Local District Northwest Vivian Ekchian Local District Superintendent

Local District Northwest Vivian Ekchian, Local District Superintendent Title I Coordinator Technical Assistance Meeting Thursday September 17, 2015 Cuahutemoc Arroyo, Elementary Title I Coordinator cxa 6122@lausd. net 818 -654 -3651 Daniel Steiner, Secondary Title I Coordinator Daniel. steiner@lausd. net 818 -654 -3662

Local Northwest Title I Website http: //achieve. lausd. net/Page/9130 http: //achieve. lausd. net/northwest

Local Northwest Instructional Newsletter http: //achieve. lausd. net/Page/9130

Title I Ranking Federal Title I Funds are generated based on eligibility of Free/Reduced Meal Program. Students meeting all three criteria listed below will be included in the count for Title I ranking for 2016 -17: • Student must be enrolled at the school by the 2015 -16 Fall Census Day (i. e. , CBEDS Day) which is October 7, 2015; and • Student must be 5 – 17 years old on or before October 7, 2015; and • Student must have submitted a complete 2015 -16 meal application by October 23, 2015 and determined to be eligible for free/reduced-price meals. Food Services Division http: //achieve. lausd. net/Page/9104

Title I Ranking 2015 -16 Meal Application Information • • Mailed to households on July 23, 2015 Can also be filled on-line (Utilize Parent Center) to assist parents District-wide meal application collection Provision 2 schools-(Schools with 80% are on the Free eligibility will also have to complete meal applications All applications must be processed by Food Services within 10 days of receipt If an application is incomplete they will be mailed back to parents Questions contact: Florence Simpson, Food Services Manager for LD Northwest florence. simpson@lausd. net Meal applications are processed based on: • • • Household Income If a Foster Child or other benefit status (CALWORKS, Kin-Gap or FDPIR) Eligibility is based on 2015 -16 Income eligibility guidelines Food Services Division http: //achieve. lausd. net/Page/9104

Title I Ranking LAUSD sets poverty threshold at 50% to qualify for Title I funds. There are three levels of Title I Funding that are generated to better serve students at the school sites. Title I Poverty Percentage Per Pupil Rate* 65% - 100% $615 50% - 64. 99% $467 Less than 50% (First Year Non-Title l: Hold Harmless Schools) Hold-Harmless Are schools that are below the 50% poverty thresh hold in the new school year but was a Title I school the prior year because their poverty ranking was 50% or higher $300 Title I Parent Involvement Poverty Percentage Per Pupil Rate* 65% - 100% $11 50% - 64. 99% $9 Less than 50% (First Year Non-Title l: Hold Harmless Schools) $6

2015 -16 Title I Ranking

Meeting Dates

Title I Updates-September

BUDGET ADJUSTMENT REQUEST (BAR) STEPS

TITLE I ANNUAL MEETING 2015 -2016 TITLE I PROGRAM OVERVIEW FOR SCHOOL WIDE PROGRAM (SWP) SCHOOLS REF-6448. 0 DUE: OCTOBER 30, 2015 11 Federal and State Education Programs Branch

Title I Program Overview for SWP The chart below provides a slide number and the corresponding documentation or suggestions of additional resources to be utilized at the Annual Title I meeting or throughout the academic year as topics at School Site Council (SSC) meetings. Memorandum 6324. 0 Notification of Federal Title I Parent Involvement Mandates This slide is for presenter use only and should be deleted prior to presentation. Slide # References/Documents/Materials for Annual Title I Meeting n. Provide 5 and share the school’s 2015 -2016 Title I ranking (the percentage that generated the current year Title I allocation) and the 2015 -2016 Title I allocation Slide # n. LEA 8 Plan http: //home. lausd. net/apps/pages/index. jsp? u. REC_ID=181824 &type=d&p. REC_ID=403302 24 Personalization slide n. Review copy of the school’s Parent Involvement Policy n. Insert and discuss the school’s 2015 -2016 7 E 046 expenditures n. Introduce 12 or prepare a slide of SSC members n. Explain that the Consolidated Application (Con. App) is a school district document that allows state and federal funds to flow from CDE to school districts n. Policy Bulletin 6541. 0: Guidelines for the Required English Learner Advisory Committee and School Site Council 21 -23 25 Personalization slide n. List parent engagement activities planned for the school year (i. e. , Math night, Back to School night, Open House, SSC meetings, parent workshops, etc. ) n. Memorandum 14 15 Personalization slide n. SPSA—cycle of process n. List 28 school’s Title I [7 S 046] expenditures that the school has budgeted from the 2015 -2016 Title I allocation (see Assurances and Justification pages) Personalization slide n. School Personalization slide 29 31 wide Program School Letter at fsep. lausd. net 6161 NCLB: Qualification for Teachers; Parent Notification Requirements and Right to Know Procedures; Annual Principal Certification Form (This is the memorandum # for 2014 -2015– The 2015 -2016 memorandum has not been posted as of 8/2015) n. Introduce or prepare a slide of paraprofessionals and indicate content focus and/or grade level support n. List and discuss the school’s academic and other relevant data for 2015 -2016 12

PURPOSE OF THE OVERVIEW To inform parents about the Title I Program and its requirements 13 Federal and State Education Programs Branch

WHAT IS TITLE I? “…is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments…” No Child Left Behind (NCLB) 2001 Title I, Part A federal funds are supplemental monies to help meet the educational needs of low-achieving students in the highest-poverty schools. In order to access Title I funds, LAUSD schools must have a poverty threshold of at least 50% based on free- and reduced price meal applications and/or Cal. WORKS. Schools that rank into Title I deliver supplemental services through a targeted assistance (TAS) program or a schoolwide program (SWP) model. Federal and State Education Programs Branch 14

WHO RECEIVES TITLE I SERVICES? Although schools are eligible for Title I funding based on poverty, the selection process for providing Title I services to students is not based on low-income. It is based entirely on academic achievement. Federal and State Education Programs Branch 15

What are Supplemental Funds? § Additional monies above the general funds districts and schools receive to support the regular program. § Granted to districts and to schools for specific program purposes and must be used only to support and enhance the district’s and school’s regular program. § May not be used to replace or supplant the funds and programs the district provides to all schools. 16 Federal and State Education Programs Branch

Local Educational Agency (LEA) LAUSD Plan § The LEA Plan is required of all school districts that receive funds under NCLB. § Addresses five performance goals 1. “All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013 -2014. ” 2. “All Limited English Proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. ” 3. “By 2005 -06, all students will be taught by highly qualified teachers. ” 4. “All students will be educated in learning environment that are safe, drugfree, and conducive to learning. ” 5. “All students will graduate from high school. ” 17 Federal and State Education Programs Branch

Schoolwide Program (SWP) School 18

The Two Title I Models for Serving Students Schoolwide Program (SWP) Supplemental Services Serve All Students at the School Supplemental Services Targeted Assistance Program (TAS) Serve Identified Title I Students

School wide Programs (SWP) Schools write a comprehensive school plan to upgrade the core academic program in a high-poverty school, without distinguishing between eligible and ineligible children. All students may benefit from supplemental services in a school operating under a school wide program. 20 Federal and State Education Programs Branch

Single Plan for Student Achievement (SPSA) California Education Code 64001 requires that districts receiving state, federal and other applicable funding through the Consolidated Application (Con. App) process ensure that participating schools write a SPSA. California Education Code 52852 requires these schools to establish a School Site Council (SSC) as the decision-making council for all programs funded through the Con. App. The School Site Council (SSC) is responsible for developing, reviewing, and approving the SPSA with written advice from appropriate school advisory committees. Expenses described in the SPSA must be aligned to data that will address specific needs and must be annually evaluated. Federal and State Education Programs Branch 21

SINGLE PLAN FOR STUDENT ACHIEVEMENT (SPSA) The SPSA* includes: ■ Comprehensive needs assessment – Data analysis and annual SPSA Evaluation ■ Goals, based on student data, that are measurable ■ Scientifically-based needs instructional strategies that are prioritized based on student ■ Budgets, use of resources, and process for implementation ■ Process of monitoring the strategies to be implemented in SPSA *Goals of the LEA Plan are embedded in the SPSA

The Cycle of Continuous Improvement in the Development of the SPSA Conduct Comprehensive Needs Assessment Develop School Goals (Data analysis and SPSA Evaluation) Develop strategies and align budgets to address identified student Needs Monitor implementation 23 Federal and State Education Programs Branch

2015 -2016 School’s Title I Allocation and Expenditures § List and discuss school’s 2015 -2016 Title I Expenditures [7 S 046] 24 Federal and State Education Programs Branch

Title I SWP and Parent Involvement 25

WHAT IS PARENT INVOLVEMENT? NCLB Definition: “The term parent involvement means the participation of parents in regular, two-way and meaningful communication involving student academic learning and other school activities. ” Federal and State Education Programs Branch 26

DISTRICT TITLE I PARENT INVOLVEMENT POLICY LAUSD adopted a district-wide Title I Parent Involvement Policy for parents on December 11, 2012. This policy is annually distributed to parents and is required for Title I schools. The policy describes how the District will: - Involve parents in the LEA Plan - Provide coordination and technical assistance to schools for parent involvement - Build parent & school capacity - Annually evaluate the policy - Involve parents in Title I school activities The District’s annual Parent Student Handbook also provides parents with information on parental involvement and NCLB mandates. Federal and State Education Programs Branch 27

District Parent Involvement Policy 28

2015 -2016 Parent-Student Handbook 29

SCHOOL PARENT INVOLVEMENT POLICY In addition to the District Parent Involvement Policy, each Title I school must develop, jointly with parents of children receiving Title I services, a written school parent involvement policy that describes how the school will carry out the parental involvement requirements in No Child Left Behind, Section 1118. Federal and State Education Programs Branch 30

School Parent Involvement Policy Requirements School-level policies must: §Be jointly developed & distributed to parents §Describe how school will carry out requirements §Be provided to parents in an understandable language §“Periodically” updated Federal and State Education Programs Branch 31

Required School-level Activities §Annual Title I Meeting §Information about the Title I Program §Description of curriculum & assessment §Opportunity to request meetings §School-Parent Compact §Capacity Building Federal and State Education Programs Branch 32

Required Set-Aside for Parent Involvement (Program Code 7 E 046) §Title I schools are required to set-aside 1% of Title I funds to support their Title I Parent Involvement Policy §The following are the expenditures from this year’s allocation: (insert school’s E 046 expenditures) Federal and State Education Programs Branch 33

2015 -2016 SCHOOL PARENT INVOLVEMENT ACTIVITIES Insert and discuss parent engagement activities planned for the school year (i. e. , Math night, Back to School night, Open House, SSC meetings, parent workshops, etc. ) Federal and State Education Programs Branch 34

PARENTS’ RIGHT TO KNOW The No Child Left Behind Act of 2001 (NCLB) mandates that Title I, Part A funded schools give parents timely notice when their child has been assigned, or has been taught for four or more consecutive weeks by a teacher who is not highly qualified. The school sends letters home to parents to inform them about this assignment when applicable. NCLB requires Title I, Part A schools to notify parents at the beginning of each school year that they may request information about the qualifications of their children’s teachers and paraprofessionals who provide educational assistance to their children. LAUSD parents may make written requests to the school and receive information regarding the qualifications of their child’s teacher (i. e. , credential, degree, and major) and paraprofessionals. Federal and State Education Programs Branch 35

Title I SWP and Highly Qualified Teachers and Paraprofessionals 36

TEACHER QUALIFICATIONS Teachers should be highly qualified at the time of employment. All teachers teaching core academic areas in Title I schools must meet the highly qualified standard. Federal and State Education Programs Branch 37

PARAPROFESSIONAL QUALIFICATIONS All paraprofessionals must be highly qualified. n All new hires are required to pass the District Proficiency Test* and must meet the following criteria: – HS diploma/GED AND – Have 60 semester or 90 quarter units from a recognized college or university OR – Have an associate (or higher) degree from a recognized college or university OR – Pass the Instructional Assistance Test *new hires with a Bachelor’s degree or higher do not need to take the District Proficiency Test n Duties: – Provides instruction only if under the direct supervision of a “highly qualified teacher” Federal and State Education Programs Branch 38

Accountability and The CORE Waiver - Academic performance - Social-Emotional - Culture and Climate 39

2015 -2016 SCHOOL DATA Insert and discuss school’s data (school’s API, suspension rate, attendance rate, report card grades, SBAC data, other data sources ) Federal and State Education Programs Branch 40

CORE WAIVER On August 6, 2013, eight California school districts, including LAUSD, received a waiver from some of the mandates of the No Child Left Behind Act from the U. S. Secretary of Education. The eight school districts are grouped together in an association called the California Office of School Reform (CORE) – Fresno Unified SD, Long Beach USD, LAUSD, Oakland USD, Sacramento USD, San Francisco USD, Sanger USD, and Santa Ana USD. Federal and State Education Programs Branch 41

SCHOOL QUALITY IMPROVEMENT SYSTEM With this waiver, CORE does not seek to escape FROM accountability. Instead, CORE is asking for a waiver INTO a new system with higher level of shared responsibility and accountability. The new accountability system will be called the School Quality Improvement System. The School Quality Improvement System is designed to hold schools accountable for the performance of all students across a variety of factors. Factors include: - Academic performance - Social-Emotional - Culture and Climate Federal and State Education Programs Branch 42

YOU ARE OUR PARTNERS At LAUSD, schools and families are working together to ensure all students are college-prepared and career-ready. Together we can equip our students with the foundation of skills needed for the 21 st century.

SCHOOL’S POVERTY RANKING AND TITLE I ALLOCATION Provide and share the school’s 2015 -2016 poverty ranking and 2015 -2016 Title I allocation Federal and State Education Programs Branch 44

CATEGORICAL EQUIPMENT INVENTORY BUL-3508. 7

FEDERAL PROGRAM MONITORING For all categorical programs, the Local Education Agency (LEA) maintains an inventory record for each piece of equipment, with an acquisition cost of $500 or more per unit, that is purchased with state and/or federal funds.

CATEGORICAL EQUIPMENT INVENTORY BUL-3508. 7 Non Capitalized Equipment • Any single piece of equipment costing $500 (Including tax, shipping and other ancillary costs. ) • Any single piece of equipment between $500 to $5, 000 • This equipment must be inventoried using Attachment B of Bulletin-3508. 7 in Excel. Non-Capital Equipment to be Inventoried • Title I AARRA • EIA-SCE (State Funds) • EIA-EDY (State for Cont. HS/Special ED Centers • School Library Improvement (SLI) • School Improvement Grant (SIC)

DISTINGUISHING BETWEEN SUPPLIES AND EQUIPMENT General Supplies Technology Non-Capital Equipment Consumables: Cost less than $500 Non-consumables: Cost $500 or more with life span over 1 year Repair Replace Easily broken, damaged or lost in normal use

CATEGORICAL EQUIPMENT INVENTORY An accurate list of equipment purchased from Categorical Funds must be maintained up-to-date and includes (9) items: • Type/Model • Serial Number • Purchase Date • Location • Cost • Delivery Date • Funding • Current Condition -(New, Good, Fair, Poor) • Disposition -(Salvaged # or Police Report #)

SAMPLE EQUIPMENT INVENTORIES E L P M SA

r W g n o

r W g n o

r r o C t c e

Physical Check Equipment Inventory • All schools must conduct a physical inventory Check of categorical equipment at least every two years. Record this on the Equipment Inventory(Attachment B) • Up-to-date categorical equipment inventories (Attachment B) must be kept at the district office and at the school-site. Categorical Equipment Inventory

CATEGORICAL EQUIPMENT MUST BE LABELED District labels require the following: Funding Source School Name Purchase and Delivery Date Serial Number

CONTROL SYSTEMS Systems must be in place to… ensure equipment is used only for authorized purposes prevent loss, damage, or theft ensure equipment is in the proper location

IMPORTANT REMINDERS Ø Any single piece of Categorically Funded Non-Capitalized equipment costing $500 (Including tax, shipping and other ancillary Costs) must be inventoried Ø Utilize Attachment B, Excel Form, to maintain equipment inventory database (How to Complete Categorical Equipment Inventory Guide) Ø A physical check of your Categorical Equipment Inventory must be completed every 2 years and recorded on Attachment B, Ø All Non-Capitalized Equipment must have a red label. If you need additional labels contact FSEP office at 213 -241 -6990 Ø Email electronic copy of Categorical Equipment Inventory to FSEP@lausd. net Ø Categorical Equipment Inventories are historical (new understanding)

MONITORING EQUIPMENT INVENTORIES Federal Program Monitoring (FPM) (a state process) examines categorical Equipment Inventories for compliance when state auditors visit selected school sites Simpson & Simpson, a CPA firm, audits school Equipment Inventories for accuracy and compliance The federal government will randomly visit LAUSD schools and carefully examine Equipment Inventories for accuracy and compliance

HOW TO COMPLETE CATEGORICAL EQUIPMENT INVENTORY

TIME REPORTING FOR EMPLOYEES PAID FROM FEDERAL AND STATE CATEGORICAL PROGRAM BUL-2643. 6

ALL CATEGORICALLY FUNDED PERSONNEL NEED DOCUMENTATION FOR TIME AND EFFORT • Federal and State regulations require supporting documentation, in addition to time cards, for all personnel who receive any payment (compensation) from federal funds or from state categorical funds. This supporting documentation will vary depending upon the funding source(s) or nature of the job duties. Payroll time reporting must reflect actual hours worked on each program as indicated in the supporting documentation. • Required supporting documentation will vary depending upon the funding source(s) and/or nature of the employee’s job duties. • The overall guiding principle must be that site administrators must know where the documents are kept and that the documents be readily available for audit purposes. • Failure to complete and/or provide this documentation results in penalties that must be paid for by using your school/office’s General Fund resources.

ATTACHMENT B- SEMI ANNUAL CERTIFICATION • Time- Reporting Certification for a Position funded 100% from only one funding source. • This certification is completed twice a year -July-Dec -Jan-June • Complete all Information -Period Covered -Name -School -Program Code -Fiscal Year -Position -Program (SWP) • Signatures -Employee Signatures -Responsible Supervisor Signature (Principal)

ATTACHMENT C- BLANKET SEMI ANNUAL CERTIFICATION • Time Reporting Certification for multiple positions funded 100% from the same funding source • This certification is completed twice a year -July-Dec -Jan-June • Complete all Information -Period Covered -Fiscal Year -School Name -Program Code -Cost Objective (SWP) • Name and Positions that are funded from the same single funding source • Signatures -Supervising Official (Principal) -Name, Title I

ATTACHMENT G- OVERTIME REQUEST FORM • This certification is both a request form for any overtime and time reporting to document Classified overtime charged to a federal/state funded program. • Complete all Information -Name -Employee # -Requested Dates -Reason -OT Charged Fund -Program Code -Name of Program Code -Approved by, date, Hrs. -Dates worked -Hrs. worked -Employee signature, date -Approved by, date

ATTACHMENT H- TRAINING OR OCCASIONAL ASSIGNMENT • This Time- Reporting certification is utilized to document hours dedicated to training or occasional assignments (Certificated) charged to a federal/state program • Complete all Information -Fiscal Year -Dates worked -Hours Worked -Activity Description -Name -School Office -Categorical Program -Program code -Employee Signature -Date • If an assignment is routine in nature such as intervention, then a semi-annual, Attachment B, may be used for Time-Reporting purposes.

ATTACHMENT F 1 -MULTI-FUNDED TIME REPORTING FOR TITLE I & TSP COORDINATOR • This certification is completed for coordinators that are multi-funded from Title I and Targeted Student Population Funds (TSP). • Time reporting documentation must reflect the same proportionality to the percentage that is funded by both program funds. • • Form is on Excel and it contains tabs for each month for 2015 -16 Complete all sections (Name, Class Code, Month, Employee Name, Position, School) Document the Hours and Activity Codes spent working for the Title I and TSP Program Save document, print, sign and obtain Signature of Administrator

ATTACHMENT I- ADMINISTRATOR ASSURANCES • This certification is completed by the principal as assurances that all employees paid from federal and state program funds have supporting time reporting documents on file. • This certification is completed twice a year -July-Dec -Jan-June • Complete all Information -Period Ending -Fiscal Year -School Office -Administrator Name -Administrator Signature, Date • Form is Faxed to LD Northwest Operations Administrator in January and in the end of June.

LOCAL DISTRICT NORTHWEST TIME REPORTING MATRIX

Local District Northwest Vivian Ekchian, Local District Superintendent Overview and Next Steps September 17, 2015 “Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability”

Who is the California Office to Reform Education (CORE)? CORE is a non-profit organization that includes ten California school district that work collaboratively to significantly improve student achievement Together CORE districts serve more than one million students and families (approximately 20% of all CA students) Number of Students CORE Districts, SY 2011 -2012

The CORE waiver was approved on August 6, 2013 to allow participating districts to pursue a new robust and holistic accountability model for schools The CORE waiver is based on four foundational goals: 1. College- and career-ready expectations for all students 2. A focus on collective responsibility, accountability and action that emphasizes capacity-building over accountability 3. The development of intrinsic motivation for change through differentiated recognition, accountability and support for schools 4. Focused capacity-building for effective instruction and leadership

The CORE waiver is organized around three key principles

CORE Waiver School Quality Improvement System New Metrics New Classifications for school New supports and required program activities 73

Key Differences Between the Old and New Systems Category Old System New System Program Improvement PI status prompts actions No PI status and no PI schools 535 PI schools Schools are designated as Reward, Collaborative Partner, Support, Focus and Priority School designation prompts actions SES and NCLB PSC Funds No flexibility in use of funds; not targeted; unsure of impact Students accepted for transport this year will receive transportation NCLB-PSC transportation - all families eligible who attend PI schools Funding for academic supports that SES programs are offered by stateapproved vendors Accountability Flexibility in use funds Limited accountability system; based solely on academic measures only AYP, API, CAHSEE, etc. focuses on building the capacity of teachers Robust accountability system that overtime values multiple measures of student success – Academic, Social. Emotional and School Culture/Climate 74

The School Quality Improvement Index all comes with new school classifications OLD SYSTEM NEW SYSTEM Title I Schools (714) At risk of Program Improvement Priority (28) Low-Performing or SIG Cohort 2 Schools *Support Schools are those that did not meet the API growth or graduation target and are in the bottom 30% - <721. School Pairing Focus (76) Co. P Support* (22) Co. P Achievement Gaps Program Improvement Years 1 -5+ INTERVENTION Collaborative Partner (19) Reward (42) Possible Pairing High-Performing/High Progress Possible Pairing Other Title I (527) School Driven 75

THE NEW ACCOUNTABILITY SYSTEM AT A GLANCE The School Quality Improvement System Targets the following drivers for change: • • Capacity Building Group Work Instruction Systemic Solutions Recognizes the importance of factors beyond academic preparedness and values multiple measures of student success in social/emotional development as well as the school’s culture and climate Includes measures of disparity and disproportionality; pushes participating districts to focus on issues of equity and access

THE SCHOOL QUALITY IMPROVEMENT INDEX (SQII) School Quality Improvement Index Academic Domain 60% Achievement and Growth Graduation Rate Persistence Rate (8 th-10 th) All Students and NCLB Subgroups (n=20) Social/Emotional Domain Culture/Climate Domain 20% Suspension/Expulsion Chronic Absenteeism Non-Cognitive Skills (i. e. , intra- and inter-personal domain such as self-discipline, empathy, teamwork, curiosity, work ethic etc. ) Stakeholder Voice/Perceptions SPED Identification EL Entry/Exit

LD Northwest CORE Waiver Schools • • Paired with Priority or Focus School to deliver assistance Hold meetings with Paired Priority School Receive Professional Development and technical Support from CORE, LD Northwest & FSEP Update SPSA Reward-High Performance Mayall ES Vanalden ES San Jose ES Valley Alternative Magnet Collaborative Partner Kennedy HS Taft HS Northridge Academy HS • • Attend Community of Practice (Co. P) Meeting(s) Implement Community of Practice Implement School Quality Review/Needs Assessment Process Update the SPSA Missed API Target Canoga Park HS API Mullholland MS API Priority Schools Focus Schools Support Schools Reward Schools • • • Attend Community of Practice (Co. P) Meeting(s) Implement Community of Practice Implement School Quality Review/Needs Assessment Process Update the SPSA Partner with Reward School (Optional) Achievement Gap-Special Ed Cleveland HS Lawrence MS Low Achieving-Special Ed Alta California ES Hart ES Limerick ES Panorama City ES Tarzana ES Porter MS Woodland Hills Academy MS Monroe HS Low Achieving-English Learners Chatsworth HS Portola MS • • • Paired with Reward School Attend meetings with Reward School Implement 7 Turnaround Principles Implement School Quality Review/Needs Assessment Process Update the SPSA

2015 -16 Program Requirements for Support and Focus Schools • Implement a community of practice (Co. P) is a group of people who share a common concern, a set of problems or interest in a topic and who come together to fulfill both individual and group goals. They provide a new model for connecting people in the spirit of learning, knowledge sharing, and collaboration as well as individual, group, and organizational development. • Implement School Quality Review/Needs Assessment Process • Update the Single Plan for Student Achievement (SPSA)

What happens within a Community of Practice? • Identify and focus on a problem of practice that is rooted in data and aligned to the reason they were identified as a Focus or Support school • Develop goals related to the problem of practice and track progress toward those goals • Engage in the PLAN-DO-STUDY-ACT (PDSA) Cycle of Inquiry three times during the year • Document activities throughout the cycle and collect evidence pertaining to the effectiveness of the work within the cycle • Meet with other schools in the Community of Practice • Share key learning and feedback from each cycle with the School Site Council (SSC), Staff and Instructional Leadership Team (ILT)

2015 -16 LD Northwest Frame of Focus Develop California State Standards aligned units with specific focus on English Learners and the needs of students with disabilities, through the development of Language Objectives with Linguistic support. • Supporting Close Reading and Academic Vocabulary Across the Content Areas • Developing common formative assessments aligned to SBAC to gain insight into student learning • Promoting Rich Academic Discourse Across the Content Areas

What does the PLAN-DO-STUDY-ACT (PDSA) Cycle entail? PLAN - Define the problem(s) of practice - Engage in shared professional learning to explore possible solutions - Decide on intervention strategies - Plan for evidence collection STUDY ACT - Based upon the evidence collected decide which interventions worked, which did not and where there are gaps in the intervention strategies - Decide next steps - Reflect on implementation using the evidence collected - Share learnings with colleagues in the Co. P

Overview of Co. P Calendar for 2015 -16 Sept Oct Co. P Institute (Oct. ) Co. P Institute Nov PDSA Cycle 1 Dec Jan Check-in #1 (Nov. /Dec. ) Check-in 1 Feb PDSA Cycle 2 Mar Check-in #2 (Feb. /Mar. ) Check-in 2 Apr May PDSA Cycle 3 Jun Check-in #3 (May/June) Check-in 3

Next Steps Prior to Co. P Institute Kickoff • Analyze baseline data (SBAC) to identify problem of practice • Identify Instructional Leadership Team members; -Elementary: Grade-level chairs, special education representative, out of the classroom support personnel -Secondary: Content leads, special education representative, out of the classroom support personnel

Local District Northwest Vivian Ekchian, Local District Superintendent Questions?

SMARTER BALANCED ASSESSMENT CONSORTIUM (SBAC)

FSEP TIME TASK CALENDAR

PARENT AND COMMUNITY ENGAGEMENT UPDATES

QUESTIONS?