GOAL 1
All
students in Ed Programs will have access to a comprehensive plan of innovative
systems that:
Promote active parent involvement through surveys, school committees, site based workshops and staff development as it relates to parent involvement
Increase student success and
achievement by working with stakeholders including Probation, to maximize
instructional time
Increase the percentage of
students who complete high school through strategic review of student data
(Juvenile Court Schools and County Community Schools)
GOAL 1 OUTCOMES
1)
Increase parent survey response rate by 5 percentage points
2)
Establish parent usage of the Aeries Parent Portal and Parent/Connect
Auto-Dialer
3)
Establish baseline data on parent involvement on committees, such as PAC, ELAC
and DELAC in the form of raw numbers (not percentage points)
4)
Increase attendance at parent involvement workshops and trainings from an
average of 11 parents per to 15
5)
Expand the number of sites that regularly host parent workshops and trainings
6)
Increase site administrator and teacher capacity with regard to parent
involvement as measured using end-of-training questionnaires; establish
baseline capacity
7)
Maintain a suspension rate that is 2% or below at LACHSA and IPOLY; lower the
suspension rate at the JCS by at least 1 percentage point; and for those who
have a suspension rate at or below 1%, maintain (or lower) that rate.
8)
Lower the high school drop-out rate for County Community Schools by 5% (not
percentage points)
9)
Maintain the middle-school dropout rate at or below 1%
10)
Maintain the pupil attendance rate at LACHSA and IPOLY at or above 90%; at the
JCS at or above 95% and for the CCS at or above 85%
11)
Lower the chronic absenteeism rate at the CCS by 5% (not percentage points)
12)
Establish baseline data for the GED (or equivalent test) passage rate
13)
Improve student connectedness by decreasing the % of students who feel that
school is boring, increase the % of students who say that school discussions are
interesting, and decrease the % who say that the majority of learning is via
worksheets and packets
14)
Expand the coordination of services for Foster Youth as measured by stakeholder
participation in the Foster Youth Committee; establish baseline participation
data
15)
Further coordinate all pertinent data systems to ensure compatibility with the
development of LCAP goals, outcomes, actions, services and expenditures
GOAL 1 ACTIONS AND SERVICES
1.1.1. Monitor the site-level Parent
Involvement Policies (previously called Parent Engagement Plans)
1.1.2. Refine and administer parent
surveys that measure school climate, connectedness and academic interests and
concerns
1.1.3. Conduct weekly updates to Aeries
to ensure accuracy of parent contact information so parents are sure to receive
mailed surveys
1.2.1. Train parents in the usage of
Aeries Parent Portal
1.2.2. Establish protocols and
procedures for using the Parent Connect/Auto Dialer
1.3.1. Develop a system or central
database for recording parent attendance
1.4.1. Continue to fund the newly hired
parent facilitator
1.4.2. Hire an additional parent
facilitator to help expand parent involvement
1.4.3. Provide parent training,
learning opportunities and workshops on relevant, high-interest topics
1.4.4. Refine and distribute a guide of
local community resources for parents
1.4.5. Work with Probation to solidify
protocols and procedures on how staff should communicate with parents
1.4.6. Pilot test parent education
projects including Rosetta Stone for the parents of ELs
1.4.7. Hire a division English-Spanish
translator-interpreter to translate all pertinent documents, including parent
surveys, meeting minutes, brochures, notices, the LCAP and more
1.5.1. (see 1.4.1 and 1.4.2)
1.6.1. Provide training to site
administrators and staff to build capacity with regard to parent involvement
1.6.2. Develop a system for measuring
and recording staff attendance/participation and increased capacity
1.7.1. Continue to fund the newly hired
PBIS coordinator
1.7.2. Expand the implementation of
PBIS to involve two more sites
1.7.3. Provide ongoing PBIS training to
all staff members
1.7.4. Conduct professional development
on classroom strategies that support the principles of PBIS
1.7.5. Conduct training and
professional development on laws, policies, and best practices related to
student discipline
1.7.6. Coordinate the data systems via
the online Site Data Plan (and other means) to ensure that the collection and
reporting of data is timely and accurate
1.7.7. Conduct ongoing trainings and
professional development on the use of behavioral modules in Aeries
1.7.8. Refine school site discipline
guides to ensure they are consistent with state and federal laws and LACOE
guidelines and monitor their enforcement
1.7.9. Continue to fund the two newly
hired PBIS coaches
1.7.10. Hire two additional PBIS
coaches/school psychologists
1.7.11. Promote a school culture that
highlights student success through activities, award ceremonies, individual
recognitions, and other forms of communication
1.8.1. Conduct ongoing training and
professional development for administrators, counselors, and teachers on
developing, implementing, and monitoring student Education Plans
1.8.2. While the dropout rate does not
fully apply to our JCS schools, create a metric that does; for example, a new
metric that tracks: 1) students who never enroll in LACOE schools despite their
having been assigned; 2) students who enroll but never come to school; 3)
students who come to school and then stop coming (this is distinct from the CDE
dropout rate)
1.8.3. Continue to create and refine
new metrics that help to precisely measure the achievement of all students and
the effectiveness of all of LACOE educational programs and to establish baseline
data (see 3.9)
1.9.1. (see 3.4.1)
1.10.1. Refine plan and protocols
related to monthly data reports to monitor site performance
1.10.2. Analyze school performance data
to ensure that the after school and/or extended day program(s) address the
specific needs of students
1.10.3. Provide necessary support
services to maximize student attendance
1.10.4. Expand access to college
courses by contracting with local community colleges
1.10.5. Implement protocols for
counselors to provide bi-weekly progress reports related to goals and student
Education Plans
1.10.6. Continue to refine and
implement the online classroom walkthrough tool to support instruction and
student learning
1.11.1. (See 1.10.1)
1.11.2. (see 1.10.2.)
1.11.3. (See 1.10.3.)
1.11.4. (see 1.10.4.)
1.11.5. (see 1.10.5)
1.11.6. (see 1.10.6)
1.12.1. Add GED (or equivalent test)
data field to the online Site Data Plan and compile GED (or equivalent) data
1.13.1. Develop and administer student
survey or contract again with outside agency
1.14.1. Hire two Central Office Social
Services Facilitators-Foster Youth liaisons to ensure that the needs of Foster
Youth are met
1.15.1. Continue to fund the Senior
Program Specialist, Educational Data/LCAP
1.15.2. Continue to refine the online
Site Data Plan tool so that it is a one-stop shop for all relevant data points
1.15.3. Provide training (ongoing) to
the designated LCAP data administrator(s) at each PAU to facilitate the
coordination of data systems and the use of data to inform instruction
GOAL 2
All students in Educational Programs
will have access to a comprehensive plan of innovative schools that: · Optimize
pupil outcomes through best practices and a culture of academic excellence ·
Facilitate the implementation and monitoring of a comprehensive Education Plan
(personalized) for Expelled Youth (Juvenile Court Schools and County Community
Schools) and Foster Youth (All Schools)
GOAL 2 OUTCOMES
1) All students will be taught by 100% of
teachers who are credentialed and appropriately assigned as determined by
Williams legislation and measured using the Monitoring for Success report
2) All students will have
access to textbooks and instructional materials as determined by Williams legislation
and measured using the Monitoring for Success report
3) All students will have
access to 100% of school facilities that are in good repair as determined by Williams
legislation and measured using the Monitoring for Student Success report; 12%
will score in the Exemplary range
4) All students will continue
to have access to, and will enroll in a broad course of study as measured by
course enrollment data
5) All students will continue to have access to standards based
materials and instruction as determined by Williams legislation and measured using
the Monitoring for Success report, and locally developed classroom curriculum
guides
6) Establish baseline data for Expelled
Youth that meet expulsion orders as measured by the locally developed Expelled
Youth report
7) Establish baseline data for the
timely identification of Foster Youth as measured by the locally developed
Foster Youth report
GOAL 2 ACTIONS AND SERVICES
2.1.1. Assign fully credentialed
teachers appropriately and prudently, making sure to meet the unique needs of
EL students, Expelled Youth and Foster Youth
2.2.1. Inventory, order and distribute
textbooks so that all students have appropriate access
2.3.1. Continue to inspect school
facilities and to undertake appropriate measures to ensure that all facilities
are in good repair. Use the Classroom Walkthrough Tool as needed.
2.3.2. Establish protocols with
building owners to resolve deficiencies
2.3.3. Involve inspectors in the
development of solutions
2.3.4. Establish a system of monthly
reporting that involves reporting out the state of each site to various
stakeholders
2.3.5. Establish a system of monthly
reporting whereby site administrators report to the Division of Facilities and
Construction on the precise state of each site
2.4.1. Continue to offer all students
courses in English, math, science, social science and various enrichments and
to document said enrollment
2.4.2. Continue to review site master
schedules to expand CTE and college course offerings and access to a credit
recovery program
2.4.3. Continue to offer to EL students
a robust array of courses that include designated ELD and/or integrated ELD;
grade level, college-and-career ready core content; and appropriate
interventions and enrichments
2.5.1. Continue to provide training on
curriculum alignment pertaining to the CA Common Core State Standards and the
CA ELD Standards adopted in 2012
2.5.2. Continue and expand the Freedom
School Program
2.5.3. Continue to implement the RTSA
Grant (cohorts I, II, and III)
2.5.4. Continue to implement the RTSA
professional development plan
2.5.5. Continue to implement the Focus
On Results professional development program
2.5.6. Continue to implement the
Student Success Grants (SSG)
2.5.7. Continue to implement a
professional development plan that targets comprehensive improvement of the
instructional program: needs analysis; visitation of highly effective schools;
strengthening curriculum; expanding use of technology; expanding creativity and
innovation
2.5.8. Refine and continue to implement
protocols and guidelines to follow laws, policies, and best practices related
to Expelled Youth, Foster Youth, English Learners and reclassified (RFEP)
students
> Keep abreast of changes in
pertinent law and share information among LACOE Foster Youth Services (LA-FYS);
LACOE Homeless Ed; LACOE Division of Pupil Services (DPS); LACOE Division of
Student Programs (DSP); Probation; Department of Mental Health (DMH),
Department of Health Services (DHS) LAUSD and other home districts via shared
database and during meetings and trainings
> Refine and articulate the current
protocol for generating lists of Foster Youth, which involves generating and
sharing bi-weekly reports identifying Expelled Youth, Foster Youth, English
Learners and reclassified (RFEP) students and sharing that info among the
aforementioned groups
> Continue to send educational
related to data to the shared database created by LACOE Tech Services and LACOE
Foster Youth Services (LA-FYS); sharing access with LACOE Homeless Ed; LACOE
Division of Pupil Services (DPS); LACOE Division of Student Programs (DSP);
Probation; Department of Mental Health (DMH), LAUSD and other participating
outside school districts
> Reconcile/coordinate the
aforementioned database reports with the foster youth student list in CALPADS
> Refine, approve and implement the
EL Master Plan at all LACOE Ed Programs schools (Juvenile Court Schools,
Specialized High Schools and County Community Schools)
2.5.9. Conduct training and professional development on laws, policies, and best practices related to Expelled Youth, Foster Youth, English Learners and reclassified (RFEP) students > Participate in all LACOE-FYS/Homeless Education Liaison Meetings > Hold quarterly and as-needed training for LACOE Division of Pupil Services staff to be conducted by LACOE Foster Youth Services staff
2.5.10. Refine guidelines to accurately
identify, tag and follow the progress of each Foster Youth, Expelled Youth, and
English Learners
> Refine and articulate the current
system for generating lists of Foster Youth, which involves generating and
sharing bi-weekly reports identifying Expelled Youth, Foster Youth, English
Learners and reclassified (RFEP) students
> Continue to send educational related to data to the shared database created by LACOE Tech Services and LACOE Foster Youth Services (FYS); sharing access with LACOE Homeless Ed; LACOE Division of Pupil Services (DPS); LACOE Division of Student Programs (DSP); Probation; Department of Mental Health (DMH), LAUSD and other participating outside school districts
> Refine, approve and implement the
EL Master Plan at all LACOE Ed Programs schools (Juvenile Court Schools,
Specialized High Schools and County Community Schools)
> Monitor Individualized Learning
Plans (ILPs) within each of the LACOE Ed Programs school sites (Instructional
Lead Teachers, counselors and/or site administrators)
> Collaboratively compile
enrollment, achievement and Aftercare data and report to various authorities
including the State and Federal governments, the LACOE Board of Education, the
County Board of Supervisors and community stakeholders
2.5.11. Systematically monitor the
academic progress of all reclassified (RFEP) pupils during the first two years
after being reclassified
2.5.12. Provide academic intervention/tutoring
to all reclassified (RFEP) pupils in the content areas in which they experience
difficulties
2.5.13. Identify all pupils in the
targeted subgroups who are performing three or more grade levels behind in
Reading and/or Math and coordinate the necessary resources, including
personnel, to address their learning needs
2.5.14. Ensure that all pupils in the
targeted subgroups have a structured and viable Education Plan with goals and
activities tailored to their specific academic and social needs
2.5.15. Have individual and small group
sessions that provide skill development for successful decision-making related
to school, career and socialization.
2.6.1. Accurately identify, tag and
follow the progress of each Expelled Youth
2.6.2. Provide extra academic supports
(interventions, enrichments, and/or tutoring) to Expelled Youth and monitor
their growth
2.6.3. Collaborate and align services
with local agencies and community-based organizations for Expelled Youth
2.7.1. Coordinate the exchange of
Foster Youth information with other agencies to ensure the timely
identification of Foster Youth
> Refine and articulate the current
system for generating lists of Foster Youth, which involves generating and
sharing bi-weekly reports identifying Expelled Youth, Foster Youth, English
Learners and reclassified (RFEP) students
> Continue to send educational
related to data to the shared database created by LACOE Tech Services and LACOE
Foster Youth Services (FYS); sharing access with LACOE Homeless Ed; LACOE
Division of Pupil Services (DPS); LACOE Division of Student Programs (DSP);
Probation; Department of Mental Health (DMH), LAUSD and other participating
outside school districts
2.7.2. Coordinate services for Foster
Youth by calendaring all meetings scheduled between LACOE and other agencies
involved with Foster Youth (e.g., Dept. of Foster Youth Committee)
> Participate in all
LACOE-FYS/Homeless Ed Liaison Meetings
> Hold monthly meetings at the LAUSD
Collaborative, which includes members from LAUSD, Probation and LACOE Ed
Programs, and LACOE FYS
> Calendar quarterly meetings of the
Foster Youth Committee, comprised of LACOE Ed Programs, LACOE FYS, LACOE Tech
Services, and representatives from all districts with Aeries participating in
data sharing for Foster Youth students
> Calendar additional meetings
involving the various key groups: LACOE Foster Youth Services (LA-FYS); LACOE
Homeless Ed; LACOE Division of Pupil Services (DPS); LACOE Division of Student
Programs (DSP); Probation; Department of Mental Health (DMH), Department of
Health Services (DHS) LAUSD and other outside school districts
GOAL 3
Educational Programs will have fully
implemented a comprehensive plan of innovative systems that include refined
metrics to measure the achievement of all students and universal use of the
electronic Site Data Plan to guide the decision-making process in order to
raise academic excellence.
GOAL 3 OUTCOMES
1) The CAHSEE passage rate at LACHSA
and IPOLY will maintain at or above 96%; the CAHSEE passage rate at the County
Community Schools will raise 3 percentage points per year
2) At the PAUs and specialized high
schools that have a statistically significant number of English Learners, 62%
of English learners will meet the AMAO 1 target of annual growth and 26% of
English Learners who are in ELD fewer than five years and 53% of English
Learners who are in ELD five or more years will meet the AMAO 2 target of
proficiency.
3) Reclassify 100% of students who meet
the district criteria for reclassification
4) Establish baseline data for the
course passage rate and increase support for course passage
5) 70% of 11th-grade students who take
the CAASPP will opt to send their scores to the CSU system for EAP scoring.
Among the students at the specialized high schools who send their EAP scores,
52% or more will be deemed college ready in ELA and 30% will deemed to be
college ready in math
6) Increase AP participation at LACHSA
from 27% to 30%, and increase the passage rate 3 percentage points per year
7) Establish baseline data for CAASPP
and NWEA/MAP at LACHSA and IPoly
8) Expand use of the online Site Data
Plan in order to inform curriculum, instruction and assessment. The Site Data
Plan is a web-based interactive data dashboard that imports data from Aeries
and data entered directly from site administrators allowing site administrators
to reflect on and make changes to their programs and services. The data
includes LCAP data points pertaining to Pupil Engagement, Pupil Outcomes,
School Climate, Parent Involvement, Course Access, student demographics and
more
9) Establish baseline data using the
newly developed metrics (PDAG, CAR, SIC, and GREM) to support the achievement
of all students, including those enrolled short-term
GOAL 3 ACTIONS AND SERVICES
3.1.1. Develop a robust CAHSEE prep
curriculum and/or plan for those schools with less than a 96% passage rate
3.2.1. Continue to provide support to
English learners (classroom instruction, interventions and enrichments) so they
may meet AMAO 1 (growth) and AMAO 2 (proficiency) and ultimately
reclassification (RFEP).
3.2.2. Provide high-quality,
research-based, staff development to admins, teachers, paraeducators and other
appropriate stakeholders on the delivery of sound EL instruction within both
ELD and content-area classes.
3.3.1. Develop a system for
reclassifying students and for identifying and monitoring previously
reclassified students
3.3.2. (see 3.2.1)
3.3.3. (see 3.2.2)
3.3.4. Create and/or procure a test
that may be used for EL reclassification purposes for those students who don't
have CAHSEE or other standardized test scores (perhaps the pre/post-test that
will be created or procured for the JCS
3.4.1. Continue to use personalized
Education Plans with students, including students with IEPs, and discuss
pertinent data with each student as it relates to his or her individual
performance and goals
3.5.1. Continue to counsel students so
they are aware of the options both during and after high school and so they
understand the importance of submitting their EAP scores
3.6.1. Develop/refine a plan for
identifying students deemed to be ready for AP, and for encouraging and
readying students not yet deemed to be ready with the goal increased access
3.7.1. Implement the NWEA/MAP at LACHSA
and IPoly
3.8.1. Continue to use, refine and
expand the use of the online Site Data Plan tool
3.8.2. Involve site administrators,
teachers, counselors and other staff in the choice and implementation of
curriculum and assessment tools that affect data
3.8.3. Review and analyze the school
performance data with the site staff prior to the beginning of the school year
and throughout
3.8.4. Provide site administrators and
associated staff support so they may align site goals with the LCAP goals
(SMARTe, Site Action Plans, Site Data Plan, etc)
3.8.5. Calendar all Professional
Learning Community (PLC) meetings for the school year and highlight the type of
data to be analyzed
3.8.6. Communicate school site
performance data and target goals by posting data and goals throughout the
school and, where applicable, on the school website
3.9.1. Create and/or procure and
implement pre- and post-tests that may be used with all of our JCS (and other
sites) so that we may truly measure the achievement of all students no matter
the duration of their enrollment
3.9.2. Provide staff training on how to
use the new metrics to maximize student learning
