staff Development, and/or Committees
Responsibility
Substitute release days for participating elementary and high school teachers by quadrant Elementary & Middle School Professional Learning Communities collaboration
Chief Academic Officer
EduSoft
Chief Academic Officer
Mathematics Achievement Committee (MAC)
Director – Curriculum
Director – Curriculum Senior Directors – Elementary & Secondary Site s
Director – State and Federal Projects
assessments to EduSoft Teachers articulate with grade alike colleagues the analysis of assessments to determine instructional needs. Teachers participate in vertical articulation to identify endurance and readiness standards for each grade level. Mickelson ExxonMobil Math and Science Academy
Sent 4th team of elementary educators to the Academy to increase our cadre trained. 2008 – Anza, Torrance Elementary, Wood
Developing and Sustaining stage
Chief Academic Officer Director of Curriculum
Teams continue to meet Participants
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Steering Committee
Preinitiation Stage
Current Performance Indicators 2007 – Carr, Hickory, Seaside 2006 – Adams, Arlington, Walteria 2005 – Arnold, Towers, Victor Adopted High School Geometry (Pearson Prentice Hall)
CA adoption cycle
Mathematics textbooks Kdg – 8th grade Identify power standards, and formative (benchmark) assessments. Begin preliminary work on Curriculum Maps
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
Initiation Stage
Chief Academic Officer
Course Revisions Curriculum Mapping Benchmark Assessment Development Preinitiation Stage
Director – Curriculum
Math Steering Committee continues to gather data from school sites and makes recommendation to the Board of Education in Spring 2009
CA Content Standards
Director – State and Federal Projects Chief Academic Officer
CA Blueprints
Director – Curriculum
EduSoft
Director – State and Federal Projects
Substitute Release Days (District Title II and SLIBG)
Senior Director - Elementary Senior Director - Secondary
Board Adoption Deputy Superintendent IMFRP Fiscal Services Officer Algebra II, Trigonometry. PreCalculus, and Statistics
CA Adoption Cycle
Preinitiation Stage
CA Content Standards
Director - Purchasing Chief Academic Officer
Math Steering Committee gathers data from school sites and makes recommendation to the Board of Education in Spring 2009
CA Blueprints
Director – Curriculum
EduSoft
Director – State and Federal Projects
Substitute Release Days (District Title II and SLIBG)
Senior Director - Elementary Senior Director - Secondary
Board Adoption Deputy Superintendent IMFRP Fiscal Services Officer Director - Purchasing
Reading/Language Arts Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Refine Curriculum Map K- 12, including power standards, benchmark assessments, and standards-based report cards
Reading/Language Arts (R/LA) Steering Committee begins the adoption study cycle for 2010 2011
Provide inservice and to schools in: Writer’s Workshop, Reader’s Workshop, ARIVE/RIAP, and Differentiated Instruction
Current Performance Indicators District CS % Advanced % Proficient % Basic % Below Basic % Far Below Basic
31% 34% 24% 7% 4%
CA adoption cycle
All schools have participated in trainings. More in-depth rigor will be provided as needed and requested.
Action Increase in R/LA performance
Preinitiation Stage R/LA Steering Committee gathers data from school sites and makes recommendation to the Board of Education in Spring 2011 Continue to offer training(s) for interested schools based on school needs. Application of principles in the classroom
Resources/Funding, Staff Development and/or Committees
Responsibility
CA Content Standards
Chief Academic Officer
CA Blueprints
Director – Curriculum
EduSoft
Staff Development Resource Teachers
Substitute Release Days for Design Team (Title I, Title II, SLIBG)
Senior Directors Elementary & Secondary
CA Content Standards
Site s Chief Academic Officer
CA Blueprints
Director – Curriculum
EduSoft
Staff Development Resource Teachers
Substitute Release Days (District Title II and SLIBG) 8 days (Site Title I, SLIBG)
Chief Academic Officer Director – Curriculum
Resources (Site Title 1, SLIBG)
Staff Development Resource Teachers
Evaluation from teachers
Senior Director - Elementary
Teachers analyze assessments and articulate to determine instructional needs.
Senior Director – Secondary
Teachers participate in vertical articulation to improve instruction.
Site s
History/Social Science Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Developing Stage Use of new textbooks
Current Performance Indicators Awareness and beginning implementation training for teachers conducted in the Spring 2007 through 2008
Action Provide professional development for sites and grade levels as requested
Resources/Funding, Staff Development, and/or Committees Student-Free Staff Development Days
Refine and assess History Social Science with Curriculum Maps Kdg – 12, including power standards, benchmark assessments
Chief Academic Officer Director – Curriculum
Professional Learning Communities
Continued to provide professional development for interested schools District CST % Advanced % Proficient % Basic % Below Basic % Far Below Basic
Responsibility
Senior Directors Elementary & Secondary Site s H/SS Steering Committee
26% 29% 26% 11% 8%
Power standards identified in the adoption process Schools used the ExamView provided by the publisher to create standards-based assessments
Articulation and assessment
CA Content Standards
Chief Academic Officer
Improve teachers’ ability to use ExamView for formative and summative assessments.
CA Blueprints
Director Curriculum
Substitute Release Days for Design Team (Title I, Title II, SLIBG)
Senior Directors – Elementary & Secondary
Teachers analyze assessments and articulate to determine instructional needs. Teachers participate in vertical articulation to improve instruction. Explore having elected officials present to personalize the political process.
Training/ from Technology Lead Teachers
Staff Development Resource Teachers
Science Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Develop curriculum maps for Chemistry and Physics. Write and implement formative (benchmark) assessments for Chemistry and Physics
Complete formative assessments and implement new textbook adoption for middle school science
Begin curriculum mapping and formative assessments in elementary Science Implement new textbook adoption for elementary schools
Current Performance Indicators Curriculum maps and formative assessments in PSE and Biology were completed in 2007 – 2008. District CST % Advanced 32% % Proficient 36% % Basic 21% % Below Basic 7% % Far Below Basic 4% Curriculum maps were completed in 2007 – 2008. Teachers identified core labs and have begun formative assessments.
Action Increase in the % of students scoring proficient or better on course specific Science CSTs
Core lab training Technology training Data analysis
Initiation Stage
Technology training
Board adoption in 2007 – 2008
Curricular content training
Resources/Funding, Staff Development, and/or Committees Textbook adoption (IMFRP)
Responsibility Chief Academic Officer Director - Curriculum
Substitute release time for Chemistry, Physics, Science Leadership Teachers (Title II and SLIBG)
Textbook adoption (IMFRP)
Director – State and Federal Projects Science Leadership Team
Chief Academic Officer Director - Curriculum
Substitute release time for middle school Science teachers and middle school Science Leadership team. (Title II and SLIBG) Textbook adoption (IMFRP)
Director – State and Federal Projects
Chief Academic Officer Director – Curriculum
Substitute release time for elementary Science Leadership Team (Title II and SLIBG)
Director – State and Federal Projects Site s
Special Education Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates General Education and Special Education collaboration for establishing an implementation plan for Response to Intervention (RtI)
Improve behavior and inclusion services (ASSISTT) to increase defensibility, efficacy, and parent satisfaction with District program.
Current Performance Indicators New federal mandates in IDEIA require Districts to move from a discrepancy model of identification to RtI Since 2004 – 2005, the Special Education and Educational Services have purchased over $500,000.00 in intervention curriculum to work with special education and general education students in a preventative model. Reformed and realigned ASSISTT program based on survey data and full evaluation in August 2007 ASSISTT Advisory Committee created and met three times.
Reduce the number of students that qualify for special education by providing direct, small group instruction in the Learning Center Model; focused monitoring of SST practices at all school sites; and implementation of RtI
2006 – 2007 had a 20% decrease in referrals for Special Education assessment. Number of special education students has dropped by 61 students over the previous year Districtwide. Learning Center Model has allowed staff to provide intervention without using the assessment process.
Action Observation
Resources/Funding, Staff Development, and/or Committees Substitute release days (Title II and SLIBG)
Surveys A Districtwide committee will develop an RtI. Implementation Plan and adopt guidelines for RtI practices. RtI Committee at the District level must be established.
Set goals and make inroads in all areas, particularly those identified in the full ASSISTT evaluation of August 2007. Professional development for teachers and EAs, with ongoing assessment will be provided. Assessment analysis showing numbers of initial assessment completed Utilize the SELPA Director of Eligibility and Assessment for guidance on best practices for SST
Responsibility Chief Academic Officer Director – Special Education
PLC time committed by s
Senior Directors Elementary & Secondary Site s
Staff assignment of shared responsibility for ASSISTT supervision between LAUNCH Principal and Special Education Coordinator
Chief Academic Officer Director – Special Education Senior Directors Elementary & Secondary Site s
Training time has been made a priority. EA training needs have been assessed. Collaboration with general education during PLCs.
Director – Special Education Senior Directors – Elementary & Secondary Site s
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Exit students that no longer qualify for special education
Provide training to staff in the intervention curriculum equipment, and resources to successfully educate special education students
Improve communication to ensure smooth transitions for special education students moving from Middle School Learning Center to High School programming
Current Performance Indicators Currently 10.7% of TUSD students are identified as Special Education students. Number should be under 10%. The Reintegration Protocol developed and shared last year has been moderately utilized. High school teachers were trained in the use of Kaplan CAHSEE intervention curriculum. Saxon Math training was provided for 8 special education high school math teachers Special education teachers were involved in the process of mapping their own curricular areas to make for a more strategically planned delivery model. DIS Counseling and Articulation Committee developed protocol and guidelines to establish appropriate articulation at transition and appropriate recommendations for counseling services.
Action
Resources/Funding, Staff Development, and/or Committees
Where the model is working well, we can expect a reduction in the number of students qualifying for special education. Bert Lynn Middle School and Anza Elementary combined for a reduction of 9 students
Training at monthly meetings
Implement and monitor curriculum pacing and rigor in special education classes
Substitute release days (Title II, SLIBG, and Special Education)
Responsibility Chief Academic Officer Director – Special Education
Committee formed to assess the Reintegration Protocol for simplification and monitoring use
Senior Directors – Elementary & Secondary Site s Chief Academic Officer Director – Special Education Senior Directors – Elementary & Secondary Site s
Monitor services throughout the year
Staff training
Chief Academic Officer
Collaboration and communication between school levels
Director – Special Education Senior Directors – Elementary & Secondary Site s
Technology Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Develop long term technology plan, including hardware, software, copiers, communication and projection equipment
Current Performance Indicators Specifications for the classroom of the 21st Century identified in 2007 – 2008
Action
Resources/Funding, Staff Development, and/or Committees
Conduct committee meetings, once a month with the intent of developing implementation of new technologies
Continue to utilize the Districtwide committee to develop the “Classroom for the 21st Century”
Ongoing need to refresh all technology throughout the District
Responsibility Deputy Superintendent Director – Information Technologies Chief Academic Officer Director – Purchasing Director – State and Federal Projects
Develop a long term funding mechanism to address securing future hardware, software, communication and projection equipment, including a districtwide phone system.
Tracking inventory of District technology elements
Technology Lead Teachers will work with schools on: • Standards Based Report Cards • EduSoft • Exam View (Curriculum ) • SIMS (Teacher Connect) • Technology Integration o SmartBoards o United Streaming • Moodle and Google Apps Pilot
One Technology Lead Teacher (TLT) and two retired teachers provided “Intel Teach to the Future” and other training opportunities for interested teachers.
Develop funding method and priority
Utilize the Districtwide committee to research and develop criteria for necessary technology refresh
Technology Lead Teachers Deputy Superintendent Director – Information Technologies Chief Academic Officer
TLT assisted in District and school presentations, trouble shot problems at schools and District and was a member of the District technology Committee. TLT maintained all teacher email s. TLT maintained the Toyota Technology Training Center.
Redesign of Technology for learning to meet the current needs and concerns at the school sites Moodle pilot project Teachers will test, provide , communicate/collaborate with each other Technology Lead Teachers will complete an overview of services available to school sites and district office.
District and Site Categorical funds
Technology Lead Teachers Chief Academic Officer Director – Information Technologies Director – Curriculum Director – State and Federal Projects Senior Directors Elementary & Secondary
Performance Goal 2: All English Language Learners (ELL) will become proficient in English and reach high academic attaining proficiency or better in Reading/Language Arts and Mathematics. Description of Specific Activity to Resources, Funding, the Local Education Current Performance Action Staff Development, Agency Plan (LEAP) and Other Indicators and/or Committees State and Federal Mandates All ELLs who have participated in 2007 – 2008 CELDT Annual Increase the % of students’ Title III ELD will become proficient in Assessment Results level of proficiency English. Advanced 19% ELAP Early Advanced 34% CELDT training and Intermediate 30% istration EIA/LEP Early Intermediate 11% Beginning 5% Continue awareness training ELD Standards Review (2008 – 2009)
standards, at a minimum
Responsibility Chief Academic Officer Director – State and Federal Projects Senior Directors Elementary & Secondary Site s ELD Program Specialists
All ELLs, who have participated in English Language Development for five years, will be at or above the proficient level in ELA and Math on the CSTs.
CELDT ELD Benchmarks SOLOM Progress Reports Reaching or exceeding: AMAO 1 66.4% AMAO 2 51.3% AMAO 3 – YES
ELD Curriculum Review (2009 – 2010)
Site s
SIOP Training
ELD Site Coordinators
Increase the % of students being redesignated
Title III
Chief Academic Officer
ELAP
Director – State and Federal Projects
Awareness Training EIA/LEP Site specific SIOP training
Senior Directors Elementary & Secondary Site s ELD Program Specialists and Site Coordinators
Parents of ELL students will attend educational workshops.
DELMACs ELMACs DELMAC – 10% increase in overall attendance
Attendance Sheets Evaluation Increase programs offered at ELMAC meetings (Site responsibility)
Substitute release day for participating teachers at Miniconference (Title III)
Chief Academic Officer Director – State and Federal Projects Senior Directors Elementary & Secondary Site s ELD Program Specialists and Site Coordinators
Performance Goal 3: All students will be taught by highly qualified professionals. Teachers Description of Specific Activity to the Local Education Current Performance Action Agency Plan (LEAP) and Other Indicators State and Federal Mandates Teachers with Provisional and 2007 – 2008 Percent of teachers Waiver Credentials will complete 11 teachers currently have a participating in an Intern college course work and/or Provisional or Waiver Permit program appropriate exams to enter an Intern Program to earn a 2006 – 2007 Percent of teachers who Preliminary Credential. 17 teachers had a have completed a Teachers with a Preliminary Provisional or Waiver Permit Preliminary or Professional Single or Multiple Subject Clear Credential Credential will complete BTSA 31 teachers are working Induction. Program Teachers through a contract approved with an Education Specialist University Internship Level I Credential will enter a program and are considered University Level II Program. Highly Qualified per NCLB
All teachers will be highly qualified under No Child Left Behind (NCLB) requirements.
Resources, Funding, Staff Development, and/or Committees
Responsibility
Teachers in their 1st 2nd and 3rd year with a Preliminary Credential will participate in the BTSA Induction Program with from Human Resources (TCBG, Title II)
Chief Academic Officer
4th and 5th year teachers with a Preliminary Credential will receive from the BTSA Induction Program with from Human Resources Human Resources Department
Senior Director – Human Resources
Director - State and Federal Projects Director - Curriculum Deputy Superintendent
2007 – 2008 14 teachers were not NCLB compliant
Annual Fall comparison of NCLB and CLAD/CTEL qualified teachers
2006 – 2007 29 teachers were not NCLB compliant
Review of Master Schedules
Senior Director – Certificated Human Resources
Formal Evaluation Process
Chief Academic Officer
2005 – 2006 51 teachers were not NCLB compliant 2007 – 2008 77 teachers were not CLAD/CTEL certified 2006 – 2007 132 teachers were not CLAD/CTEL certified
Deputy Superintendent
Director – State and Federal Projects
Staff Development Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates All staff development, including Professional Learning Communities, will conform to the State’s Content Standards, curriculum, academic achievement, and assessment standards
Current Performance Indicators CSTs CAHSEE Advance Placement API AYP
Action Record of staff development activities and their corresponding standards (Staff Development Calendar)
Resources, Funding, Staff Development, and/or Committees Title I Title II Title III EIA/LEP SLIBG
Responsibility Chief Academic Officer Senior Directors – Elementary & Secondary Director - Curriculum Director – State and Federal Projects
Professional Learning Communities (PLC) will continue for elementary schools (early out Wednesday) and middle school (late start Tuesday) at their current times/days.
Middle school began PLCs 2006 – 2007.
Staff Development for classified personnel will the District expectations of State and Federally mandated programs
Review data from the most recent survey
Elementary schools began PLCs in January 2008
Build and sustain PLCs through collaborative decision-making, regular data analysis, and distributive leadership to realize and sustain a vision focused on learning and continuous improvement Conduct staff development workshops, including job-alike and job training skills
“Learning by Doing” DuFour, DuFour, Eaker, Many Title I Title II EIA/LEP SLIBG Human Resources Department
Director – Special Education Chief Academic Officer Senior Directors – Elementary & Secondary
Deputy Superintendent Director – Employee Resources
Instructional Assistants and Para-Educators Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates All Instructional Assistants (IAs) and Para-Educators (PEs) will be highly qualified under No Child Left Behind (NCLB) requirements
Current Performance Indicators 100% of IAs and PEs meet NCLB compliance
Action Annual Fall comparison of compliance
Resources, Funding, Staff Development, and Committees Human Resources Department
Responsibility Deputy Superintendent Senior Director – Human Resources Chief Academic Officer Director – State and Federal Projects
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Wellness Policy Description of Specific Activity to Resources, Funding, Staff the Local Education Current Performance Action Development, and/or Responsibility Agency Plan (LEAP) and Other Indicators Committees State and Federal Mandates Each school will continue to Adopted by Board of Wellness Policy – full Title I Chief Academic Officer implement the Wellness Policy. Education on May 15, 2006 implementation at all sites Title II SLIBG Director – Curriculum Each school will keep staff, BP and AR adopted June 5, Agendas from staff, PTA, DATE/TUPE students, and parents informed 2006 SSC, ASB and meetings Health Resource Teacher regarding the requirements of the Wellness Policy. Policies completed by each Agendas from Parent Director - State and Federal site April 2007 Education Opportunities Projects Continue to provide staff development of the Wellness Policy requirements: • School Health and Safety Policies and Environment • Health Education, Physical Education and Other Physical Activity Programs • Nutrition Services • School Health Services • School Counseling • Psychological and Social Services • Family and Community Involvement, and • Health Promotion for Staff Train food services employees at the beginning of each school year to keep current on Wellness Policies Provide 1) monthly training with food service staff on safety and sanitation and 2) each school cafeteria with a copy of the new California Retail Food Code(s)
Provide nutritional and menu information to school nurses and health assistants for students with special dietary needs
See new food items and update nutrition base to offer variety of food for students that meet Federal and State guidelines; provide menu and nutrition information via Internet
Senior Directors Elementary & Secondary Director – Child Welfare and Attendance Site s Deputy Superintendent Director – Food Services
Provide nutritional and menu information to school nurses and health aids for students with special dietary needs
See new food items and update nutrition base to offer variety of food for students that meet Federal and State guidelines; provide menu and nutrition information via internet to parents, students, and community
Deputy Superintendent Director – Food Services
Emergency Preparedness Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Activities and training will be provided to improve emergency response and crisis management plans, from both a physical and emotional recovery perspective and improvement of training programs
Current Performance Indicators Safe School Plans updated yearly
Resources, Funding, Staff Development, and/or Committees
Continue to collaborate with the Torrance Council of PTAs
South Bay Cities Council of Governments (SBCCOG)
Chief Academic Officer
Continue to seek ways to keep students and staff safe
South Bay K-12 Crisis Management Program
Fiscal Services Officer
Participate in the “Shake Out Drill” on November 13, 2008 • Explore the impacts of a major earthquake on schools and district • Identify disaster vulnerabilities and develop solutions to minimize injuries and interruptions Character Education
City of Torrance
Responsibility
Deputy Superintendent
Director – Food Services
Participate in the Great Southern California “Shake Out”
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Continuation of Character Education, Conflict Resolution/Peer Mediation and Anti-bullying Instruction
Action
Current Performance Indicators
Action
Current suspension and expulsion data (07 – 08)
Decrease in suspension and expulsion rates
Bullying Prevention Curriculum including lesson plans, activities and materials was developed to the Bully-Proofing Your School Teachers’ Manual
Distribute Bullying Prevention Curriculum to schools. Train counselors to work with students and staff
Disability Awareness Curriculum was developed to the learning environment for students with special needs and to increase understanding in the general education student.
Torrance Council of PTAs www.ShakeOut.org
Manager - Material Services Director – Maintenance, Operations and Transportation Senior Directors – Elementary & Secondary
Resources, Funding, Staff Development, and/or Committees Site Title I and SLIBG
Responsibility Senior Directors Elementary & Secondary Director – Special Education Director – Child Welfare and Attendance Site s
Distribute the Disability Awareness Curriculum to schools. Train and provide resources to schools Results of CHKS
Health/Welfare Benefits Description of Specific Activity to the Local Education Agency plan (LEAP) and Other State and Federal Mandates Continue to evaluate and implement changes as needed to the District’s health-welfare programs that provide quality programs at a cost that is beneficial to employees and the District
Current Performance Indicators Monthly meetings with the Insurance Advisory Committee (representatives from the consultant firm employee groups and District staff)
Action Review data from health vendors and monitor
Resources, Funding, Staff Development, and Committees Insurance Advisory Committee
Responsibility Deputy Superintendent Fiscal Services Officer
Consultant Claims s
Director – Employee Resources
Comprehensive Custodial Improvement Program Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Elimination of the “Mobile” night custodial crew. Assign (22) fulltime employees to elementary and middle schools under new allocation plan. Under this plan the supervision will be under the direct authority of a newly revised position, District Custodian Supervisor, providing oversite of all evening custodial staff at elementary and middle schools.
Current Performance Indicators Current conditions
Action Development of training program
Staffing responsibilities Identification of products Williams requirements
Approval of new cleaning materials and standards Development of improved scheduling models Development of evaluation system Review all high school restrooms as to condition
Resources, Funding, Staff Development, and Committees
Responsibility
Comprehensive evaluation of improved cleaning materials
Deputy Superintendent
Implement comprehensive training program
High School Principals
Vendor participation in training t High School M/O Committee
Director - Purchasing
Senior Director – Secondary
Director – M/O Facilities
Safe Learning Environment Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Continue to ensure safety and security at middle schools by funding .5 FTE assistant principal at each site from Carl Washington School Safety and Violence Prevention Act
Ensure safety and security, adhere to a common Discipline Policy, as well as uniform standards for discipline in grades K – 12, while still giving site s latitude to best decide consequences at their site, using the District Discipline Policy and Matrix as a guide
Current Performance Indicators
Action
1 FTE Assistant Principal was assigned to each middle school in years prior to 2008 - 2009
Number of suspensions and expulsions
Resources, Funding, Staff Development, and Committees
Record and data collection of safety activities, including conferences with students, parents, teachers, suspension/expulsion records, and academic performance
Carl Washington School Safety and Violence Prevention Act funds
Record log of discipline related incidents
Torrance Police Department
Responsibility Chief Academic Officer Senior Director – Secondary Middle School Principals Director – Child Welfare, and Attendance Chief Academic Officer Senior Directors – Elementary and Secondary Director – Child Welfare and Attendance
Energy Conservation Policy Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Due to the ever-increasing concern for natural resources and high cost of energy, the District continues implementing an Energy Management Program In addition to other benefits, this program contributes, by way of savings to the General Fund.
Current Performance Indicators Energy Management Conservation Policy and Building Management Guidelines, adopted on January 16, 2007 Weekly meetings with Deputy Superintendent Savings generative from August 2007 – May 2008 $529,274.40
Action
Resources, Funding, Staff Development, and Committees
Responsibility
Continued training for: Energy Manager Educator School Principals Teachers Custodians Others that use District facilities
Energy Education, Inc.
Superintendent
South Bay Energy Savings Center
Deputy Superintendent
Continue visiting sites for energy policy compliance
The Gas Company
Continue resolving energy related concerns. Continued gathering of information on available energy saving programs
Southern California Edison
City of Torrance, Water Department California Water Service Company
Senior Directors – Elementary & Secondary Manager – Energy Education School Principals
Performance Goal 5: All students will graduate high school. Assessment Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Each High School will increase the % ing the CAHSEE on the first istration for 10th graders Increase the number of intervention and activities for students identified in danger of not ing the CAHSEE at each high school Communicate with students who have not ed one or both parts of the CAHSEE their entitlement to receive intensive instruction and services for up to two consecutive academic years after completion of grade 12 or until they both parts of the CAHSEE, whichever comes first Students will participate in the Early Assessment Program (EAP) Students who score well are exempt from taking College issions Tests.
Current Performance Indicators Class of 2010 First istration rate English 90% Math 92% Schools offered before/after school classes (all levels)
Action Increase % rate 1st istration, Class of 2011 in English and Math
Resources, Funding, Staff Development, and/or Committees Testing and Assessment Office
Responsibility Chief Academic Officer Senior Director - Secondary Site s
Records of student participation
Testing and Assessment Office
Chief Academic Officer Senior Director - Secondary
AB 1802 Counselors District ed sections at each high school Valenzuela/CAHSEE Intensive Instruction and Services Program Lawsuit Settlement is new requirement
Class of 2008 Not exempt from ission Tests: ELA Math
Articulation of best practices Implementation of Failure Is Not An Option, Principle #2 – Assuring Achievement for ALL students: Systems for Prevention and Intervention
Improve the exempt from issions Tests rate by 5%
Site s CAHSEE Intensive Instruction and Services Apportionment (AB1811) CAHSEE Intervention Materials Apportionment
Testing and Assessment Office
Chief Academic Officer Senior Director -Secondary Site s
Foreign Language Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Research and explore the possibility of securing grants and financial for expanding Foreign Language classes (Specifically Chinese) Explore the possibility of securing funds to have a computer laboratory dedicated to istering College Board online examinations.
Current Performance Indicators Current number of classes offered
Action Grant applications, as appropriate
Resources, Funding, Staff Development, and/or Committees Educational Services resource teachers
Responsibility Chief Academic Officer Director – Curriculum
Technology specifications have prohibited our ability to ister Chinese AP exam.
Grant applications and community donations as appropriate.
Chief Academic Officer Director – Curriculum
Post-Secondary Opportunities Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Equalize the number of opportunities for students to take honors and advanced placement courses at all high schools
Current Performance Indicators Open enrollment in Honors and AP Classes began in the 2004 – 2005 school year
Action Continue monitoring high school progress Course selection Grades
Resources, Funding, Staff Development, and/or Committees GATE
Responsibility Chief Academic Officer Director – Curriculum
2007 – 2008 89 AP classes offered in 7 subject areas
GATE HS Coordinators Senior Director - Secondary
GATE Resource position eliminated with 2007 – 2008 budget reductions Increase the number of graduates completing all courses required for UC/CSU entrance (A-G) by 10%
High Schools and Middle Schools will participate in the Supplemental School Counseling Program
Site s
Course completion UC/CSU requirements Class of 2007 TUSD 53% NHS 59.1% Shery 0.0% SHS 55.2% THS 41.1% WHS 59.2% TCDS 0.0% Class of 2008 Information to be added
Longitudinal comparison of data
9counselors and 1 head counselor were added during the 2006 – 2007 school year and continued in 2007 – 2008. Budget reductions for the 2008 – 2009 school year reduces this to 8counselors and 1 head counselor.
Work to align ASCA standards for school counseling by grade level into current program.
Counseling handbook was completed and Board approved. Articulation meetings were held throughout the year.
Testing and Assessment Office
Chief Academic Officer Senior Director - Secondary Site s Counselors
Provide parent information nights, participate in Choices pilot, and increase student preparation for and participation in college and career planning Secondary counselors will participate in “Creating College Going Culture” training.
Supplemental School Counseling Program Block Grant Irvine Foundation Grant
Chief Academic Officer Director – State and Federal Projects Senior Director - Secondary
Performance Goal 6: Other District Priorities Physical Education Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Evaluate the Physical Education Teacher Incentive Block Grant (PETIBG) to align and the Physical Fitness Test and the requirements of AB265, SB78 and SB601
Directly align required physical education minutes to the Physical Education Model Content Standards
Continue to provide professional development to enhance and the SPARK curriculum in grades k – 12.
Continue to provide alternative fitness opportunities to encourage lifelong activity
Current Performance Indicators
Action
PFT – Scoring in the Health Fitness Zone 2008 5 of 6 and 6 of 6 Grade 5 - 66% Grade 7 – 66% Grade 9 – 75%
Determine the distribution of funding to best meet the requirements of successfully meeting the expectations of SB78 and SB601
All high schools have established Health Clubs with student participation directed at Standards 1 – 3 of the Physical Education Model Content Standards for High School Course I and II.
Determine the degree of content standard alignment at the high school level. Evaluate the need for alignment at the K – 8 level.
Resources, Funding, Staff Development, and/or Committees
Responsibility
PETIG
Chief Academic Officer
MS/HS Physical Education Leadership Team
Senior Directors – Elementary & Secondary Director State & Federal Projects
All high school general physical education teachers have attended 28 hours of professional development in SPARK curriculum, including the use of individual student collection of physical fitness growth data.
Continue to provide professional development in physical education as needed to sustain the SPARK curriculum and a high degree of student physical activity.
6 elementary schools participated in the Pilates in the Classroom pilot funded in part by Kaiser Permanente.
Continue the Pilates program at 6 more elementary schools.
Title I Title II
Director - Curriculum Chief Academic Officer Senior Directors – Elementary & Secondary
SLIBG DATE/TUPE
Director State & Federal Projects
PEP Grant
Director – Curriculum
MS/HS Physical Education Leadership Team
Site s
Health Resource Teacher Title II SLIBG
Chief Academic Officer Senior Directors – Elementary & Secondary
PEP Grant MS/HS Physical Education Leadership Team Kaiser Permanente
Director State & Federal Projects Director – Curriculum Site s Chief Academic Officer Senior Director – Elementary
Career Technical Education Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Work to improve, enhance, and expand opportunities for students in Career Technical Education
Current Performance Indicators
Action
CTE Surveys of graduates. Annual Perkins Report Graduation rates Completion rates
Complete Perkins IV plan to improve the size, scope, quality and delivery of our CTE program.
Perkins III Plan
Promote the development of courses that link secondary and postsecondary education for participating CTE students
Improvement Plan for Completers
2007 – 08 Transition Plan
Collaborate with the Career Technical Education Steering Committee. Provide release time for teachers within a discipline to work together to implement career sequencing. Collaborate with postsecondary and representatives from business and industry.
Resources, Funding, Staff Development, and/or Committees Perkins Funding
Responsibility Chief Academic Officer Senior Director – Secondary Director – State and Federal Projects High School AP (CTE)
Perkins Funding
Chief Academic Officer Senior Director – Secondary Director – State and Federal Projects High School AP (CTE)
Categorical Program Monitoring Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Conduct ongoing self-evaluation throughout the 2008 – 2009 school year to prepare for 20092010 Categorical Program Monitoring (M) CDE review.
Current Performance Indicators Single Plan for Student Achievement
Action Provide school sites and departments with monthly instruments to help monitor and assess school and district programs.
School Site Council
Resources, Funding, Staff Development, and/or Committees All Categorical Funding
Director – State and Federal Projects
Enhance communication with all stakeholders.
DDC
Chief Academic Officer Senior Directors – Elementary & Secondary
ELMAC Design for creating and maintaining effective school programs.
Responsibility
Director – Curriculum
DELMAC Restoration of Budget Reductions Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Restore budget cuts made during the 2007 – 2008 school year, contingent on the State budget.
Current Performance Indicators TUSD made 9.4 million dollars in budget reductions in the 2007 – 2008 school year.
Action Board Priorities:
1. Class size Allocation to 2007 – 2008 2. Custodial 3. Campus Security
Resources, Funding, Staff Development, and/or Committees State Budget
Responsibility Board of Education Superintendent Deputy Superintendent
Bert Lynn Middle School Site Specific Planned Improvements in Student Performance Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in Reading/Language Arts, Mathematics, Science, and History/Social Science by 2013 – 2014. Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates To improve student writing, there will be a school wide focus on writing and literacy.
Current Performance Indicators
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
26% or 196 out of 754 students are performing below Proficient in English Language Arts.
Revisit school wide focus on Reading and Writing (WARP) period and assign effort grades. WARP is held 4x a week.
Writing Journals SLIPG
istration ELA dept
After analyzing CST reporting clusters, Writing Strategies (66.9%) and Literary Response and Analysis (71.38%), scored the lowest.
Implement schoolwide writing day and grade prompts on a staff development day to build consensus and consistency in writing standards and expectations. Students will revisit the graded prompt to improve the writing product.
Staff Development Day and PLC time General Fund
istration Teachers
Teachers will revisit the literary response and writing as it ties to standards across gradelevel. Guest speaker will be brought in to assist in this process.
Staff Development Day Or PLC time General Fund Guest speaker- Title II or SLIPG
Implement an after school class focusing on the writing process. Selected students will be invited based on CST scores and teacher recommendation.
Writing Teacher SLIPG
istration ELA dept chair
Implement Creative Writing intervention class.
1 section General Fund
sitration LC teacher
Purchase Read Naturally Data Collection and Analysis CD-Rom to chart fluency levels on a weekly basis.
Learning Center teacher SLIPG
istration LC Teacher
istration Teachers
Purchase of additional core literature books, audio books, and core text (One Stop Resource) CD-Roms for the classrooms.
Literature books and CDRoms SLIPG
Purchase of literature books, non-fiction books, science and American history books for the library
Library books SLIPG
Teacher Librarian
To improve the percent of students performing not proficient in mathematics to become proficient in math.
Percentage of students performing below proficient is 28% Mathematics
General Math Special Education students scored at 38% Basic 38% Below Basic 23% Far Below Basic
Purchase classroom materials to enhance student engagement and cooperative group stations. Materials such as individual white boards/markers/eraser, plastic sheet dividers, plastic display stands, colored pencils, markers, Send teachers to the California Math Conference or other math related conferences.
istration Dept chairs
Math teachers SLIPG
Math Dept Chair
Use eTUSD website to Math benchmark exams and pacing.
Math teachers
istration Teachers
After school tutoring M – Th. Classes will be set up by 6th grade math, pre-algebra, and Algebra groups. Most after school homework assistance classes are done by volunteer teachers. Paid teachers will do after school classes that have targeted students, required enrollment with specific reteaching/tutoring goals.
Math teachers SLIPG
istration Teachers
After school program using SuccessMaker computer program will focus on Math and ELA. Targetted Basic students (54) will be invited to participate 3x a week for 1-hour.
Teachers Software License SLIPG
istration Teachers
After school tutoring for learning center math students offered 3x a week. Teacher will use Saxon Math supplementals.
LC Teacher Saxon Math Curriculum SLIPG
istration Teachers
Technology equipment will be used enhancement of all curricular areas to ensure that all classrooms have access to hardware and software to supplement the learning environment.
Percentage of students performing below proficient: 31% History-Social Studies 19% Science 28% Mathematics 26% EnglishLanguage Arts
Modernization of obsolete equipment. Upgrade computers, and purchase additional student computers and monitors, purchase Smart boards, speakers for computers, document cameras, copy machine lease, laser printers, networking systems, LCD projectors, and wireless remote control/laser pointer for the projection screen.
Technology equipment SLIPG
Microsoft office licenses, curriculum based CD/DVD licenses, and. Mounting brackets, video cables, extension cords, splitters, toner cartridges, Teachers and s will use Edusoft to generate student data to drive the needs assessment. During PLC and staff development days teachers will review student data to formulate school wide and departmental goals.
Performance Goal 2: All English Language Learners (ELL) will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in Reading/Language Arts and Mathematics. Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates All English Learners (EL) will become proficient in English.
Current Performance Indicators Out of 83 English learners, the overall CST performance levels are as follows: 10% Advanced 34% Proficient 36% Basic 12% Below Basic 8% Far Below Basic
Action
English Learners (EL) will be targeted to participate in an afterschool tutoring course one hour M-Th to provide ELD .
Resources, Funding, Staff Development, and/or Committees CLAD certified teacher ELAP funds
Responsibility
istration CLAD teacher
56% of EL students are not proficient on the CST
Levels 1 and 2 students not proficient in ELA and have been in the US for less than 3 years will have the opportunity to attend summer school.
1 CLAD summer teacher out of ELAP or EI funds.
istration CLAD Teacher
Send all Science and Social Studies teachers to receive Sheltered Instruction Observation Protocol (SIOP) training for 5 days.
13 teachers/Substitutes EIA/LEP funds
istration Teachers
One will attend SIOP conference and the other will visit district SIOP workshops periodically.
1 s Conference fees EIA/LEP
istration
istration will monitor and encourage the SIOP model usage in the classrooms.
In order to provide access to the curriculum, all departments have identified resources and technology needed to assist the ELL student in each curricular area.
istration
30% of EL students are not making annual adequate progress.
Identify EL student levels 1 –5 and provide ELD classes to all levels 1 – 2 as their elective class. In addition identify levels 3-5 students who are not achieving or progressing in STAR and/or poor ELA grades. Provide an intervention class targeting levels 3-5 students.
3 sections of ELD General Fund
istration ELD Coordinator
36% EL and 9% RFEP are performing at Basic on the CST.
Supplemental materials such as the REWARDS curriculum, Hampton Brown curriculum, and Read Naturally to be used in the ELD intervention class
Supplemental Curriculum EIA/LEP
ELL teacher
At 3rd Quarter we will again review EL and RFEP students to determine a small target group that are performing Basic in ELA and receiving C or below. This group will be invited to participate in a two-month intensive after school program focusing on grade level ELA and ELD standard.
Substitute day for ELL teacher, CLAD/BCLAD teacher for after school class EIA/LEP
istration CLAD teacher
Supplemental materials to be purchased range from primary language books, bilingual dictionaries, primary level English dictionaries, electronic dictionaries, realia, primary documents, DVDs, software licenses, books on tape, etc. Translation of materials such as summaries for the textbook, and core literature books.
Department Chairs Supplemental Materials EIA/LEP Bilingual IA Translation EIA/LEP
Department Chairs
All ELLs, who have participated in English Language Development for five years, will be at or above the proficient level in ELA and Math on the CSTs.
Parents will be informed and participate in student success.
Out of 96 R-FEP students last year, the ELA performance levels are as follows: 9% Basic 35% Proficient 55% Advanced Math performance: 7% Basic 38% Proficient 54% Advanced 179 out of 752 students are either EL or R-FEP.
Technology enhancement of all curricular areas to supplement the learning environment for ELL students. This includes laptops, computers, CD players, LCD projectors, DVD players, amplification systems, document cameras, and SMART boards. Additional supplies to operate technology such as RCA video cables, splitters, mounting brackets, extension cords, etc. will be purchased. Approximately 15 R-FEP students were identified as not maintaining proficient levels in ELA and/or Math. These students would be targeted for after school enrichment. Actual after school program will be based on student deficiencies. Some options are, writing program, SuccessMaker computer based program, or math .
Technology EIA/LEP
istration Department Chairs
Certificated teachers and college students with appropriate course work. EIA-LEP funds
istration After school Teachers
Basic supplies and materials to operate after school intervention. SLIPG funds
istration
Provide translation for important documents that affect student achievement. (ie PTSA handbook, parent connect form, excessive absent forms, report cards, GOAL program etc.)
Bilingual aide to translate EIA/LEP funds
istration
Provide interpreters for ELMAC parent meetings, back to school interpreters, and parent conferences as needed.
Bilingual aide to interpret EIA/LEP
istration
Invite parents to DELMAC and District ELL conference. Copy expenses, materials and food for meetings.
EIA/LEP
istration ELD Coordinator
Performance Goal 3: All students will be taught by highly qualified professionals.
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Current Performance Indicators
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Grade Level Discipline Assemblies. Grade Level Anti-Bullying instruction presented in all Social Studies Classes. “Farness” policy introduced RAND Study (Anti-Drug Study) “Red Ribbon” Week Assigned Faculty Supervision of students during unstructured periods of the school day. 1 Assigned Campus Security Noon Leagues (Lunch Time Sports) Student Council- Noon Activities Implementation of progressive discipline which includes, after school detention, Saturday School, “In-
Current Performance Indicators
Action
30 Suspensions 0 Expulsions 0 Suspensions for Drugs
All Students attend grade level discipline assemblies twice a year. The second assembly has an emphasis on reducing all forms of harassment.
All suspensions occurred during unstructured time.
Throughout the school year our School Councilor provides mini-lessons that focus on Anti-bullying strategies. Lessons are presented in Social Studies Classes.
Survey Monkey Results indicate 97% of our parents report their child feels safe at school.
RAND “Project Choice” is running an anonymous, drop in program for students wanting to chat about dugs, every Thursday after school from 3:15-3:45.
Less than 3 teacher referrals per week.
All Teachers are assigned a student supervision duty.
A small number of SPED students require behavior plans. These plans require input & monitoring from our General Education teachers.
Campus Security ensures campus is locked during school hours and he monitors students and visitors traffic on an off school.
Students currently have limited selfefficacy skills which is the root of the majority of student conflict.
Student Council: Monthly meetings are used to plan and implement engaging noon activities. Noon Leagues are organized and monitored by AB 1802 Counselor. Students self select teams and elimination categories are established, usually by grade level. Staff development to review school-wide discipline plan and progressive discipline.
Resources, Funding, Staff Development, and/or Committees
Responsibility
Principal Assistant Principal School Counselor AB 1802 Counselor PTSA Volunteers (Red Ribbon Wk) Student Council (Noon Activities)
house” Suspension. Staff development to review SPED Behavior Plans.
Implementation of Behavior Plans for SPED students in the General Education Setting. (Behavior Cards & Reports)
Staff Development to review Non-Sped Behavior Contracts. 6th Grade Pride & Promise: Focus on issues of adolescent girls and self efficacy.
Implementation of Behavior Contracts for Non-SPED students with exceptional behaviors. Pride & Promise: 6th Grade Girls group. General Clubs: Teacher Facilitated.
Performance Goal 5: All Students will Graduate from High School.
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Current Performance Indicators
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
Performance Goal 6: Other District Priorities
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Bert Lynn Middle School And Continental Development (CD) have a entered a commitment to ongoing communication through a School to Business Partnership. This Partner Ship is built upon securing adequate human and financial resources Giving recognition to volunteers, school staff and CD Yearly evaluation of the partnership
Current Performance Indicators Bert Lynn Students have been provided an opportunity to perform on the behalf of Continental Development at Torrance Memorial and Sky Park Properties. Continental Development has donated funds to staff development, student trips and scholarships totaling over $10,000. Several local business our school informally through small donations.
Action
Formalize interaction with local businesses by building upon the success of our Business Partnership program. Development of a Master Calendar of all fundraising events. Continued development of Bert Lynn Middle School’s Business Partner Plan to include our Local Business - Program Sponsors.
Resources, Funding, Staff Development, and/or Committees
Responsibility
Principal Assistant Principal PTSA Board Teachers Business Partners Local Business- Program Sponsors
Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)
State Programs
✘
✘
California School Age Families Education Purpose: Assist expectant and parenting students succeed in school. Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners
Allocation $ $ $
High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets.
$
Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas.
$
Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring.
$
Pupil Retention Block Grant Purpose: Prevent students from dropping out of school.
$
✘
School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.
$
✘
School Safety and Violence Prevention Act Purpose: Increase school safety.
$
✘
Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students.
$
List and Describe Other State or Local funds (e.g., Gifted and Talented Education). ✘
ο
GATE
$
ο
ELAP
$
Total amount of state categorical funds allocated to this school $
45
Federal Programs under No Child Left Behind (NCLB)
✘
✘
✘
✘
Allocation
Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution
$
Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth
$
Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and principals Title II, Part D: Enhancing Education Through Technology Purpose: professional development and the use of technology Title III, Part A: Language Instruction for Limited-EnglishProficient (LEP) Students Purpose: Supplement language instruction to help limitedEnglish-proficient (LEP) students attain English proficiency and meet academic performance standards Title IV, Part A: Safe and Drug-Free Schools and Communities Purpose: learning environments that promote academic achievement Title V: Innovative Programs Purpose: educational improvement, library, media, and at-risk students Title VI, Part B: Rural Education Achievement Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs
$
$
$
$
$
$
$
$ $
Other Federal Funds (list and describe): $
Total amount of federal categorical funds allocated to this school $ Total amount of state and federal categorical funds allocated to $ this school *Districtwide allocation.
46
School Site Council hip
LeRoy Jackson
Student
MemberCommunityParent or
Other School Staff
TeacherClassroom
Names of
Principal
Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated through the Consolidated Application, by the school site council. The current make-up of the council is as follows:
X
Eileen Thomas
X
Wes Nadel
X
Mike Caporaso
X
Ed Salguero
X
Lynn Lefevre
X
Vivian Millet
X
Alan Dawson
X
Kim Heeger
X
Kariene Millet
X
Riley Dawson
X
Daniel Barratt
X
Numbers of of each category
1
4
1
3
3
47
Recommendations and Assurances The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): ___ School Advisory Committee for State Compensatory Education Programs ___ English Learner Advisory Committee ___ Community Advisory Committee for Special Education Programs ___ Gifted and Talented Education Program Advisory Committee ___ Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council at a public meeting on: _______. Attested: _________________________ Typed name of school principal
_______________________ ________ Signature of school principal
_________________________ _______________________ ________ Typed name of SSC chairperson Signature of SSC chairperson
Date
Date
48
831
890 99.5% 97.7%
African American 752 Amer. Indian/Alaska Native 804 Asian 888 Filipino 843 Hispanic/Latino 753 Pacific Islander 768 White 831 Socioecon. Disadvantaged 760 English Learner 787 Students w/Disabilities 664
% Proficient Reading/Language Arts District AYP 67.9% School AYP NSS • • • •
African American Amer. Indian/Alaska Native Asian Filipino
73% 53.8% 66.3% 76.8% 68.4%
2007-2008 Indicators Schoolwide API 890 Target goal: 5 points Growth was 25 pts
MET
NSS • Asian 937 MET Target goal: N/A. Growth was 30 pts • White 873 MET Growth target goal: 7 pts. Growth was 24 pts Met overall target and all NSS groups AYP Target Language Arts Schoolwide 4.6 MET NSS •Asian 3.4 MET •White 5.1 MET Met overall target and all NSS Groups AYP Target Mathematics Schoolwide 5.0 MET NSS •Asian 2.9 MET •White 5.9 MET Met overall target and all NSS
•
Hispanic/Latino
50.8%
Groups
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Current Performance Indicators • • • • •
Pacific Islander White Socioecon. Disadvantaged English Learner Students w/ Disabilities
Mathematics District AYP School AYP NSS • • • • • • • • • •
61.0% 70.5% 50.4% 52.3% 42.9%
68.1% 71%
African American 45.6% American Indian/Alaska Native 57.4% Asian 84.0% Filipino 67.0% Hispanic/Latino 46.8% Pacific Islander 58.7% White 68.2% Socioecon. Disadvantaged 50.5% English Learner 65.8% Students w/ Disabilities 45.1%
s attended year-long professional development “Improving Student Achievement Through Supervision for Best Teaching Practices.”
Standards Based Report Cards (SBRC) Committee studied and analyzed SBRC in preparation for 2008 – 2009 pilot at four elementary schools. (Anza, Carr, Fern, Hickory) Committee of teachers and staff revised the Curriculum Handbook.
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
2008-2009 Targets API Schoolwide Target 1.7 NSS Targets • Asian N/A •
White 4.5
AYP Target Language Arts Schoolwide target 74.5%/4 pts NSS •Asian 83.2%/3 pts •White 70.9%/5 pts •EL 65%/6 pts AYP Target Mathematics Schoolwide target 71%/5 pts NSS •Asian 85.8%/2 pts •White 66%/6 pts •EL 69.2%/5 pts
s will attend yearlong professional development.
International Center for Leadership in Education materials
Chief Academic Officer Director – Curriculum Director – State and Federal Projects
Begin the process of studying and implementing Standards Based Report Cards
Standards Based Report Card Committee
Senior Directors – Elementary & Secondary Chief Academic Officer Senior Director - Elementary
Mathematics Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Professional development in strategies to improve instruction in: • Conceptual understanding and problem solving (CUPS) • Redesign Algebra Institute to include pre-algebra and continue training • Submit an Algebra graphing calculator grant for Algebra II teachers, based on the success of Algebra I training Refine Curriculum Maps K-8 and course specific, including power standards, benchmark assessments, and standardsbased report cards
Current Performance Indicators District CST % Advanced % Proficient % Basic % Below Basic % Far Below Basic
26% 29% 23% 17% 5%
Action Increase in Mathematics performance.
18 teachers participate in the Algebra Institute and 18 teachers participated in graphing calculator training Improved formative assessments were used in K – 6 mathematics including an open ended higher order question for each assessment
Ongoing updates to Curriculum Maps Develop and ister benchmark assessments based on the CA Content Standards
Resources, Funding, Staff Development, and/or Committees
Responsibility
Substitute release days for participating elementary and high school teachers by quadrant Elementary & Middle School Professional Learning Communities collaboration
Chief Academic Officer
EduSoft
Chief Academic Officer
Mathematics Achievement Committee (MAC)
Director – Curriculum
Director – Curriculum Senior Directors – Elementary & Secondary Site s
Director – State and Federal Projects
assessments to EduSoft Teachers articulate with grade alike colleagues the analysis of assessments to determine instructional needs. Teachers participate in vertical articulation to identify endurance and readiness standards for each grade level. Mickelson ExxonMobil Math and Science Academy
Sent 4th team of elementary educators to the Academy to increase our cadre trained. 2008 – Anza, Torrance Elementary, Wood
Developing and Sustaining stage
Chief Academic Officer Director of Curriculum
Teams continue to meet Participants
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Steering Committee
Preinitiation Stage
Current Performance Indicators 2007 – Carr, Hickory, Seaside 2006 – Adams, Arlington, Walteria 2005 – Arnold, Towers, Victor Adopted High School Geometry (Pearson Prentice Hall)
CA adoption cycle
Mathematics textbooks Kdg – 8th grade Identify power standards, and formative (benchmark) assessments. Begin preliminary work on Curriculum Maps
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
Initiation Stage
Chief Academic Officer
Course Revisions Curriculum Mapping Benchmark Assessment Development Preinitiation Stage
Director – Curriculum
Math Steering Committee continues to gather data from school sites and makes recommendation to the Board of Education in Spring 2009
CA Content Standards
Director – State and Federal Projects Chief Academic Officer
CA Blueprints
Director – Curriculum
EduSoft
Director – State and Federal Projects
Substitute Release Days (District Title II and SLIBG)
Senior Director - Elementary Senior Director - Secondary
Board Adoption Deputy Superintendent IMFRP Fiscal Services Officer Algebra II, Trigonometry. PreCalculus, and Statistics
CA Adoption Cycle
Preinitiation Stage
CA Content Standards
Director - Purchasing Chief Academic Officer
Math Steering Committee gathers data from school sites and makes recommendation to the Board of Education in Spring 2009
CA Blueprints
Director – Curriculum
EduSoft
Director – State and Federal Projects
Substitute Release Days (District Title II and SLIBG)
Senior Director - Elementary Senior Director - Secondary
Board Adoption Deputy Superintendent IMFRP Fiscal Services Officer Director - Purchasing
Reading/Language Arts Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Refine Curriculum Map K- 12, including power standards, benchmark assessments, and standards-based report cards
Reading/Language Arts (R/LA) Steering Committee begins the adoption study cycle for 2010 2011
Provide inservice and to schools in: Writer’s Workshop, Reader’s Workshop, ARIVE/RIAP, and Differentiated Instruction
Current Performance Indicators District CS % Advanced % Proficient % Basic % Below Basic % Far Below Basic
31% 34% 24% 7% 4%
CA adoption cycle
All schools have participated in trainings. More in-depth rigor will be provided as needed and requested.
Action Increase in R/LA performance
Preinitiation Stage R/LA Steering Committee gathers data from school sites and makes recommendation to the Board of Education in Spring 2011 Continue to offer training(s) for interested schools based on school needs. Application of principles in the classroom
Resources/Funding, Staff Development and/or Committees
Responsibility
CA Content Standards
Chief Academic Officer
CA Blueprints
Director – Curriculum
EduSoft
Staff Development Resource Teachers
Substitute Release Days for Design Team (Title I, Title II, SLIBG)
Senior Directors Elementary & Secondary
CA Content Standards
Site s Chief Academic Officer
CA Blueprints
Director – Curriculum
EduSoft
Staff Development Resource Teachers
Substitute Release Days (District Title II and SLIBG) 8 days (Site Title I, SLIBG)
Chief Academic Officer Director – Curriculum
Resources (Site Title 1, SLIBG)
Staff Development Resource Teachers
Evaluation from teachers
Senior Director - Elementary
Teachers analyze assessments and articulate to determine instructional needs.
Senior Director – Secondary
Teachers participate in vertical articulation to improve instruction.
Site s
History/Social Science Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Developing Stage Use of new textbooks
Current Performance Indicators Awareness and beginning implementation training for teachers conducted in the Spring 2007 through 2008
Action Provide professional development for sites and grade levels as requested
Resources/Funding, Staff Development, and/or Committees Student-Free Staff Development Days
Refine and assess History Social Science with Curriculum Maps Kdg – 12, including power standards, benchmark assessments
Chief Academic Officer Director – Curriculum
Professional Learning Communities
Continued to provide professional development for interested schools District CST % Advanced % Proficient % Basic % Below Basic % Far Below Basic
Responsibility
Senior Directors Elementary & Secondary Site s H/SS Steering Committee
26% 29% 26% 11% 8%
Power standards identified in the adoption process Schools used the ExamView provided by the publisher to create standards-based assessments
Articulation and assessment
CA Content Standards
Chief Academic Officer
Improve teachers’ ability to use ExamView for formative and summative assessments.
CA Blueprints
Director Curriculum
Substitute Release Days for Design Team (Title I, Title II, SLIBG)
Senior Directors – Elementary & Secondary
Teachers analyze assessments and articulate to determine instructional needs. Teachers participate in vertical articulation to improve instruction. Explore having elected officials present to personalize the political process.
Training/ from Technology Lead Teachers
Staff Development Resource Teachers
Science Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Develop curriculum maps for Chemistry and Physics. Write and implement formative (benchmark) assessments for Chemistry and Physics
Complete formative assessments and implement new textbook adoption for middle school science
Begin curriculum mapping and formative assessments in elementary Science Implement new textbook adoption for elementary schools
Current Performance Indicators Curriculum maps and formative assessments in PSE and Biology were completed in 2007 – 2008. District CST % Advanced 32% % Proficient 36% % Basic 21% % Below Basic 7% % Far Below Basic 4% Curriculum maps were completed in 2007 – 2008. Teachers identified core labs and have begun formative assessments.
Action Increase in the % of students scoring proficient or better on course specific Science CSTs
Core lab training Technology training Data analysis
Initiation Stage
Technology training
Board adoption in 2007 – 2008
Curricular content training
Resources/Funding, Staff Development, and/or Committees Textbook adoption (IMFRP)
Responsibility Chief Academic Officer Director - Curriculum
Substitute release time for Chemistry, Physics, Science Leadership Teachers (Title II and SLIBG)
Textbook adoption (IMFRP)
Director – State and Federal Projects Science Leadership Team
Chief Academic Officer Director - Curriculum
Substitute release time for middle school Science teachers and middle school Science Leadership team. (Title II and SLIBG) Textbook adoption (IMFRP)
Director – State and Federal Projects
Chief Academic Officer Director – Curriculum
Substitute release time for elementary Science Leadership Team (Title II and SLIBG)
Director – State and Federal Projects Site s
Special Education Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates General Education and Special Education collaboration for establishing an implementation plan for Response to Intervention (RtI)
Improve behavior and inclusion services (ASSISTT) to increase defensibility, efficacy, and parent satisfaction with District program.
Current Performance Indicators New federal mandates in IDEIA require Districts to move from a discrepancy model of identification to RtI Since 2004 – 2005, the Special Education and Educational Services have purchased over $500,000.00 in intervention curriculum to work with special education and general education students in a preventative model. Reformed and realigned ASSISTT program based on survey data and full evaluation in August 2007 ASSISTT Advisory Committee created and met three times.
Reduce the number of students that qualify for special education by providing direct, small group instruction in the Learning Center Model; focused monitoring of SST practices at all school sites; and implementation of RtI
2006 – 2007 had a 20% decrease in referrals for Special Education assessment. Number of special education students has dropped by 61 students over the previous year Districtwide. Learning Center Model has allowed staff to provide intervention without using the assessment process.
Action Observation
Resources/Funding, Staff Development, and/or Committees Substitute release days (Title II and SLIBG)
Surveys A Districtwide committee will develop an RtI. Implementation Plan and adopt guidelines for RtI practices. RtI Committee at the District level must be established.
Set goals and make inroads in all areas, particularly those identified in the full ASSISTT evaluation of August 2007. Professional development for teachers and EAs, with ongoing assessment will be provided. Assessment analysis showing numbers of initial assessment completed Utilize the SELPA Director of Eligibility and Assessment for guidance on best practices for SST
Responsibility Chief Academic Officer Director – Special Education
PLC time committed by s
Senior Directors Elementary & Secondary Site s
Staff assignment of shared responsibility for ASSISTT supervision between LAUNCH Principal and Special Education Coordinator
Chief Academic Officer Director – Special Education Senior Directors Elementary & Secondary Site s
Training time has been made a priority. EA training needs have been assessed. Collaboration with general education during PLCs.
Director – Special Education Senior Directors – Elementary & Secondary Site s
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Exit students that no longer qualify for special education
Provide training to staff in the intervention curriculum equipment, and resources to successfully educate special education students
Improve communication to ensure smooth transitions for special education students moving from Middle School Learning Center to High School programming
Current Performance Indicators Currently 10.7% of TUSD students are identified as Special Education students. Number should be under 10%. The Reintegration Protocol developed and shared last year has been moderately utilized. High school teachers were trained in the use of Kaplan CAHSEE intervention curriculum. Saxon Math training was provided for 8 special education high school math teachers Special education teachers were involved in the process of mapping their own curricular areas to make for a more strategically planned delivery model. DIS Counseling and Articulation Committee developed protocol and guidelines to establish appropriate articulation at transition and appropriate recommendations for counseling services.
Action
Resources/Funding, Staff Development, and/or Committees
Where the model is working well, we can expect a reduction in the number of students qualifying for special education. Bert Lynn Middle School and Anza Elementary combined for a reduction of 9 students
Training at monthly meetings
Implement and monitor curriculum pacing and rigor in special education classes
Substitute release days (Title II, SLIBG, and Special Education)
Responsibility Chief Academic Officer Director – Special Education
Committee formed to assess the Reintegration Protocol for simplification and monitoring use
Senior Directors – Elementary & Secondary Site s Chief Academic Officer Director – Special Education Senior Directors – Elementary & Secondary Site s
Monitor services throughout the year
Staff training
Chief Academic Officer
Collaboration and communication between school levels
Director – Special Education Senior Directors – Elementary & Secondary Site s
Technology Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Develop long term technology plan, including hardware, software, copiers, communication and projection equipment
Current Performance Indicators Specifications for the classroom of the 21st Century identified in 2007 – 2008
Action
Resources/Funding, Staff Development, and/or Committees
Conduct committee meetings, once a month with the intent of developing implementation of new technologies
Continue to utilize the Districtwide committee to develop the “Classroom for the 21st Century”
Ongoing need to refresh all technology throughout the District
Responsibility Deputy Superintendent Director – Information Technologies Chief Academic Officer Director – Purchasing Director – State and Federal Projects
Develop a long term funding mechanism to address securing future hardware, software, communication and projection equipment, including a districtwide phone system.
Tracking inventory of District technology elements
Technology Lead Teachers will work with schools on: • Standards Based Report Cards • EduSoft • Exam View (Curriculum ) • SIMS (Teacher Connect) • Technology Integration o SmartBoards o United Streaming • Moodle and Google Apps Pilot
One Technology Lead Teacher (TLT) and two retired teachers provided “Intel Teach to the Future” and other training opportunities for interested teachers.
Develop funding method and priority
Utilize the Districtwide committee to research and develop criteria for necessary technology refresh
Technology Lead Teachers Deputy Superintendent Director – Information Technologies Chief Academic Officer
TLT assisted in District and school presentations, trouble shot problems at schools and District and was a member of the District technology Committee. TLT maintained all teacher email s. TLT maintained the Toyota Technology Training Center.
Redesign of Technology for learning to meet the current needs and concerns at the school sites Moodle pilot project Teachers will test, provide , communicate/collaborate with each other Technology Lead Teachers will complete an overview of services available to school sites and district office.
District and Site Categorical funds
Technology Lead Teachers Chief Academic Officer Director – Information Technologies Director – Curriculum Director – State and Federal Projects Senior Directors Elementary & Secondary
Performance Goal 2: All English Language Learners (ELL) will become proficient in English and reach high academic attaining proficiency or better in Reading/Language Arts and Mathematics. Description of Specific Activity to Resources, Funding, the Local Education Current Performance Action Staff Development, Agency Plan (LEAP) and Other Indicators and/or Committees State and Federal Mandates All ELLs who have participated in 2007 – 2008 CELDT Annual Increase the % of students’ Title III ELD will become proficient in Assessment Results level of proficiency English. Advanced 19% ELAP Early Advanced 34% CELDT training and Intermediate 30% istration EIA/LEP Early Intermediate 11% Beginning 5% Continue awareness training ELD Standards Review (2008 – 2009)
standards, at a minimum
Responsibility Chief Academic Officer Director – State and Federal Projects Senior Directors Elementary & Secondary Site s ELD Program Specialists
All ELLs, who have participated in English Language Development for five years, will be at or above the proficient level in ELA and Math on the CSTs.
CELDT ELD Benchmarks SOLOM Progress Reports Reaching or exceeding: AMAO 1 66.4% AMAO 2 51.3% AMAO 3 – YES
ELD Curriculum Review (2009 – 2010)
Site s
SIOP Training
ELD Site Coordinators
Increase the % of students being redesignated
Title III
Chief Academic Officer
ELAP
Director – State and Federal Projects
Awareness Training EIA/LEP Site specific SIOP training
Senior Directors Elementary & Secondary Site s ELD Program Specialists and Site Coordinators
Parents of ELL students will attend educational workshops.
DELMACs ELMACs DELMAC – 10% increase in overall attendance
Attendance Sheets Evaluation Increase programs offered at ELMAC meetings (Site responsibility)
Substitute release day for participating teachers at Miniconference (Title III)
Chief Academic Officer Director – State and Federal Projects Senior Directors Elementary & Secondary Site s ELD Program Specialists and Site Coordinators
Performance Goal 3: All students will be taught by highly qualified professionals. Teachers Description of Specific Activity to the Local Education Current Performance Action Agency Plan (LEAP) and Other Indicators State and Federal Mandates Teachers with Provisional and 2007 – 2008 Percent of teachers Waiver Credentials will complete 11 teachers currently have a participating in an Intern college course work and/or Provisional or Waiver Permit program appropriate exams to enter an Intern Program to earn a 2006 – 2007 Percent of teachers who Preliminary Credential. 17 teachers had a have completed a Teachers with a Preliminary Provisional or Waiver Permit Preliminary or Professional Single or Multiple Subject Clear Credential Credential will complete BTSA 31 teachers are working Induction. Program Teachers through a contract approved with an Education Specialist University Internship Level I Credential will enter a program and are considered University Level II Program. Highly Qualified per NCLB
All teachers will be highly qualified under No Child Left Behind (NCLB) requirements.
Resources, Funding, Staff Development, and/or Committees
Responsibility
Teachers in their 1st 2nd and 3rd year with a Preliminary Credential will participate in the BTSA Induction Program with from Human Resources (TCBG, Title II)
Chief Academic Officer
4th and 5th year teachers with a Preliminary Credential will receive from the BTSA Induction Program with from Human Resources Human Resources Department
Senior Director – Human Resources
Director - State and Federal Projects Director - Curriculum Deputy Superintendent
2007 – 2008 14 teachers were not NCLB compliant
Annual Fall comparison of NCLB and CLAD/CTEL qualified teachers
2006 – 2007 29 teachers were not NCLB compliant
Review of Master Schedules
Senior Director – Certificated Human Resources
Formal Evaluation Process
Chief Academic Officer
2005 – 2006 51 teachers were not NCLB compliant 2007 – 2008 77 teachers were not CLAD/CTEL certified 2006 – 2007 132 teachers were not CLAD/CTEL certified
Deputy Superintendent
Director – State and Federal Projects
Staff Development Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates All staff development, including Professional Learning Communities, will conform to the State’s Content Standards, curriculum, academic achievement, and assessment standards
Current Performance Indicators CSTs CAHSEE Advance Placement API AYP
Action Record of staff development activities and their corresponding standards (Staff Development Calendar)
Resources, Funding, Staff Development, and/or Committees Title I Title II Title III EIA/LEP SLIBG
Responsibility Chief Academic Officer Senior Directors – Elementary & Secondary Director - Curriculum Director – State and Federal Projects
Professional Learning Communities (PLC) will continue for elementary schools (early out Wednesday) and middle school (late start Tuesday) at their current times/days.
Middle school began PLCs 2006 – 2007.
Staff Development for classified personnel will the District expectations of State and Federally mandated programs
Review data from the most recent survey
Elementary schools began PLCs in January 2008
Build and sustain PLCs through collaborative decision-making, regular data analysis, and distributive leadership to realize and sustain a vision focused on learning and continuous improvement Conduct staff development workshops, including job-alike and job training skills
“Learning by Doing” DuFour, DuFour, Eaker, Many Title I Title II EIA/LEP SLIBG Human Resources Department
Director – Special Education Chief Academic Officer Senior Directors – Elementary & Secondary
Deputy Superintendent Director – Employee Resources
Instructional Assistants and Para-Educators Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates All Instructional Assistants (IAs) and Para-Educators (PEs) will be highly qualified under No Child Left Behind (NCLB) requirements
Current Performance Indicators 100% of IAs and PEs meet NCLB compliance
Action Annual Fall comparison of compliance
Resources, Funding, Staff Development, and Committees Human Resources Department
Responsibility Deputy Superintendent Senior Director – Human Resources Chief Academic Officer Director – State and Federal Projects
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Wellness Policy Description of Specific Activity to Resources, Funding, Staff the Local Education Current Performance Action Development, and/or Responsibility Agency Plan (LEAP) and Other Indicators Committees State and Federal Mandates Each school will continue to Adopted by Board of Wellness Policy – full Title I Chief Academic Officer implement the Wellness Policy. Education on May 15, 2006 implementation at all sites Title II SLIBG Director – Curriculum Each school will keep staff, BP and AR adopted June 5, Agendas from staff, PTA, DATE/TUPE students, and parents informed 2006 SSC, ASB and meetings Health Resource Teacher regarding the requirements of the Wellness Policy. Policies completed by each Agendas from Parent Director - State and Federal site April 2007 Education Opportunities Projects Continue to provide staff development of the Wellness Policy requirements: • School Health and Safety Policies and Environment • Health Education, Physical Education and Other Physical Activity Programs • Nutrition Services • School Health Services • School Counseling • Psychological and Social Services • Family and Community Involvement, and • Health Promotion for Staff Train food services employees at the beginning of each school year to keep current on Wellness Policies Provide 1) monthly training with food service staff on safety and sanitation and 2) each school cafeteria with a copy of the new California Retail Food Code(s)
Provide nutritional and menu information to school nurses and health assistants for students with special dietary needs
See new food items and update nutrition base to offer variety of food for students that meet Federal and State guidelines; provide menu and nutrition information via Internet
Senior Directors Elementary & Secondary Director – Child Welfare and Attendance Site s Deputy Superintendent Director – Food Services
Provide nutritional and menu information to school nurses and health aids for students with special dietary needs
See new food items and update nutrition base to offer variety of food for students that meet Federal and State guidelines; provide menu and nutrition information via internet to parents, students, and community
Deputy Superintendent Director – Food Services
Emergency Preparedness Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Activities and training will be provided to improve emergency response and crisis management plans, from both a physical and emotional recovery perspective and improvement of training programs
Current Performance Indicators Safe School Plans updated yearly
Resources, Funding, Staff Development, and/or Committees
Continue to collaborate with the Torrance Council of PTAs
South Bay Cities Council of Governments (SBCCOG)
Chief Academic Officer
Continue to seek ways to keep students and staff safe
South Bay K-12 Crisis Management Program
Fiscal Services Officer
Participate in the “Shake Out Drill” on November 13, 2008 • Explore the impacts of a major earthquake on schools and district • Identify disaster vulnerabilities and develop solutions to minimize injuries and interruptions Character Education
City of Torrance
Responsibility
Deputy Superintendent
Director – Food Services
Participate in the Great Southern California “Shake Out”
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Continuation of Character Education, Conflict Resolution/Peer Mediation and Anti-bullying Instruction
Action
Current Performance Indicators
Action
Current suspension and expulsion data (07 – 08)
Decrease in suspension and expulsion rates
Bullying Prevention Curriculum including lesson plans, activities and materials was developed to the Bully-Proofing Your School Teachers’ Manual
Distribute Bullying Prevention Curriculum to schools. Train counselors to work with students and staff
Disability Awareness Curriculum was developed to the learning environment for students with special needs and to increase understanding in the general education student.
Torrance Council of PTAs www.ShakeOut.org
Manager - Material Services Director – Maintenance, Operations and Transportation Senior Directors – Elementary & Secondary
Resources, Funding, Staff Development, and/or Committees Site Title I and SLIBG
Responsibility Senior Directors Elementary & Secondary Director – Special Education Director – Child Welfare and Attendance Site s
Distribute the Disability Awareness Curriculum to schools. Train and provide resources to schools Results of CHKS
Health/Welfare Benefits Description of Specific Activity to the Local Education Agency plan (LEAP) and Other State and Federal Mandates Continue to evaluate and implement changes as needed to the District’s health-welfare programs that provide quality programs at a cost that is beneficial to employees and the District
Current Performance Indicators Monthly meetings with the Insurance Advisory Committee (representatives from the consultant firm employee groups and District staff)
Action Review data from health vendors and monitor
Resources, Funding, Staff Development, and Committees Insurance Advisory Committee
Responsibility Deputy Superintendent Fiscal Services Officer
Consultant Claims s
Director – Employee Resources
Comprehensive Custodial Improvement Program Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Elimination of the “Mobile” night custodial crew. Assign (22) fulltime employees to elementary and middle schools under new allocation plan. Under this plan the supervision will be under the direct authority of a newly revised position, District Custodian Supervisor, providing oversite of all evening custodial staff at elementary and middle schools.
Current Performance Indicators Current conditions
Action Development of training program
Staffing responsibilities Identification of products Williams requirements
Approval of new cleaning materials and standards Development of improved scheduling models Development of evaluation system Review all high school restrooms as to condition
Resources, Funding, Staff Development, and Committees
Responsibility
Comprehensive evaluation of improved cleaning materials
Deputy Superintendent
Implement comprehensive training program
High School Principals
Vendor participation in training t High School M/O Committee
Director - Purchasing
Senior Director – Secondary
Director – M/O Facilities
Safe Learning Environment Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Continue to ensure safety and security at middle schools by funding .5 FTE assistant principal at each site from Carl Washington School Safety and Violence Prevention Act
Ensure safety and security, adhere to a common Discipline Policy, as well as uniform standards for discipline in grades K – 12, while still giving site s latitude to best decide consequences at their site, using the District Discipline Policy and Matrix as a guide
Current Performance Indicators
Action
1 FTE Assistant Principal was assigned to each middle school in years prior to 2008 - 2009
Number of suspensions and expulsions
Resources, Funding, Staff Development, and Committees
Record and data collection of safety activities, including conferences with students, parents, teachers, suspension/expulsion records, and academic performance
Carl Washington School Safety and Violence Prevention Act funds
Record log of discipline related incidents
Torrance Police Department
Responsibility Chief Academic Officer Senior Director – Secondary Middle School Principals Director – Child Welfare, and Attendance Chief Academic Officer Senior Directors – Elementary and Secondary Director – Child Welfare and Attendance
Energy Conservation Policy Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Due to the ever-increasing concern for natural resources and high cost of energy, the District continues implementing an Energy Management Program In addition to other benefits, this program contributes, by way of savings to the General Fund.
Current Performance Indicators Energy Management Conservation Policy and Building Management Guidelines, adopted on January 16, 2007 Weekly meetings with Deputy Superintendent Savings generative from August 2007 – May 2008 $529,274.40
Action
Resources, Funding, Staff Development, and Committees
Responsibility
Continued training for: Energy Manager Educator School Principals Teachers Custodians Others that use District facilities
Energy Education, Inc.
Superintendent
South Bay Energy Savings Center
Deputy Superintendent
Continue visiting sites for energy policy compliance
The Gas Company
Continue resolving energy related concerns. Continued gathering of information on available energy saving programs
Southern California Edison
City of Torrance, Water Department California Water Service Company
Senior Directors – Elementary & Secondary Manager – Energy Education School Principals
Performance Goal 5: All students will graduate high school. Assessment Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Each High School will increase the % ing the CAHSEE on the first istration for 10th graders Increase the number of intervention and activities for students identified in danger of not ing the CAHSEE at each high school Communicate with students who have not ed one or both parts of the CAHSEE their entitlement to receive intensive instruction and services for up to two consecutive academic years after completion of grade 12 or until they both parts of the CAHSEE, whichever comes first Students will participate in the Early Assessment Program (EAP) Students who score well are exempt from taking College issions Tests.
Current Performance Indicators Class of 2010 First istration rate English 90% Math 92% Schools offered before/after school classes (all levels)
Action Increase % rate 1st istration, Class of 2011 in English and Math
Resources, Funding, Staff Development, and/or Committees Testing and Assessment Office
Responsibility Chief Academic Officer Senior Director - Secondary Site s
Records of student participation
Testing and Assessment Office
Chief Academic Officer Senior Director - Secondary
AB 1802 Counselors District ed sections at each high school Valenzuela/CAHSEE Intensive Instruction and Services Program Lawsuit Settlement is new requirement
Class of 2008 Not exempt from ission Tests: ELA Math
Articulation of best practices Implementation of Failure Is Not An Option, Principle #2 – Assuring Achievement for ALL students: Systems for Prevention and Intervention
Improve the exempt from issions Tests rate by 5%
Site s CAHSEE Intensive Instruction and Services Apportionment (AB1811) CAHSEE Intervention Materials Apportionment
Testing and Assessment Office
Chief Academic Officer Senior Director -Secondary Site s
Foreign Language Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Research and explore the possibility of securing grants and financial for expanding Foreign Language classes (Specifically Chinese) Explore the possibility of securing funds to have a computer laboratory dedicated to istering College Board online examinations.
Current Performance Indicators Current number of classes offered
Action Grant applications, as appropriate
Resources, Funding, Staff Development, and/or Committees Educational Services resource teachers
Responsibility Chief Academic Officer Director – Curriculum
Technology specifications have prohibited our ability to ister Chinese AP exam.
Grant applications and community donations as appropriate.
Chief Academic Officer Director – Curriculum
Post-Secondary Opportunities Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Equalize the number of opportunities for students to take honors and advanced placement courses at all high schools
Current Performance Indicators Open enrollment in Honors and AP Classes began in the 2004 – 2005 school year
Action Continue monitoring high school progress Course selection Grades
Resources, Funding, Staff Development, and/or Committees GATE
Responsibility Chief Academic Officer Director – Curriculum
2007 – 2008 89 AP classes offered in 7 subject areas
GATE HS Coordinators Senior Director - Secondary
GATE Resource position eliminated with 2007 – 2008 budget reductions Increase the number of graduates completing all courses required for UC/CSU entrance (A-G) by 10%
High Schools and Middle Schools will participate in the Supplemental School Counseling Program
Site s
Course completion UC/CSU requirements Class of 2007 TUSD 53% NHS 59.1% Shery 0.0% SHS 55.2% THS 41.1% WHS 59.2% TCDS 0.0% Class of 2008 Information to be added
Longitudinal comparison of data
9counselors and 1 head counselor were added during the 2006 – 2007 school year and continued in 2007 – 2008. Budget reductions for the 2008 – 2009 school year reduces this to 8counselors and 1 head counselor.
Work to align ASCA standards for school counseling by grade level into current program.
Counseling handbook was completed and Board approved. Articulation meetings were held throughout the year.
Testing and Assessment Office
Chief Academic Officer Senior Director - Secondary Site s Counselors
Provide parent information nights, participate in Choices pilot, and increase student preparation for and participation in college and career planning Secondary counselors will participate in “Creating College Going Culture” training.
Supplemental School Counseling Program Block Grant Irvine Foundation Grant
Chief Academic Officer Director – State and Federal Projects Senior Director - Secondary
Performance Goal 6: Other District Priorities Physical Education Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Evaluate the Physical Education Teacher Incentive Block Grant (PETIBG) to align and the Physical Fitness Test and the requirements of AB265, SB78 and SB601
Directly align required physical education minutes to the Physical Education Model Content Standards
Continue to provide professional development to enhance and the SPARK curriculum in grades k – 12.
Continue to provide alternative fitness opportunities to encourage lifelong activity
Current Performance Indicators
Action
PFT – Scoring in the Health Fitness Zone 2008 5 of 6 and 6 of 6 Grade 5 - 66% Grade 7 – 66% Grade 9 – 75%
Determine the distribution of funding to best meet the requirements of successfully meeting the expectations of SB78 and SB601
All high schools have established Health Clubs with student participation directed at Standards 1 – 3 of the Physical Education Model Content Standards for High School Course I and II.
Determine the degree of content standard alignment at the high school level. Evaluate the need for alignment at the K – 8 level.
Resources, Funding, Staff Development, and/or Committees
Responsibility
PETIG
Chief Academic Officer
MS/HS Physical Education Leadership Team
Senior Directors – Elementary & Secondary Director State & Federal Projects
All high school general physical education teachers have attended 28 hours of professional development in SPARK curriculum, including the use of individual student collection of physical fitness growth data.
Continue to provide professional development in physical education as needed to sustain the SPARK curriculum and a high degree of student physical activity.
6 elementary schools participated in the Pilates in the Classroom pilot funded in part by Kaiser Permanente.
Continue the Pilates program at 6 more elementary schools.
Title I Title II
Director - Curriculum Chief Academic Officer Senior Directors – Elementary & Secondary
SLIBG DATE/TUPE
Director State & Federal Projects
PEP Grant
Director – Curriculum
MS/HS Physical Education Leadership Team
Site s
Health Resource Teacher Title II SLIBG
Chief Academic Officer Senior Directors – Elementary & Secondary
PEP Grant MS/HS Physical Education Leadership Team Kaiser Permanente
Director State & Federal Projects Director – Curriculum Site s Chief Academic Officer Senior Director – Elementary
Career Technical Education Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Work to improve, enhance, and expand opportunities for students in Career Technical Education
Current Performance Indicators
Action
CTE Surveys of graduates. Annual Perkins Report Graduation rates Completion rates
Complete Perkins IV plan to improve the size, scope, quality and delivery of our CTE program.
Perkins III Plan
Promote the development of courses that link secondary and postsecondary education for participating CTE students
Improvement Plan for Completers
2007 – 08 Transition Plan
Collaborate with the Career Technical Education Steering Committee. Provide release time for teachers within a discipline to work together to implement career sequencing. Collaborate with postsecondary and representatives from business and industry.
Resources, Funding, Staff Development, and/or Committees Perkins Funding
Responsibility Chief Academic Officer Senior Director – Secondary Director – State and Federal Projects High School AP (CTE)
Perkins Funding
Chief Academic Officer Senior Director – Secondary Director – State and Federal Projects High School AP (CTE)
Categorical Program Monitoring Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Conduct ongoing self-evaluation throughout the 2008 – 2009 school year to prepare for 20092010 Categorical Program Monitoring (M) CDE review.
Current Performance Indicators Single Plan for Student Achievement
Action Provide school sites and departments with monthly instruments to help monitor and assess school and district programs.
School Site Council
Resources, Funding, Staff Development, and/or Committees All Categorical Funding
Director – State and Federal Projects
Enhance communication with all stakeholders.
DDC
Chief Academic Officer Senior Directors – Elementary & Secondary
ELMAC Design for creating and maintaining effective school programs.
Responsibility
Director – Curriculum
DELMAC Restoration of Budget Reductions Description of Specific Activity to the Local Education Agency Plan and Other State and Federal Mandates Restore budget cuts made during the 2007 – 2008 school year, contingent on the State budget.
Current Performance Indicators TUSD made 9.4 million dollars in budget reductions in the 2007 – 2008 school year.
Action Board Priorities:
1. Class size Allocation to 2007 – 2008 2. Custodial 3. Campus Security
Resources, Funding, Staff Development, and/or Committees State Budget
Responsibility Board of Education Superintendent Deputy Superintendent
Bert Lynn Middle School Site Specific Planned Improvements in Student Performance Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in Reading/Language Arts, Mathematics, Science, and History/Social Science by 2013 – 2014. Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates To improve student writing, there will be a school wide focus on writing and literacy.
Current Performance Indicators
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
26% or 196 out of 754 students are performing below Proficient in English Language Arts.
Revisit school wide focus on Reading and Writing (WARP) period and assign effort grades. WARP is held 4x a week.
Writing Journals SLIPG
istration ELA dept
After analyzing CST reporting clusters, Writing Strategies (66.9%) and Literary Response and Analysis (71.38%), scored the lowest.
Implement schoolwide writing day and grade prompts on a staff development day to build consensus and consistency in writing standards and expectations. Students will revisit the graded prompt to improve the writing product.
Staff Development Day and PLC time General Fund
istration Teachers
Teachers will revisit the literary response and writing as it ties to standards across gradelevel. Guest speaker will be brought in to assist in this process.
Staff Development Day Or PLC time General Fund Guest speaker- Title II or SLIPG
Implement an after school class focusing on the writing process. Selected students will be invited based on CST scores and teacher recommendation.
Writing Teacher SLIPG
istration ELA dept chair
Implement Creative Writing intervention class.
1 section General Fund
sitration LC teacher
Purchase Read Naturally Data Collection and Analysis CD-Rom to chart fluency levels on a weekly basis.
Learning Center teacher SLIPG
istration LC Teacher
istration Teachers
Purchase of additional core literature books, audio books, and core text (One Stop Resource) CD-Roms for the classrooms.
Literature books and CDRoms SLIPG
Purchase of literature books, non-fiction books, science and American history books for the library
Library books SLIPG
Teacher Librarian
To improve the percent of students performing not proficient in mathematics to become proficient in math.
Percentage of students performing below proficient is 28% Mathematics
General Math Special Education students scored at 38% Basic 38% Below Basic 23% Far Below Basic
Purchase classroom materials to enhance student engagement and cooperative group stations. Materials such as individual white boards/markers/eraser, plastic sheet dividers, plastic display stands, colored pencils, markers, Send teachers to the California Math Conference or other math related conferences.
istration Dept chairs
Math teachers SLIPG
Math Dept Chair
Use eTUSD website to Math benchmark exams and pacing.
Math teachers
istration Teachers
After school tutoring M – Th. Classes will be set up by 6th grade math, pre-algebra, and Algebra groups. Most after school homework assistance classes are done by volunteer teachers. Paid teachers will do after school classes that have targeted students, required enrollment with specific reteaching/tutoring goals.
Math teachers SLIPG
istration Teachers
After school program using SuccessMaker computer program will focus on Math and ELA. Targetted Basic students (54) will be invited to participate 3x a week for 1-hour.
Teachers Software License SLIPG
istration Teachers
After school tutoring for learning center math students offered 3x a week. Teacher will use Saxon Math supplementals.
LC Teacher Saxon Math Curriculum SLIPG
istration Teachers
Technology equipment will be used enhancement of all curricular areas to ensure that all classrooms have access to hardware and software to supplement the learning environment.
Percentage of students performing below proficient: 31% History-Social Studies 19% Science 28% Mathematics 26% EnglishLanguage Arts
Modernization of obsolete equipment. Upgrade computers, and purchase additional student computers and monitors, purchase Smart boards, speakers for computers, document cameras, copy machine lease, laser printers, networking systems, LCD projectors, and wireless remote control/laser pointer for the projection screen.
Technology equipment SLIPG
Microsoft office licenses, curriculum based CD/DVD licenses, and. Mounting brackets, video cables, extension cords, splitters, toner cartridges, Teachers and s will use Edusoft to generate student data to drive the needs assessment. During PLC and staff development days teachers will review student data to formulate school wide and departmental goals.
Performance Goal 2: All English Language Learners (ELL) will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in Reading/Language Arts and Mathematics. Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates All English Learners (EL) will become proficient in English.
Current Performance Indicators Out of 83 English learners, the overall CST performance levels are as follows: 10% Advanced 34% Proficient 36% Basic 12% Below Basic 8% Far Below Basic
Action
English Learners (EL) will be targeted to participate in an afterschool tutoring course one hour M-Th to provide ELD .
Resources, Funding, Staff Development, and/or Committees CLAD certified teacher ELAP funds
Responsibility
istration CLAD teacher
56% of EL students are not proficient on the CST
Levels 1 and 2 students not proficient in ELA and have been in the US for less than 3 years will have the opportunity to attend summer school.
1 CLAD summer teacher out of ELAP or EI funds.
istration CLAD Teacher
Send all Science and Social Studies teachers to receive Sheltered Instruction Observation Protocol (SIOP) training for 5 days.
13 teachers/Substitutes EIA/LEP funds
istration Teachers
One will attend SIOP conference and the other will visit district SIOP workshops periodically.
1 s Conference fees EIA/LEP
istration
istration will monitor and encourage the SIOP model usage in the classrooms.
In order to provide access to the curriculum, all departments have identified resources and technology needed to assist the ELL student in each curricular area.
istration
30% of EL students are not making annual adequate progress.
Identify EL student levels 1 –5 and provide ELD classes to all levels 1 – 2 as their elective class. In addition identify levels 3-5 students who are not achieving or progressing in STAR and/or poor ELA grades. Provide an intervention class targeting levels 3-5 students.
3 sections of ELD General Fund
istration ELD Coordinator
36% EL and 9% RFEP are performing at Basic on the CST.
Supplemental materials such as the REWARDS curriculum, Hampton Brown curriculum, and Read Naturally to be used in the ELD intervention class
Supplemental Curriculum EIA/LEP
ELL teacher
At 3rd Quarter we will again review EL and RFEP students to determine a small target group that are performing Basic in ELA and receiving C or below. This group will be invited to participate in a two-month intensive after school program focusing on grade level ELA and ELD standard.
Substitute day for ELL teacher, CLAD/BCLAD teacher for after school class EIA/LEP
istration CLAD teacher
Supplemental materials to be purchased range from primary language books, bilingual dictionaries, primary level English dictionaries, electronic dictionaries, realia, primary documents, DVDs, software licenses, books on tape, etc. Translation of materials such as summaries for the textbook, and core literature books.
Department Chairs Supplemental Materials EIA/LEP Bilingual IA Translation EIA/LEP
Department Chairs
All ELLs, who have participated in English Language Development for five years, will be at or above the proficient level in ELA and Math on the CSTs.
Parents will be informed and participate in student success.
Out of 96 R-FEP students last year, the ELA performance levels are as follows: 9% Basic 35% Proficient 55% Advanced Math performance: 7% Basic 38% Proficient 54% Advanced 179 out of 752 students are either EL or R-FEP.
Technology enhancement of all curricular areas to supplement the learning environment for ELL students. This includes laptops, computers, CD players, LCD projectors, DVD players, amplification systems, document cameras, and SMART boards. Additional supplies to operate technology such as RCA video cables, splitters, mounting brackets, extension cords, etc. will be purchased. Approximately 15 R-FEP students were identified as not maintaining proficient levels in ELA and/or Math. These students would be targeted for after school enrichment. Actual after school program will be based on student deficiencies. Some options are, writing program, SuccessMaker computer based program, or math .
Technology EIA/LEP
istration Department Chairs
Certificated teachers and college students with appropriate course work. EIA-LEP funds
istration After school Teachers
Basic supplies and materials to operate after school intervention. SLIPG funds
istration
Provide translation for important documents that affect student achievement. (ie PTSA handbook, parent connect form, excessive absent forms, report cards, GOAL program etc.)
Bilingual aide to translate EIA/LEP funds
istration
Provide interpreters for ELMAC parent meetings, back to school interpreters, and parent conferences as needed.
Bilingual aide to interpret EIA/LEP
istration
Invite parents to DELMAC and District ELL conference. Copy expenses, materials and food for meetings.
EIA/LEP
istration ELD Coordinator
Performance Goal 3: All students will be taught by highly qualified professionals.
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Current Performance Indicators
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Grade Level Discipline Assemblies. Grade Level Anti-Bullying instruction presented in all Social Studies Classes. “Farness” policy introduced RAND Study (Anti-Drug Study) “Red Ribbon” Week Assigned Faculty Supervision of students during unstructured periods of the school day. 1 Assigned Campus Security Noon Leagues (Lunch Time Sports) Student Council- Noon Activities Implementation of progressive discipline which includes, after school detention, Saturday School, “In-
Current Performance Indicators
Action
30 Suspensions 0 Expulsions 0 Suspensions for Drugs
All Students attend grade level discipline assemblies twice a year. The second assembly has an emphasis on reducing all forms of harassment.
All suspensions occurred during unstructured time.
Throughout the school year our School Councilor provides mini-lessons that focus on Anti-bullying strategies. Lessons are presented in Social Studies Classes.
Survey Monkey Results indicate 97% of our parents report their child feels safe at school.
RAND “Project Choice” is running an anonymous, drop in program for students wanting to chat about dugs, every Thursday after school from 3:15-3:45.
Less than 3 teacher referrals per week.
All Teachers are assigned a student supervision duty.
A small number of SPED students require behavior plans. These plans require input & monitoring from our General Education teachers.
Campus Security ensures campus is locked during school hours and he monitors students and visitors traffic on an off school.
Students currently have limited selfefficacy skills which is the root of the majority of student conflict.
Student Council: Monthly meetings are used to plan and implement engaging noon activities. Noon Leagues are organized and monitored by AB 1802 Counselor. Students self select teams and elimination categories are established, usually by grade level. Staff development to review school-wide discipline plan and progressive discipline.
Resources, Funding, Staff Development, and/or Committees
Responsibility
Principal Assistant Principal School Counselor AB 1802 Counselor PTSA Volunteers (Red Ribbon Wk) Student Council (Noon Activities)
house” Suspension. Staff development to review SPED Behavior Plans.
Implementation of Behavior Plans for SPED students in the General Education Setting. (Behavior Cards & Reports)
Staff Development to review Non-Sped Behavior Contracts. 6th Grade Pride & Promise: Focus on issues of adolescent girls and self efficacy.
Implementation of Behavior Contracts for Non-SPED students with exceptional behaviors. Pride & Promise: 6th Grade Girls group. General Clubs: Teacher Facilitated.
Performance Goal 5: All Students will Graduate from High School.
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates
Current Performance Indicators
Action
Resources, Funding, Staff Development, and/or Committees
Responsibility
Performance Goal 6: Other District Priorities
Description of Specific Activity to the Local Education Agency Plan (LEAP) and Other State and Federal Mandates Bert Lynn Middle School And Continental Development (CD) have a entered a commitment to ongoing communication through a School to Business Partnership. This Partner Ship is built upon securing adequate human and financial resources Giving recognition to volunteers, school staff and CD Yearly evaluation of the partnership
Current Performance Indicators Bert Lynn Students have been provided an opportunity to perform on the behalf of Continental Development at Torrance Memorial and Sky Park Properties. Continental Development has donated funds to staff development, student trips and scholarships totaling over $10,000. Several local business our school informally through small donations.
Action
Formalize interaction with local businesses by building upon the success of our Business Partnership program. Development of a Master Calendar of all fundraising events. Continued development of Bert Lynn Middle School’s Business Partner Plan to include our Local Business - Program Sponsors.
Resources, Funding, Staff Development, and/or Committees
Responsibility
Principal Assistant Principal PTSA Board Teachers Business Partners Local Business- Program Sponsors
Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)
State Programs
✘
✘
California School Age Families Education Purpose: Assist expectant and parenting students succeed in school. Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners
Allocation $ $ $
High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets.
$
Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas.
$
Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring.
$
Pupil Retention Block Grant Purpose: Prevent students from dropping out of school.
$
✘
School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.
$
✘
School Safety and Violence Prevention Act Purpose: Increase school safety.
$
✘
Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students.
$
List and Describe Other State or Local funds (e.g., Gifted and Talented Education). ✘
ο
GATE
$
ο
ELAP
$
Total amount of state categorical funds allocated to this school $
45
Federal Programs under No Child Left Behind (NCLB)
✘
✘
✘
✘
Allocation
Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution
$
Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth
$
Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and principals Title II, Part D: Enhancing Education Through Technology Purpose: professional development and the use of technology Title III, Part A: Language Instruction for Limited-EnglishProficient (LEP) Students Purpose: Supplement language instruction to help limitedEnglish-proficient (LEP) students attain English proficiency and meet academic performance standards Title IV, Part A: Safe and Drug-Free Schools and Communities Purpose: learning environments that promote academic achievement Title V: Innovative Programs Purpose: educational improvement, library, media, and at-risk students Title VI, Part B: Rural Education Achievement Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs
$
$
$
$
$
$
$
$ $
Other Federal Funds (list and describe): $
Total amount of federal categorical funds allocated to this school $ Total amount of state and federal categorical funds allocated to $ this school *Districtwide allocation.
46
School Site Council hip
LeRoy Jackson
Student
MemberCommunityParent or
Other School Staff
TeacherClassroom
Names of
Principal
Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated through the Consolidated Application, by the school site council. The current make-up of the council is as follows:
X
Eileen Thomas
X
Wes Nadel
X
Mike Caporaso
X
Ed Salguero
X
Lynn Lefevre
X
Vivian Millet
X
Alan Dawson
X
Kim Heeger
X
Kariene Millet
X
Riley Dawson
X
Daniel Barratt
X
Numbers of of each category
1
4
1
3
3
47
Recommendations and Assurances The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): ___ School Advisory Committee for State Compensatory Education Programs ___ English Learner Advisory Committee ___ Community Advisory Committee for Special Education Programs ___ Gifted and Talented Education Program Advisory Committee ___ Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council at a public meeting on: _______. Attested: _________________________ Typed name of school principal
_______________________ ________ Signature of school principal
_________________________ _______________________ ________ Typed name of SSC chairperson Signature of SSC chairperson
Date
Date
48
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