1. Single Plan For Student Achievement November 6, 2015 Technical Assistance Training Session I Los Angeles Unified School District Local District Northwest “Building Academic Excellence Through Coherence, Collaboration, High Expectations and Accountability”

2. Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

3. California Office to Reform Education (CORE)? CORE is a non-profit organization that includes ten California school districts 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) Six of the ten participating districts are participating in the waiver CORE Districts Participating in the Waiver SY 2015-2016

4. Three Principles of the Waiver The CORE waiver is grounded in Michael Fullan’s concept of a moral imperative—an unavoidable obligation—to eliminate disparities amongst subgroups. College & Career Ready Expectations for All Students Implementation of CA Standards, A-G Requirements and Smarter Balanced Assessments Supporting Effective Instruction and Leadership Implementation of Teacher and Principal Evaluation and Support Systems PRINCIPLE 1 PRINCIPLE 2 PRINCIPLE 3

5. ALL SCHOOL LEVELS =40% HIGH =60% Social-Emotional & Culture-Climate Domain 40% Performance (30%) SQII Score 100% Chronic Absenteeism (13.33%) Academic Domain 60% Climate Surveys (0%-field test) Suspension/Expulsion (13.33%) Social-Emotional Skills (0%-field test) EL Redesignation (13.33%) Special Education Disproportionality (0%- for information only) Growth (0%) Graduation (30%) MIDDLE =60% Performance (30%) Growth (0%) HS Readiness (30%) ELEMENTARY =60% Performance (60%) Growth (0%) School Quality Improvement Index Re (SQII) METRICS OVERVIEW 2014-15 Data

6. ALL SCHOOL LEVELS =40% HIGH =60% Social-Emotional & Culture-Climate Domain 40% Performance (20%) SQII Score 100% Chronic Absenteeism (8%) Academic Domain 60% Climate Surveys (8%) Suspension/Expulsion (8%) Social-Emotional Skills (8%) EL Redesignation (8%) Special Education Disproportionality (0%- for information only) Growth (20%) Graduation (20%) MIDDLE =60% Performance (20%) Growth (20%) HS Readiness (20%) ELEMENTARY =60% Performance (30%) Growth (30%) School Quality Improvement Index (SQII) METRICS OVERVIEW 2015-16 + beyond

7. Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

8. What is the SPSA? SPSA Basics  The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. In particular, the SPSA is the blue print of how the school will meet the linguistic and academic needs of English Learners as measured by the AMAOs (Title III Accountability)  To meet the AMAO performance targets, schools must use Title III funds to provide direct services to increase the academic achievement of ELs  These funds must be used to provide services to ELs above and beyond the core program requirements as outlined in the United States Code (USC) and California Education Code (EC)  Must be developed, monitored and evaluated by the School Site Council with input from advisory committees [Guide p. 1] California Education Code 64001 8

9. What are some common concerns when developing the SPSA?  Not based on a thorough analysis of student needs based on data  Are vague and not actionable (plans to plan)  Are a running record of everything  Do not include measureable outcomes  Don’t involve stakeholders in a meaningful way 9

10. DATA is the Starting Point Student Achievement Data – Schools need both state & local data that allows for them to identify schoolwide and subgroup trends over time and specific areas of weakness

11. I Have the Data … Now What? Comprehensive Needs Assessment – What are our issues and critical causes of student underachievement? Make the case with data to explain your needs to improve academic achievement. – Create objectives and identify strategies to accomplish those issues Progress Monitoring – How’s it working? Revisit the plan to check for progress and stay focused on timelines – What adjustments need to be made? – What are we going to do next?

12. Highlight (Name) & Insert School Name

13. Insert School Name in Header Go to View/Header and Footer Highlight the line for (Name) School Type in the school name OR Right Click on Header Click on Edit Header Type in School Name

14. Refer to pages by their TITLES not page numbers because page numbers change as you add information. Updating the Table of Contents Page Numbers Highlight the entire table (it should turn gray) Right Click Select “update page numbers only” Click OK & Save Table of Contents

15. Complete all sections 1 Type in Name of your School Instructional Director

16. EL Coordinator: Debra Hirsch PACE Administrator: Marilu Pigliapoco Title I Coordinator: Temo Arroyo or Gerardo Cervantes Instructional Director: Type name of director 2 Type name of LD Reviewers

17. Make sure signatures are in blue ink Date of review should be earlier than SSC signature date at bottom ELAC committee gives input 3

18. Input Title III allocation amount for 2016-17 only 4 No More Assurances and Justifications

19. Do Not Change 5-6

20. Look at previous plan…and update if needed 7

21. 7 Title I Ranking: http://achieve.lausd.net/Page/9130http://achieve.lausd.net/Page/9130

22. 8 Check programs that apply

23. 9 Complete based on 2014-15 SPSA Evaluation

24. High Schools Only Identify the WASC Accreditation years Identify the WASC School Review Process Recommendations that will be considered and addressed in the Single Plan for Student Achievement 10

25. Data sources to consider for SPSA Plan Writing 11

26. Identify groups or committees who participated in the plan writing process Describe the outcomes (Things to consider: What actions are needed based on data conversations? Any recommendations?) Identify date or dates? (ELAC and SSC must be identified) 12

27. 13 Applicable To All Schools-100% Graduation

28. 13 Identify data reviewed to address Academic Goal Summarize findings from data analysis. Be specific with data. Applicable To All Schools-100% Graduation Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: 100% Graduation Not Applicable to Non-Title I Schools

29. 1.Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within 2016-17 school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Categorical Program Advisor, Teacher Tutor X-Time). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed. Applicable To All Schools-100% Graduation 13-14 1 2 3 4 5 Not Applicable to Non-Title I Schools

30. 15 Applicable To All Schools-English Language Arts Not Applicable to Non-Title I Schools

31. 15 Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Applicable To All Schools-English Language Arts Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: English Language Arts Not Applicable to Non-Title I Schools

32. 15-16 Applicable To All Schools-English Language Arts 1 2 3 4 5 1.Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within 2016-17 school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Categorical Program Advisor, Teacher Tutor X-Time). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed. Not Applicable to Non-Title I Schools

33. 17 Applicable To All Schools-Mathematics Not Applicable to Non-Title I Schools

34. 17 Applicable To All Schools-Mathematics Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: Mathematics Not Applicable to Non-Title I Schools

35. 17-18 Applicable To All Schools-Mathematics 1 2 3 4 5 1.Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within 2016-17 school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Categorical Program Advisor, Teacher Tutor X-Time). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed. Not Applicable to Non-Title I Schools

36. 19 Applicable To All Schools-English Learner Programs The “School Measurable Objectives” should be measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). Samples The number/percent of EL students meeting the expected annual AMAO growth targets will: The percent of ELs meeting AMAO 1 will increase from __ in academic year 2014-2015 to __ in academic year 2016-2017 The percent of ELs meeting AMAO 2 will increase from __ in academic year 2014-2015 to __ in academic year 2016-2017 The number of Long Term English Learners (LTELs) will decrease from __ in academic year 2014-2015 to __ in academic year 2015-2016.

37. 19 Applicable To All Schools-English Learner Programs Identify data reviewed to address Academic Goal Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: English Learner Programs Analysis/conclusions; Describe your EL population. English Learners (ELs) comprise __% of the school population and __% of the school’s EL population are Long Term English Learners (LTELs). The overall achievement of our EL students (or specific grade level and ELs) has improved for the past two years as measured by: ___, ___, ….; however, the percentage of EL students scoring below proficiency in listening/speaking/reading and/or writing has ….. These changes are due to… LTELs decreased by __% due to the following: ….

38. 19-20 Applicable To All Schools-English Learner Programs 1 2 3 4 5 1.Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within 2016-17 school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific service being funded (For example: Professional Development Teacher Regular, Teacher Tutor X Time ) 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed.

39. 21 Applicable To All Schools-Culture and Climate Student, Staff, Parent and Community Engagement Not Applicable to Non-Title I Schools

40. 21 Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Applicable To All Schools-Culture and Climate Student, Staff, Parent and Community Engagement Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: Culture and Climate Not Applicable to Non-Title I Schools

41. 21 Applicable To All Schools-Culture and Climate Student, Staff, Parent and Community Engagement 1 2 3 4 5 1.Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 2 Focus areas : Student, Staff Parent Engagement and Student, Staff, Parent Communication. 2.Identify beginning and ending dates within 2016-17 school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: Community Representative, Instructional Contract Services ). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed. Not Applicable to Non-Title I Schools

42. 22 Applicable To All Schools-Social/Emotional Goal Attendance, Suspension/Expulsion and Non-Cognitive Skills Not Applicable to Non-Title I Schools

43. 22 Identify data reviewed to address Academic Goal Based on data analysis, summarize findings. Be specific with data. Applicable To All Schools-Social/Emotional Goal Attendance, Suspension/Expulsion and Non-Cognitive Skills Based on data analysis, identify a Measurable Objective (SMART) to improve the academic goal: Social/Emotional Goal Not Applicable to Non-Title I Schools

44. 22-23 Applicable To All Schools-Social/Emotional Goal Attendance, Suspension/Expulsion and Non-Cognitive Skills 1 2 3 4 5 1.Describe the Research-Based Strategies and actions steps to achieve the School’s Measurable Objective for all of the following 4 Focus areas : Professional Development, Effective Classroom Instructions, Interventions Beyond the Regular School Day and other Supports, and Building Parent Capacity and Partnership to support the academic goal. 2.Identify beginning and ending dates within 2016-17 school year (For example: Aug.-Nov. 2016). 3.Identify how school will measure effectiveness and identify the title/position of staff responsible for monitoring. 4.Identify what the school is buying to support the implementation of the strategy/action. List specific title of position or service being funded (For example: PSA Counselor, Psychologist ). 5.Identify budget Item #, cost, Full Time Equivalent (FTE), and program funding source for each expenditure listed. Not Applicable to Non-Title I Schools

45. 24-25 Insert Certificated Position/Title of person in charge of Migrant Students Insert Certificated Position/Title of person in charge of the following: Homeless Liaison American Indian Students Foster Youth

46. 26-27 additional measures can include: Transitional Kinder Program Kindergarten Orientation Elementary School Only

47. 28 Leave Blank This will be completed by school’s Instructional Director

48. 29-31 Include Total TSP Allocation Provide Description of positions/services that are funded from TSP and how they address the needs for the following students: Low-Income EL and RFEPS Foster Youth ALL Sections must be Addressed 100% Graduation Proficiency for All 100% Attendance Parent, Community and Student Engagement School Safety Complete all Sections and include: Total Enrollment % of Low Income Students % of English Learners % of Foster Youth Identify Amount allocated for each academic goal and identify targeted subgroups: Low Income EL/RFEP Foster Youth Affiliated Charters do not complete TSP Plan. They complete their own LCAP/LCFF Plan

49. 32-35 Not Applicable To Local District Northwest Do Not Delete Pages

50. 36-37 Completed by CORE Waiver Focus & Support Schools only Check Y/N If a required component has already been addressed in the Single Plan for Student Achievement (SPSA), indicate Goal & Focus Area(s) where in the SPSA the description can be found. If a required component has not yet been addressed in the SPSA, provide a description of how the school will implement the component in the boxes below Not Applicable to Non-Title I Schools

51. 38 Submit the following when the final plan is submitted: SSC Agenda, Minutes and Sign-Ins when SPSA was Approved Electronic Copy of 2016-17 SPSA Remember all signatures in blue Ink

52. TAKE A BREAK

53. Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

54. Annual Evaluation of the SPSA

55. SAMPLE SPSA Evaluation

56. Outcomes for Today 1.Understand the CORE Waiver Criteria. 2.Understand the components of the Single Plan for Student Achievement Plan Writing. 3.Understand the impact of the SPSA Evaluation for plan writing. 4.Understand how to develop SMART goals aligned to data.

57. DATA ANALYSIS Data Packets Include Elementary SBAC Results by Grade Level DIBELS (BOY) Secondary SBAC Results by Grade Level

58. Accessing EL Program Data Instructions

59. 59 CDE AMAO Data How to Access It. Step 1: Go to www.cde.ca.govwww.cde.ca.gov Step 2: Click on the Data and Statistics link at the top of the webpage Step 3: Click on the DataQuest link Step 4: For Level, select District, for Subject, select Title III Accountability, and click on Submit Step 5: Select the time frame (8 years of AMAO data available) Step 6: Type “ Los Ang ” and click on Submit Step 7: Select LEA, Los Angeles Unified, and click on Submit Step 8: On the top left-hand side of the LAUSD’s Report, click on the School Level Data link

60. 60 CDE Reclassification Data How to Access It. Step 1: Go to www.cde.ca.govwww.cde.ca.gov Step 2: Click on the Data and Statistics link at the top of the webpage Step 3: Click on the DataQuest link Step 4: For Level, select School, for Subject, select English Learners, and click on Submit Step 5: Select the academic year Step 6: Type a portion of the name of your school and click on Submit Step 7: Select your school and click on Submit Step 8: Select Number and Percent of Students redesignated to FEP and click on Submit

61. 61 MyData EL Program Data How to Access It. Step 1: Go to www.lausd.net Step 2: Click on Offices on the top of the webpage Step 3: Select MyData Step 4: Click on Login to MyData and login Step 5: Select School Data on the top of the webpage and select English Learners Step 6: Click on the LTEL link at the top of the webpage Step 7: Use filters on the left-hand side of the webpage to select Local District West, your school, and click on the Apply button.

62. DATA ANALYSIS Guiding questions: 1.Are we providing a comprehensive ELD program for our English Learners? 2.How do we differentiate to meet the unique strengths and needs of our ELs? 3.How many of our ELs are meeting the reclassification criteria within 5 years? 4.How can we reduce our number of LTELs?

64. Establishing SMART GOALS Once you have analyzed school wide data and summarized findings you can then develop SMART Goals to address it.

65. Important Timelines Single Plan for Student Achievement Due: Preliminary SPSA (electronic) Due February 19, 2016 Final SPSA with signatures due during Budget Development Appointment

66. Questions? http://bit.ly/spsa-feedback