1. Los Angeles Unified School District Purpose Background Guidelines Policy Program Improvement Local Education Agency Plan—Year 3 Corrective Action Implementation Assistance Donnalyn Jaque-Antón, Associate Superintendent Special Education, Federal and State Education Programs Revised 12/18/09

2. Los Angeles Unified School District  Policy AYP Data Program Improvement LEA Plan Year 3—Corrective Action 1 The Los Angeles Unified School District (LAUSD) was identified in 2007-2008 as a Year 3 Program Improvement (PI) district by not meeting the following Adequate Yearly Progress (AYP) targets for two consecutive years: 1.Annual measurable objectives (AMO’s) in English/language arts for both English learners and students with disabilities. 2.Graduation rate.

3. Los Angeles Unified School District ç Policy Corrective Action  Program Improvement LEA Plan Year 3—Corrective Action 2 The No Child Left Behind Act of 2001 requires states to implement a system of corrective actions for local educational agencies (LEAs) that are in PI for three consecutive years.

4. Los Angeles Unified School District ç Policy Corrective Action  The State Board of Education (SBE) adopted Corrective Action F as a mandate for PI-Year 3 LEAs. The District therefore is required by the State to implement the following: 1.Corrective Action F: Program Improvement LEA Plan Year 3—Corrective Action 3 Institute and fully implement a new curriculum that is based on State academic standards, including providing appropriate professional development based on scientifically-based research for all relevant staff, that offers substantial promise of improving educational achievement for high priority pupils.

5. Los Angeles Unified School District ç Policy Corrective Action 2.Revise the LEA plan or addendum identifying objectives and action steps to fully implement the corrective action 3.Report progress quarterly. Program Improvement LEA Plan Year 3—Corrective Action 4

6. Los Angeles Unified School District Policy Mandates of Corrective Action F Program Improvement LEA Plan Year 3—Corrective Action 1.Implement fully the most recent SBE adopted K-8 and/or standards aligned 9- 10 English-language arts (ELA) and mathematics curriculum that includes use of most recent SBE standards aligned materials in ELA and mathematics 2.Phase in new SBE curriculum adoptions in mathematics by September, 2009 and in ELA by September, 2010  The mandates of Corrective Action F include: 5

7. Los Angeles Unified School District Policy Mandates of Corrective Action F Program Improvement LEA Plan Year 3—Corrective Action 3.Provide materials-based professional development: SB 472 (AB 466) for appropriate teachers SB 472 English learner (ELPD) for appropriate teachers AB 430 (AB75) for administrators 4.Continue to review formative and summative assessment data to make modifications that support the schools’ implementation of the 2004 mathematics and 2005 ELA curriculum. 6

8. Los Angeles Unified School District Policy Mandates of Corrective Action F Program Improvement LEA Plan Year 3—Corrective Action 5.Amend LEA-PI objectives and actions steps around performance goals 6.Implement interventions for students in need, especially English learners and students with disabilities. 7

9. Los Angeles Unified School District Purpose Background Program Improvement LEA Plan Year 3—Corrective Action  Focuses on: Student need Raising the academic performance of all students, including underperforming students Phase in of math and ELA textbook adoption Professional development for teachers (SB 472) and administrators (SB 430) Intervention for all student working below grade- level standards, especially English learners and students with disabilities. 8

10. Los Angeles Unified School District Program Improvement LEA Plan Year 3—Corrective Action  Implementation of the core instructional program should be delivered through Response to Instruction and Intervention (RTI 2 ). Guidelines 9

11. Los Angeles Unified School District Program Improvement LEA Plan Year 3—Corrective Action  RTI 2 is an integrated system of instruction and intervention informed by student data integrates resources from general education, supplemental categorical programs, and special education is a 3-tiered approach to teaching and learning during the school day for both elementary and secondary schools. Guidelines 10

12. Los Angeles Unified School District Program Improvement LEA Plan Year 3—Corrective Action  LAUSD defines RTI 2 tiers of instruction and intervention as follows : Tier 3 provides a program that focuses on accelerated and intensive instruction targeted to specific student need. Close monitoring allows for the adjustment of materials and methods of instruction. Tier 2 continues to provide the foundation of the grade-level core curriculum aligned to the content standards but adds intensive and explicit instruction and intervention focused on student need. Close monitoring allows for the adjustment of materials and methods of instruction. Tier 1 consists of grade-level core curriculum aligned to the content standards. Effective instructional practices are implemented and intervention consists of the use of supplemental materials aligned with the core program. Tier 3 Tier 2 Tier 1 Guidelines 11

13. Los Angeles Unified School District Guidelines Program Improvement LEA Plan Year 3—Corrective Action  LAUSD has provided Tiers of Instruction and Intervention charts (Bulletin 4573.0 Attachments B-E) for both elementary and secondary ELA and mathematics.  The Tiers of Instruction and Intervention charts: Outline the core instructional plan that integrate RTI 2 as the strategy to support teaching and learning Identify: — Tier I core materials, a means to monitor progress, and instructional support — Tier 2 supplemental materials, a means to monitor progress, and instructional support — Tier 3 replacement materials, a means to monitor progress, and instructional support. 12

14. Los Angeles Unified School District Program Improvement LEA Plan Year 3—Corrective Action Replacement Materials Progress Monitoring Instructional Support Tier 3 Supplemental Materials Progress Monitoring Instructional Support Tier 2 Core MaterialsProgress MonitoringInstructional Support Tier 1 Sample Tiers of Instruction and Intervention Charts Guidelines 13 Single Plan for Student Achievement

15. Los Angeles Unified School District Guidelines 14 ELEMENTARY TIERS OF INSTRUCTION ENGLISH / LANGUAGE ARTS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning. TIER 3 INTENSIVE —DURING THE SCHOOL DAY Tier 3 includes instructional approaches that build mastery of entry level skills for students needing intensive, accelerated intervention. REPLACEMENT MATERIALS LANGUAGE! REACH PROGRESS MONITORING Specific monitoring according to program CBM (See below) INSTRUCTIONAL SUPPORT Instructional Coaches Small group instruction Increased instructional learning time Learning Centers TIER 2 STRATEGIC —DURING THE SCHOOL DAY Tier 2 includes instructional approaches that build mastery of specific strategies for students needing short-term, strategic supplemental instruction in addition to core instruction. SUPPLEMENTAL MATERIALS Voyager Open Court Reading Intervention Guide Research-based intervention instructional materials PROGRESS MONITORING SOAR (Every 6 to 8 weeks) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (Benchmark assessments 3 times per year and progress monitoring 6 times per year to adjust instruction) Specific monitoring according to program CBM (See below) INSTRUCTIONAL SUPPORT Instructional Coaches Additional time and intensity Learning Centers TIER 1 CORE INSTRUCTIONAL PROGRAM—DURING THE SCHOOL DAY Tier I includes instructional strategies within and across classes for all students using various instructional groupings that allow optimal access to a rigorous standard-based curriculum. CORE MATERIALS Open Court Reading 2000 Open Court Reading 2002 Foro Abierto Lectura English Learner Support Guide PROGRESS MONITORING SOAR (Every 6 to 8 weeks) Curriculum Based Measurement (CBM) (Every 2 to 4 weeks) INSTRUCTIONAL SUPPORT Professional Development SB 472 Collaboration Access Strategies Differentiation Accommodations and Modifications Learning Centers BEYOND THE SCHOOL DAY Beyond the Bell Branch (BTB) The BTB Branch is responsible for Extended Day Programs. This includes coordinating, supporting, guiding and providing leadership to programs operating beyond the traditional school day including Saturdays and are in direct support of standards-based materials.

16. Los Angeles Unified School District 15 Guidelines SECONDARY TIERS OF INSTRUCTION ENGLISH / LANGUAGE ARTS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning. TIER 3 INTENSIVE —DURING THE SCHOOL DAY Tier 3 includes instructional approaches that build mastery of entry level skills for students needing intensive, accelerated intervention. REPLACEMENT MATERIALS Grade 8: Algebra Readiness LANGUAGE! READ 180 PROGRESS MONITORING Program-specific formative and summative assessments, including integrated assessment strategies INSTRUCTIONAL SUPPORT Developing Reading and Writing Course (DRWC) Experts/Instructional Coaches Learning Centers TIER 2 STRATEGIC —DURING THE SCHOOL DAY Tier 2 includes instructional approaches that build mastery of specific strategies for students needing short-term, strategic supplemental instruction in addition to core instruction. SUPPLEMENTAL MATERIALS Use extended time and strategies scientifically-based approaches to scaffold learning; supplemental materials (ancillary products that are included in the adoption) provide access to the core. Titles of state/district adopted textbooks and supplemental material can be downloaded at http://textbookservice@lausd.net PROGRESS MONITORING Formative Assessments: Standards-based Periodic Assessments (See below) Ongoing teacher assessment strategies that are integrated throughout instruction to monitor learning, allow for differentiation and guide instructional adjustments INSTRUCTIONAL SUPPORT Instructional Coaches Learning Centers Literacy elective for special day classes TIER 1 CORE INSTRUCTIONAL PROGRAM—DURING THE SCHOOL DAY Tier 1 includes instructional strategies within and across classes for all students using large group instructional methods that allow optimal access to rigorous curriculum. CORE MATERIALS State Board of Education adopted textbooks, grades 6-8 State/District-approved standards-based textbooks, grades 9-12 Adoption of SBE approved program for the District’s English as a Second Language Advanced ESL PROGRESS MONITORING Formative Assessments: Standards-based Periodic Assessments (Three times per year; optional fourth assessment for grades 6-8) Ongoing teacher assessment strategies that are integrated throughout instruction to monitor learning, allow for differentiation and guide instructional adjustments INSTRUCTIONAL SUPPORT SB 472 training On going collaborative professional learning Standards-based ELA Instructional Guides, which include ELA concept units grades 6-12 that access grade level proficiency for English learners and students with disabilities BEYOND THE SCHOOL DAY Beyond the Bell Branch (BTB) The BTB Branch is responsible for Extended Day Programs. This includes coordinating, supporting, guiding and providing leadership to programs operating beyond the traditional school day including Saturdays and are in direct support of standards-based materials.

17. Los Angeles Unified School District 16 TIER 3 INTENSIVE —DURING THE SCHOOL DAY Tier 3 includes instructional approaches that build mastery of entry level skills for students needing intensive, accelerated intervention.. REPLACEMENT MATERIALS California Math Triumphs PROGRESS MONITORING Standards-based Periodic Assessments (See below) Specific monitoring according to program INSTRUCTIONAL SUPPORT Instructional Coaches Learning Centers TIER 2 STRATEGIC —DURING THE SCHOOL DAY Tier 2 includes instructional approaches that build mastery of specific strategies for students needing short-term, strategic supplemental instruction in addition to core instruction. SUPPLEMENTAL MATERIALS Additional Textbook Resources identified in the MIG by grade level: 1. 50 Problem Solving Lessons 2. About Teaching Mathematics 3. Math Matters Grades K-6 4. A Collection of Math Lessons for Grades 1-3 and 3-6 5. Lessons in Algebraic Thinking 6. Developing Number Concepts PROGRESS MONITORING Standards-based Periodic Assessments (See below) Specific monitoring according to program INSTRUCTIONAL SUPPORT Instructional Coaches Learning Centers Professional Development TIER 1 CORE INSTRUCTIONAL PROGRAM—DURING THE SCHOOL DAY Tier I includes instructional strategies within and across classes for all students using various instructional groupings that allow optimal access to a rigorous standard-based curriculum. CORE MATERIALS Harcourt Math (2008-09) California Mathematics (2008-09) Scott Foresman-Addison Wesley enVisionMath CA, K-5 (2009-2010 to 2014-2015) PROGRESS MONITORING Standards-based Periodic Assessments (Three times per year; optional fourth assessment) Specific monitoring according to program INSTRUCTIONAL SUPPORT SB 472 Professional Development Math Instructional Guide (MIG) Differentiated Instruction Accommodations and Modifications BEYOND THE SCHOOL DAY Beyond the Bell Branch (BTB) The BTB Branch is responsible for Extended Day Programs. This includes coordinating, supporting, guiding and providing leadership to programs operating beyond the traditional school day including Saturdays and are in direct support of standards-based materials. Guidelines ELEMENTARY TIERS OF INSTRUCTION MATHEMATICS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning.

18. Los Angeles Unified School District SECONDARY TIERS OF INSTRUCTION MATHEMATICS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning. 17 TIER 3 INTENSIVE —DURING THE SCHOOL DAY Tier 3 includes instructional approaches that build mastery of entry level skills for students needing intensive, accelerated intervention.. REPLACEMENT MATERIALS Grade 8: Algebra Readiness Prentice Hall Mathematics California Algebra Readiness California Algebra Readiness: Concepts, Skills, and Problem Solving PROGRESS MONITORING Standards-based Periodic Assessments (See below) Ongoing teacher assessment strategies that are integrated throughout instruction to monitor learning, allow for differentiation and guide instructional adjustments. INSTRUCTIONAL SUPPORT Instructional Coaches Learning Centers TIER 2 STRATEGIC —DURING THE SCHOOL DAY Tier 2 includes instructional approaches that build mastery of specific strategies for students needing short-term, strategic supplemental instruction in addition to core instruction. SUPPLEMENTAL MATERIALS Compass Learning Carnegie Bridge to Algebra* Algebra I Cognitive Tutor* Meridian Algebra Intervention* Newly adopted intervention materials (2009-2010 to 2014-2015) *For use in 2008-2009 only PROGRESS MONITORING Formative Assessments: Standards-based Periodic Assessments (See below) Ongoing teacher assessment strategies that are integrated throughout instruction to monitor learning, allow for differentiation and guide instructional adjustments. INSTRUCTIONAL SUPPORT Instructional Coaches Pearson Achievement Solutions Learning Centers TIER 1 CORE INSTRUCTIONAL PROGRAM—DURING THE SCHOOL DAY Tier I includes instructional strategies within and across classes for all students using various instructional groupings that allow optimal access to a rigorous standard-based curriculum. CORE MATERIALS Grades 6-7 McDougal Littell CA Math Course 1& 2 Glencoe California Mathematics: Concepts, Skills and Problem Solving Algebra I Glencoe California Algebra I: Concepts, Skills and Problem Solving Algebra Connections Discovering Algebra: An Investigative Approach Concept Lessons, Grades 6-Geometry PROGRESS MONITORING Formative Assessments: Standards-based Periodic Assessments (Three times per year) Ongoing teacher assessment strategies that are integrated throughout instruction to monitor learning, allow for differentiation and guide instructional adjustments. INSTRUCTIONAL SUPPORT Professional Development: o SB 472 o AB 430 Mathematics Instructional Guide (MIG) Pearson Achievement Solutions Standards-based mathematics Instructional Guides, which include math concept lessons grades 6-12 that access grade level proficiency for English learners and students with disabilities BEYOND THE SCHOOL DAY Beyond the Bell Branch (BTB) The BTB Branch is responsible for Extended Day Programs. This includes coordinating, supporting, guiding and providing leadership to programs operating beyond the traditional school day including Saturdays and are in direct support of standards-based materials. Guidelines

19. Los Angeles Unified School District Program Improvement LEA Plan Year 3—Corrective Action Program Improvement Local Education Agency Plan Year 3-Corrective Action Donnalyn Jaque-Antón, Associate Superintendent Special Education, Federal and State Education Programs at (213) 241-6701 Deborah Ernst, Director Maureen Sellier-Carter, Coordinator Federal and State Education Programs Branch at (213) 241-6990 Elementary Instruction Carol Fujita, Director Language Arts at (213) 241-6444 Norma Baker, Director Mathematics at (213) 241-6444 Secondary Instruction Arzie Galvez, Director Secondary Literacy at (213) 241-8291 Jeanne Ramos, Director Secondary Mathematics at (213) 241-2465 Language Acquisition at (213) 241-5582 Mary Campbell, Administrator Division of Special Education Sharyn Howell, Director Least Restrictive Environment at (213) 241-6701 Learning Centers Susan Tandberg, Administrator of Secondary Instruction Meredith Adams, Coordinator at (213) 241-6701 Assistance 18