Los Angeles Unified School District

Single Plan for Student AchievementJanuary 2105 – June 2106

Implementation

SuperintendentRamon Cortines

Board MembersRichard Vladovic, Board President

George McKenna IIIMónica Garcia

Tamar GalatzanSteve Zimmer

Bennett Kayser Mónica Ratliff

PrincipalPaul J. Valanis

School Site Council MembersBeth Castro - ChairpersonNick Rojas - Vice-Chair

Alejandro Guzman - SecretaryAdam Paskowitz - Parliamentarian

Phoung BollingerMichelle GathGloria Medina

Ramiro FregosoJennifer TentesMario Barahona

Salavdor SanchezAracely TorresAlfredo Chavez

Angel IbarraPeter Robles

Banning Academies of Creative and Innovative Sciences (BACIS)

Version: 1416080114

TABLE OF CONTENTS DISTRICT AND SCHOOL INFORMATION................................................................................................................................................ 1

School Program Identification......................................................................................................................................................................................1School Site Council Composition.................................................................................................................................................................................2Committee Recommendations and Assurances..........................................................................................................................................................3Parental Involvement Policy Assurances.....................................................................................................................................................................3District Description and Core Program for All Students...............................................................................................................................................5ESEA California Office to Reform Education (CORE) Waiver.....................................................................................................................................7Seven Turnaround Principles.......................................................................................................................................................................................9Mission Statement and School Profile Description....................................................................................................................................................11

COMPREHENSIVE NEEDS ASSESSMENT............................................................................................................................................23AYP Report................................................................................................................................................................................................................23Data Summary Sheet (subgroup data reflects sample size down to 11 students).....................................................................................................23SPSA Evaluation........................................................................................................................................................................................................23LAUSD School Review Process Recommendations.................................................................................................................................................27

GOAL MATRIX......................................................................................................................................................................................... 28Academic Domain—100% Graduation.......................................................................................................................................................................28Academic Domain—English Language Arts..............................................................................................................................................................30Academic Domain—Mathematics..............................................................................................................................................................................33Academic Domain—English Learner Programs.........................................................................................................................................................36Culture and Climate Domain—Parent and Community Engagement........................................................................................................................38Social/Emotional Domain—100% Attendance, Suspension/Expulsion and Non-Cognitive Skills.............................................................................40

TITLE I REQUIRED COMPONENTS FOR IMPLEMENTATION..............................................................................................................42Schoolwide Program (SWP) / NCLB 1114.................................................................................................................................................................42

PARENT & COMMUNITY ENGAGEMENT ATTACHMENTS..................................................................................................................45Parental Involvement Policy.......................................................................................................................................................................................45School-Parent Compact.............................................................................................................................................................................................47

EDUCATIONAL SERVICE CENTER MONITORING................................................................................................................................53FUNDING (BUDGETS)............................................................................................................................................................................. 54Attachments............................................................................................................................................................................................. 68

SCHOOL PROGRAM IDENTIFICATIONSchool Name: Banning Academies of Creative and Innovative Sciences Location Code: 7632 Educational Service Center: ISIC

CDS Code

County District School1 9 6 4 7 3 3 0 1 2 9 7 7 5

For additional information on our school programs contact the following:

Principal: Paul Valanis E-mail address: paul.valanis@lausd.netContact Person: Paul J. Valanis Position: Principal E-mail address: paul.valanis@lausd.netAddress: 1527 Lakme Avenue, Wilmington, CA 90744 Telephone Number: (310) 847-3782

Indicate which of the following Federal, State and Local Programs are consolidated in this plan:X Title I Schoolwide Program (SWP) CORE Waiver designation:

Title I Targeted Assistance School (TAS) Reward

X Title III English Language Acquisition, Language Enhancement, and Academic Achievement Collaborative Partner

Quality Education Investment Act (QEIA) Priority

Other Focus

Support

The District Governing Board approved this revision to update the Single Plan for Student Achievement on:

The Educational Service Center staff has reviewed the school plan with the principal and agreed to support and provide feedback for implementation.Signature Signature

Educational Service Center Instructional Director Date Educational Service Center Superintendent or Designee

Date

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School Site Council Composition (SSC) EC 52012, 52852

Part A – School Staff Part B – Parents/Community

Name Principal Classroom Teacher

Other Personnel Name Parent Community Student

Phuong Bollinger X Mario Barahona XBeth Castro X Alfredo Chavez X

Ramiro Fregoso X Alejandro Guzman XMichelle Gath X Angel Ibarra XGloria Medina X Peter Robles X

Adam Paskowitz X Nick Rojas XJennifer Tentes X Salvador Sanchez X

Paul Valanis X Aracely Torres X

Total number in each column 1 5 2 Total number in each column 4 4Total number in Part A 8 Total number in Part B 8

Beth Castro TeacherName of SSC Chairperson Position (e.g., Parent, Teacher) Signature of SSC Chairperson Date

Paul ValanisName of Principal Signature of Principal Date

Single Plan for Student Achievement2

The membership of the council shall be no fewer than 10 members.

The membership of the council shall be no fewer than 12 members. *

* A School Site Council at the middle school may, but is not required to, include student representatives (EC 33133-C).

COMMITTEE RECOMMENDATIONS AND ASSURANCESThe School Site Council recommends this school plan and its related expenditures to the district governing board for approval and assures the board of the following:

1. School site councils have developed and approved, and will monitor the plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the consolidated application process.

2. School plans must be developed “with the review, certification, and advice of any applicable school advisory committees.”

The School Site Council sought and considered all recommendations from the following groups or committees before adopting this plan. Signatures are requested for those advisory committees/groups providing input in the development of this plan.

CommitteesChairperson Check Date of

recommendationPrint Name Signature Parent/ Community Staff

English Learner Advisory Committee (ELAC) Anita Ceja X

UTLA Chapter Chair or Chapter Chair’s Designee Robert Urkofsky X

Other (list)3. The content of the plan must be aligned with school goals for improving student achievement.4. The plan must be reviewed annually and updated, including proposed categorical expenditures of funds allocated to the school through the consolidated

application, by the school site council.5. Plans must be reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic

programs for students covered by programs” funded through the consolidated application.6. The school minimizes the removal of identified children during the regular school hours for supplemental Title I instruction. (Targeted Assistance Schools only)

7. This school plan was adopted by the School Site Council on: 12-10-14Date

Attested: Beth Castro

Typed name of SSC chairperson Signature of SSC chairperson Date

Paul ValanisTyped name of school principal Signature of school principal Date

Directions: Check which groups or committees participated in the plan writing process. If box is checked, indicate date.Grade Level Teams Date(s): Vertical Teams Date(s):

WASC Focus Groups Date(s): Departments Date(s):

Professional Learning Community (PLC) Date(s): Community of Practice Partners Date(s):

Reward/Priority School Partnership Date(s): x Other: Entire small school faculty Date(s): October 7, 10, 14 2014

School Quality Review Team Date(s):

Parental Involvement Policy Assurances3

Each school in LAUSD is required to develop a written parental involvement policy. This policy describes how the school will support and increase parent involvement. The parental involvement policy must be developed with parents, include participation from the appropriate advisory committee and be agreed upon by the School Site Council.

The written parental involvement policy at Title I schools must be developed with parent participation and describe how parents will be informed of the school’s Title I program requirements, including the development of a School-Parent Compact. The policy must be distributed to parents annually.

Schools not receiving categorical funds must develop a written parental involvement policy with parent participation that describes how the school will:

(a) engage parents in their children’s education by helping parents develop skills to use at home to support their children’s academic efforts and their children’s development as responsible members of society

(b) inform parents that they can directly impact the success of their children’s learning by providing them with strategies to improve academic success and to assist children in learning at home

(c) build consistent and effective communication between the home and school so parents know when and how to help their children with classroom learning

(d) train teachers and administrators to communicate effectively with parents(e) integrate parent involvement programs with the Single Plan for Student Achievement (EC 11504)

Questions regarding this requirement should be addressed to the Educational Service Center Administrator of Parent and Community Engagement or the Parent Community Student Services Branch at (213) 481-3350.

CommitteesChairperson Check Date of review by

CommitteePrint Name Signature Parent Staff

English Learner Advisory Committee (ELAC) Anita Ceja X 11-17-14

CouncilChairperson Check Date of review and

approval by CouncilPrint Name Signature Parent Staff

School Site Council Beth Castro X 12-10-14

Person(s) Responsible for Parental Involvement Activities at the SchoolPrint Name (s) Signature(s)

Patricia Molina / Jennifer Tentes

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Los Angeles Unified School District ProfileDistrict Mission Statement

The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential.

District Description: Local Educational Agency (LEA) Plan GoalsThe LEA plan serves as the instructional plan for the District and is measured through the Performance Meter and aligned to the following academic goals:Goal 1: English/Language Arts and Mathematics—Proficiency for All Increasing literacy skills through the transition to the Common Core State Standards in K-12 ELA, K-12 mathematics, and literacy in secondary H/SS, science, and technical

subjects. Increasing the number of students performing at proficient or advanced on the Algebra 1 California Standards Test. Implementing a multi-tiered system of support to provide targeted instruction and intervention to K-12 students based on English/language arts and mathematics data.Goal 2: English Learners—Proficiency for All Providing and administering K-12 Instructional Programs for English Learners (ELs) that include:- Structured English Immersion- Mainstream English Instructional Program- Dual Language two-Way Immersion- Transitional Bilingual Education Program- Maintenance Bilingual Education Program- Accelerated Learning Program for Long Term English Learner Program- Secondary English Learner Newcomer Program

Using Title III funds to help ELs meet the State’s annual measurable achievement objectives and build teacher capacity in meeting the needs of students in the core subject areas including ELD

Meeting the District’s expectation for EL at the elementary level to advance on English Language Development (ELD) and reclassify after five years of instruction Promoting parent and family involvement in EL programs at the central, ESC, and school site level Enhancing the quality of language instruction in the District’s EL programs Planning and developing the tools necessary to implement high-quality comprehensive professional development designed to improve the instruction and assessment of ELs Monitoring the continued academic success of former ELsGoal 5: All Students will Graduate from High School—100% Graduation Providing ongoing professional development, designed specifically towards accurate student placement and construction of the master schedule. Monitoring individual graduation plans to ensure all students have access to a high-quality course of study that builds toward college and career readiness. Offering differentiated, evidence-based instructional support and professional development that address the unique learning needs of the District’s diverse learners, including at-risk

students, and, as appropriate, provide interventions that respond to factors that may negatively impact student learning and achievement and impede their graduating from high school college-prepared and career-ready.

2013-2014 District Professional Development Priorities:1. Transition to and implementation of the Common Core State Standards (CCSS) in ELA, mathematics, and H/SS, Science, and Technical Subjects2. Improve instruction and increase reclassification rates for English learners by implementing the English Learner (EL) Master Plan3. Use of the Teaching and Learning Framework Rubrics to improve teaching and learning across the district 4. Transition to and implementation of the Smarter Balanced Assessment Consortium

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District Core Program for All Students:The District’s core program is built on the Common Core State Standards (CCSS) in ELA and math, and on the California State Content Standards in all other subjects, grounded in evidence-based pedagogy for effective instruction. In the 2013/2014 school year the District will implement a phase-in transition to the CCSS in all grade levels. This phase-in will align with the provision of 1:1 devices for all students and the 3-year strategic plan. The District focus will revolve around the alignment of curriculum, instruction, and assessment ensuring successful outcomes for all students. Curriculum focus-2013/2014 - Implementation of the standards in ELA and math using the District adopted texts, including digital text, effectively. - Anchoring reading and writing instruction in evidence from the text using a variety of increasingly complex texts. - Writing across genres, with a focus on argument. - Providing rigorous mathematics instruction that focuses deeply on the mathematics standards for the grade-level and provides a coherent transition from

one topic to another and one grade to another.Instructional focus-2013/2014 - Use of close reading and quality text dependent questions to support students in reading and writing instruction. - Emphasis on the Standards for Mathematical Practices-particularly Standard 1-Make sense of problems and persevere in solving them, Standard 3-

Construct viable argument and critique the reasoning of others, and Standard 4-Modeling with mathematics. - Stronger emphasis on the use of project-based learning and performance tasks to drive instruction.Assessment focus-2013/2014 - Use of a multi-tiered system of support (RtI2) based on ongoing data analysis, to inform instruction and intervention. - Use of MyData, a web-based tool that will increase the availability and usability of student data for LAUSD educators, in order to improve teaching and

learning. - Use of benchmark, progress monitoring, and diagnostic assessments (CoreK-12 Assessment System) to drive instruction and intervention. - Use of School Performance Framework to evaluate school performance in terms of student achievement using a variety of measures, both status and growth related.

Schools are expected to frame their banked Tuesday professional development in 2014-2015 around the District priorities using a Plan-Deliver-Reflect-Revise model or Cycle of Inquiry and/or problem-solving process to improve outcomes for all students. The analysis of student data and work samples is used as the anchor for building professional practice.

The District will continue to support teachers and staff in the effective use of student achievement data. The District will further integrate the use of Performance Management both at the District and school levels in order to meet Performance Meter targets.

The District has adopted six culturally responsive and linguistically appropriate instructional strategies that are threaded throughout all PreK-12 content instruction. Instructional strategies include the use of advanced graphic organizers, explicit instruction in academic language, use of cooperative communal learning strategies, instructional conversations, contrastive analysis and making cultural connections by creating optimal learning environments.

The District will effectively implement the English Learner Master Plan for educating English learners, Standard English Learners, and English Learners with disabilities. This plan focuses on the effective use of standards-based differentiated ELD instruction specifically designed for ELs, and standards-based instruction using SDAIE to ensure full access to the core curriculum, to meet the needs of all students including gifted and talented students, students with disabilities, and English learners (both English Learners and Standard English Learners).

Strong classroom management as outlined in the District’s Discipline Foundation Policy frames the instructional program. Maximum use of academic engaged time is accomplished through planning resulting in clear expectations, preparing for transitions, and developing instruction that engages students in learning.

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ESEA CALIFORNIA OFFICE TO REFORM EDUCATION (CORE) WAIVEROn August 6, 2013, eight California school districts including LAUSD, received a waiver from the Program Improvement mandates of the No Child Left Behind Act from the U.S. Secretary of Education. The eight school districts are grouped together under a consortium called the California Office to Reform Education (CORE). Central to the CORE Waiver is a holistic school performance system with tailored support for schools and Local Educational Agencies (LEAs) called the School Quality Improvement System. The CORE waiver is based on three key principles that will support reform. They key principles are: Principle 1: College- and Career-Ready Expectations for All Students; Principle 2: Differentiated Recognition, Accountability, and Support; and Principle 3: Supporting Effective Instructional Leadership.

Commitments:

Implement Common Core Standards in the 2013-2014 School Year (SY) and Smarter Balanced Assessment Consortium (SBAC) assessments, starting in 2014-2015

Participate in the School Quality Improvement System, which includes a CORE-designed holistic accountability model, AMOs, and school designations (e.g., Reward, Focus, and Priority schools)

Track, submit, and release school-level academic, social-emotional, and culture and climate information Develop guidelines for the teacher and principal evaluation system by the start of the 2013-2014 SY Implement by 2015-2016 (and pilot by 2014-2015) a teacher and principal evaluation system that differentiates performances into four tiers and includes, as a

significant factor, student growth Partner with LEA peers to support and monitor waiver activity implementation Priority or Focus schools or other schools needing improvement will participate in pairing process with a Reward or exemplar school

Goals:

The CORE School Quality Improvement System seeks to:

Establish a holistic school performance system that values multiple measures of student success across academic, social-emotional, and culture-climate domains Provide schools, teachers, and administrators clear, in-depth feedback on areas of strength and those in need of improvement to improve outcomes for students Create a collective ownership structure within schools, districts, and the CORE network in which teacher, staff, and administrator collaboration and shared

responsibility for student outcomes are primary drivers of accountability Increase and restore student, parent, and community confidence in all CORE network schools.

Usage:

CORE seeks to apply these goals to the differentiated accountability, recognition and support framework required through the ESEA waiver:

A school-level improvement index (School Quality Improvement Index) that clearly evaluates schools on student achievement, subgroup performance and graduation rates

Annual Measurable Objectives (School Quality Improvement Goals) that are used to design targeted interventions and rewards; and A school designation system that identifies and outlines rewards for high performing or high progress “reward” schools, and interventions for severely

underperforming Priority schools or Focus schools with persistent achievement gaps LEAs will use this holistic, detailed information to inform school self-assessments, professional learning community topics, and school partner pairing to drive

tailored interventions and school support.

Required program activities for Reward schools:

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Reward schools paired with Priority or Focus schools will deliver assistance and hold monthly meetings with their paired schools Reward schools will establish professional learning communities with other Reward schools, and receive specialized professional development and technical

assistance from CORE

Required program activities for Priority schools:

Beginning in Fall 2013, Priority schools will be paired with Reward schools and begin attending monthly meetings designed to support implementation of the “School Quality Review Process” and the “7 Turnaround Principles.” Related professional development activities should be described in the appropriate goal matrix domain (Academic Domain, Culture and Climate Domain, or Social/Emotional Domain) of the Focus Area entitled “Effective Instructional Program (Professional Learning and Classroom Instruction)”

“Priority” schools must continue implementation of their School Improvement Grant (SIG) plans in addition to developing a three-year plan

Required program activities for Focus and Support schools:

Beginning in Fall 2013, Focus and Support schools will join appropriate “communities of practice” which will convene at least quarterly to address specific needs. Professional development activities related to “communities of practice” should be described in the appropriate goal matrix domain (Academic Domain, Culture and Climate Domain, or Social/Emotional Domain) of the Focus Area entitled “Effective Instructional Program (Professional Learning and Classroom Instruction)”

In years 1 and 2 of designation, focus schools will have the option to pair with peer Reward schools that have demonstrated excellence in closing achievement gaps, or in improving results for traditionally underserved subgroups to assist in developing the improvement plan

Upon reflecting on shared learning from the community of practice, Focus and Support schools will implement the School Quality Review Process and revise their school improvement plans

Focus and Support schools are required to develop a two-year plan

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Seven Turnaround Principles The CORE Waiver is predicated on providing meaningful, pragmatic support for school transformation. Interventions are designed to help stakeholders rethink components of the school structure, communications, professional development, instructional practices, and family engagement that are not currently achieving desired outcomes and substitute them with proven strategies that are aligned to best practices - all of which are guided by the seven turnaround principles that are based on Principle 2 of the Core Waiver. For more details regarding the seven turnaround principles, go to http://coredistricts.org/school-quality-improvement-system/ and read “Full approval request for waivers.”[Please note that the Seven Turnaround Principles are applicable to Priority schools only.]

7 Turnaround Principles School Quality Improvement System Proposed Interventions1. Provide strong leadership LEA responsibility (not under the purview of the School Site Council):

LEA must review school leader effectiveness and replace leader if deemed necessary through review before the start of the 2014-15 school year

LEA must develop criteria to hire an instructional leader and provide evidence the new principal:o Has a track record of increasing student growth on standardized test scores as well as overall student growth, as

well as in subgroups in the schoolo Exhibits competencies in the areas of driving for results, problem-solving, and showing confidence to leado Has a minimum of 3 years’ experience as a principalo Has experience supervising implementation of multiple programs at the school level, including but not limited to

special education, Title I, and ELL LEA must also provide evidence that:

o There is a program in place that supports the leadership team in their instructional and management skill development

o The new principal has been granted sufficient operational flexibility (including staffing, calendars/time, and budgeting) to implement fully a comprehensive approach in order to substantially improve student achievement outcomes and increase high school graduation rates

o LEA administrator roles have been refined to more directly support and monitor classroom instruction through the development of systems and processes (e.g., observation protocols) for teachers and administrators to analyze and monitor student data and classroom instruction

2. Ensure that teachers are effective and able to improve instruction

LEA responsibility (not under the purview of the School Site Council): Develop new job descriptions around critical teaching elements, hiring rubrics and interview protocols to recruit critical

teacher skills including knowledge-based competencies and general abilities to school improvement that are specific to all learners including additional knowledge and abilities related to subgroups of students (SWD and ELL)

Develop plan to transfer effective teachers to low performing schools; LEA screens teachers before transferring to the priority school

School responsibility: Analyze data and root causes to identify actions, strategies, and interventions pertaining to teachers within the school

improvement plan Provide teacher and administrators with PD related to low-performing area(s) Implement walk through protocols including teacher support Participate in professional learning provided by CORE Hire an instructional coach to engage teachers in school-based, job-embedded professional learning

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3. Redesign the school day, week or year to include additional time for student learning and teacher collaboration

School responsibility: Create a plan to maximize instructional time in core subjects including English Language Arts, mathematics, science,

foreign languages, civics and government, economics, arts, history, and geography Explore and capitalize on opportunities outside of the regular student day to enhance student learning; could include after-

school, before-school, lunch time, or extended year opportunities Ensure that extended learning time is available to all students Evaluate the effectiveness of the extended learning time

4. Strengthen school’s instructional program

School responsibility: Implement curriculum fully aligned to the Common Core Standards Schedule continuous, data-based curriculum review Support instruction with pacing guides, curriculum maps and/or sample instructional strategies

5. Use data to inform instruction and for continuous Improvement

School responsibility: Develop and implement a short-term action plan to achieve the goals in the school improvement plan Develop a leadership team and meet at least monthly to develop and implement short-term action plans and monitor

implementation of the school improvement plan Design local data system, which includes multiple-levels of assessments and informs programmatic/instructional decisions Facilitate data-driven conversations in learning communities Train and support teachers’ data use through formal & informal PD; Differentiate PD for new teachers

6. Establish a school environment that improves school safety and discipline and addressing other nonacademic factors that impact student achievement

School responsibility: Develop a sustained and shared philosophy, mission, and vision Maintain facilities that support a culturally responsive and safe environment Analyze teacher attendance and develop a plan for improvement, if needed Analyze student attendance and develop a plan for improvement, if needed Identify students who are at-risk of not graduating and develop a plan of action for supporting those students Analyze student discipline referrals and develop a plan for improvement, if needed

7. Providing ongoing mechanisms for family and community engagement

School responsibility: Develop and implement a plan for student, family and community engagement Provide evidence of efforts to increase effective parental and community involvement

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MISSION STATEMENT AND SCHOOL PROFILE DESCRIPTION

School Vision and Mission

A Culture of High Expectations

Banning Academies of Creative and Innovative Sciences was created based on the belief that all students are capable of learning and achieving at high levels and that given the proper support and guidance, every BACIS student will graduate college prepared and career ready. To achieve such outcomes, BACIS seeks to create and maintain an ethos of high expectations for students and adults that permeates every aspect of the BACIS culture. These high standards will continue to be embraced and reflected in academics, behavior, and attendance.

AcademicsBACIS teachers will clearly define academic standards in every subject that are attainable, yet which require effort to master. In many subjects, these standards are defined by the state. In subjects that do not have mandated state standards, teachers will seek standards from professional organizations or will develop appropriate standards for their courses. In every course, content standards will be supplemented by Common Core State Standards, as well as English Language Development standards. All teachers share the responsibility for improving students’ reading, writing, listening and speaking skills.

Mastery of standards will be measured objectively by common assessments shared between teachers of the same subject. This will include both summative end-of-course assessments and formative Progress Monitoring Assessments (PMA). Assessments will be administered much more frequently that the District Periodic Assessments. Students will take assessments on our online Learning Management System (LMS), which will produce detailed standards-based reports that will be used to guide teaching, learning, and academic interventions.

BehaviorBACIS will establish and clearly communicate behavioral standards consistent with a college preparatory culture. Students will be encouraged to express themselves, but to do so respectfully and to develop and practice communication skills typical of a professional workplace environment. When students fail to demonstrate mastery of behavioral standards, the BACIS Discipline Plan will assume a lack of understanding before refusal to cooperate. Students will first be educated to understand behavioral standards, and then will be expected to follow them. Consequences for misbehavior will be clearly communicated and consistently administered.

BACIS will recognize the behaviors that lead to student success and acknowledge the students who demonstrate such behavior consistently. Positive behavior support is as important for adolescents as corrective action. Clear definitions will be made not only for behavior that is acceptable, but also for actions that are exemplary. Incentives will be given to encourage young people to achieve behavioral excellence.

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AttendanceAll students are expected to be in class on time every day. Students who miss class put themselves at a disadvantage. Students who are tardy negatively impact their own learning and degrade the academic culture. Not only will BACIS address the attendance issues that negatively impact its Average Daily Attendance; we will also address the period absences and tardies that are inconsistent with our culture of high expectations.

Structures and Practices

BACIS will be distinguished by the following structures and practices, designed to create and sustain positive and appropriate relationships between staff members, students, and their families, as well as to support academic achievement.

AdvisoryBACIS Advisory is a rigorous, standards-driven course designed to address the academic, social, and emotional needs of BACIS students and families, and to increase their opportunities to learn and succeed in the overall educational program. To increase the intimacy of Advisories and to provide greater opportunity for more valuable teacher-student and student-student interactions, class sizes will be kept small by programming an Advisory class for every teacher. No teacher will have a conference during the Advisory period, and any half-time coordinators will work in the classroom on days that Advisories meet. Each Advisory will be made up of either Freshmen and Juniors or Sophomores and Seniors. Upperclassmen will serve as peer advisors to underclassmen, providing benefits to both groups.

Equity at BACIS will be defined as providing every student with the resources and support needed to reach his or her full potential. Since every child is unique, each will receive a unique combination of supports, monitored by a caring Teacher Advisor. Teacher Advisors will monitor their students’ attendance, behavior, and academic progress using both quantitative data, from LAUSD’s existing data warehouse as well as BACIS’ Comprehensive Data System, and qualitative data, informed by the Teacher Advisor’s long-term mentoring relationship with his or her students and families.

The student-advisor relationship, developed over a four-year period, will ensure that every child is known well by at least one adult on campus. The Advisory curriculum will be structured, in part, to increase student access to Developmental Assets. These leading indicators will enable the school to measure the success of the Advisory program and other social and emotional supports. Peer Advisors in the 11th and 12th grades will mentor freshmen and sophomores during Advisory by working with them in a structured transition program based on the successful Link Crew1 model. Peer Advisors will ease the transition from middle to high school, and will share their own personal experiences as they prepare for graduation and college entrance. BACIS will not permit students to be lost in anonymity, as frequently occurs in oversized schools.

StandardsAs with every class at BACIS, Advisory is standards-based. For freshmen and sophomores, the Developmental Assets for Adolescents serves as the guiding document. Through extensive research, the Search Institute has identified these forty building blocks of healthy development that help young people grow up healthy, caring, and responsible. While Juniors and Seniors continue to build their Assets, they will also build college and career skills as Soft Skills, as defined by the U.S. Department of Labor, are integrated into the Advisory standards. At all grade levels, students will also address the Common Core State Standards through long term projects, including research papers and service learning projects.

1 Link Crew is a year-long freshman induction program with specific lessons designed to help students manage the transition to high school. In Advisory, it will be expanded to two years.

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The Advisor-Advisee RelationshipFour key characteristics distinguish the advisor-advisee relationship from a traditional teacher-student relationship.

1. PersonalizationAdvisory serves as a “Home Base” for every student. Starting on the first day of his or her freshman year, each student is confronted with a caring adult whose goal is to build a lasting supportive relationship. Personalization in Advisory is built on the following ideas:

Others care about my success. (student) I am an important part of my school community. (student) Each student may require different feedback, support, and time to master the standards. (advisor)

2. School-Home ConnectionJust as Advisory serves as a home base for students, the Advisor will serve as a Point of Contact for parents and guardians, and an advocate for his or her advisees. Each Advisor will take responsibility for establishing a relationship with his or her advisee’s parents or guardians, and will maintain that relationship throughout the child’s high school career. The School-Home Connection is based on the following ideas:

My family, my teachers, and I are part of the same team working toward my success. (student) Facilitating the connection between home and school is one of my main responsibilities. (advisor) My child’s advisor is there for me, as well as my child. (parent)

3. Academic Preparedness & Career ReadinessThe main purpose of Advisory is to support students’ academic success in all other subject areas. To that end, students will develop study skills, explore career options, prepare for college, and complete interdisciplinary projects that integrate learning from different subjects and apply it to real-world situations. The contribution Advisory makes to Academic Preparedness and Career Readiness is based on the following ideas:

Advisory is an essential component of my ability to meet my academic goals. (student) Advisory is an essential component to my ability to meet my career goals. (student) There is a connection between what I learn in school and my life outside of school. (student)

4. Academic TenacityIn all classes, students need to learn how to deal with failure and how to turn it into success. Often, this is learned only through experience. In Advisory, it is taught explicitly. Students learn to be tenacious by taking on challenging long-term projects and sticking with them over time. They also learn how to set appropriate goals for themselves, and how to work hard until those goals are achieved. In Advisory, students learn Academic Tenacity by embracing the following ideas:

There is a direct relationship between my effort and my achievements. (student) I am ultimately responsible for myself and my learning. (student) If I’m never failing, I’m setting my goals too low. (student) A skilled learner seeks feedback from multiple sources, and then seeks new learning opportunities based on identified needs. (student)

Authentic AssessmentTo supplement the Online Assessment and Reporting System, BACIS will also track learning over time by having students develop electronic portfolios. Students will use a web-based e-portfolio platform, such as Mahara or Google Sites, to curate their best work each year. In Advisory, students will build their portfolios and

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reflect on their learning from other classes. At the end of each school year, students will deliver a portfolio review presentation, in which they share their best work and summarize their growth from the previous school year.

Blended Learning, Assessment, and InterventionTeachers of the same course will administer common assessments. These will include both summative unit assessments and shorter, formative Progress Monitoring Assessments (PMA). PMAs will be short and will be administered frequently to assess students’ mastery of specific standards. All assessment items will be mapped to specific learning objectives, so that detailed standards-based reports can be produced that will show which students are making progress toward mastery and which are in need of additional assistance.

Students will be programmed into the mandatory after school tutorial program when the results of their PMAs show that they are not making adequate progress toward mastery, and are in need of additional time and opportunities to learn. Online lessons will be developed for the after school tutorial that will provide intensive focus on the specific learning objectives tested on the PMAs. Students will be required to attend tutorial after school until they have completed the assigned lessons and can pass the accompanying assessment. After completing an after school tutorial for a specific objective, students will be given an opportunity to re-take any classroom assessments to demonstrate mastery of that topic.

Time at BACIS is variable; high standards and expectations are not. Not all students learn at the same rate, and those who need extended time to meet the standards will receive it.

Project-Based LearningBACIS will make progress toward becoming a project-based school. This will be a slow process, but within the next three years, each subject will develop at least one project based unit per semester. These projects will be appropriate for inclusion in students’ electronic portfolios. Projects will be engaging and relevant, taking the career themes of the academies into consideration. Through learning projects, students will develop deeper competencies required for success in college. Projects will focus on content standards for the course, but will integrate Common Core State Standards and English Learner Development standards. Teachers will learn and use the Project Based Learning (PBL) model developed by the Buck Institute for Education (BIE).

Comprehensive Behavior SupportBACIS will continue to develop its comprehensive behavior support program. Clear behavioral standards will be communicated to all students, and expectations will be consistent among all faculty members. The minimum behavior standards will be enforced uniformly in all classrooms and common areas. Teachers who choose to require higher standards in their classrooms will communicate those standards clearly and consistently.

Positive behavior that enhances the educational climate of the school will be rewarded. BACIS has experimented with reward systems that will be formalized over the next three years. These will include formal public recognition at student assemblies. Teachers and/or students will also have opportunities to issue on-the-spot rewards that recognize positive student actions, such as tickets that can be used as raffle entries or as scrip for specific student store items.

Disciplinary actions for students who fail to meet behavioral standards will be clearly communicated and consistently administered. When students do not meet behavioral expectations, the BACIS disciplinary system will first assume a gap in understanding, and will focus on re-educating students, instead of just punishing them. Restorative Justice practices will be used to promote respect, teach responsibility, and build relationships.

College and Career ReadinessBACIS graduates will be well-prepared for college and career. All graduates will complete the A-G requirements for entry into the CSU and UC systems. Furthermore, all students will take the PSAT and complete the FAFSA through their Advisories. Advisory will also be used to apply for the SAT or ACT, learn to

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write personal statements, and complete college applications. Guest speakers will visit to encourage top students to apply to top universities and to give students opportunities to speak with Engineering and Computer Science professionals.

BACIS students will be much better prepared than most for careers in the fields of Computer Science and Engineering, thanks to participation in our “Project Lead The Way’ (PLTW) classes. All students will take the PLTW foundation courses. Alternative electives, such as shop or computer repair classes, will be made available if there is sufficient demand from students who are either unsuccessful and/or uninterested in Engineering and Computer Science or who are successful and need more elective courses.

21st Century SkillsBACIS students will build the 21st Century Skills that will help them succeed in college and career, as defined by the Partnership for 21st Century Skills. These include Core Subjects and 21st Century Themes, Learning and Innovation Skills, Information, Media, and Technology Skills, and Life and Career Skills. Assignments in Advisory will be designed to teach these skills, and teachers will be encouraged to follow that model to give students opportunities to practice them throughout the curriculum.

BACIS Pillars

To create a world class community of learning, BACIS structures must support success in an environment of high expectations and research-based practices that define and promote positive relationships, in order to increase opportunities for student success. BACIS students will demonstrate proficiency in the four pillars of Academic Preparedness, Career Readiness, College Knowledge, and Academic Tenacity. These four pillars are measurable and will inform our practice. The information obtained through the indicator system will provide real time data and trends. Data will be used to make informed decisions regarding the unique needs of each student.

Pillar #1 Academic PreparednessAll students and teachers are capable of achieving at high levels, and all will do so, leading to an academically prepared student body. Every student at BACIS will complete a rigorous high school program that teaches them to apply, analyze, and synthesize complex information. The guiding principles of Academic Preparedness are that time is flexible, but standards are not, and that grades are based on mastery of curricular standards.    

Academic Preparedness will be measured using the following indicators: frequent MOODLE2 standards based assessments, SAT/ACT, CAHSEE, and STAR exams. Teachers will use Access Strategies - Cooperative and Collaborative Learning Environments, Instructional Conversations, Academic Language Development, and Advanced Graphic Organizers. Project Based Learning (PBL) will be used to engage students intellectually, facilitate learning, and authentically assess proficiency.

These strategies are shown to increase understanding and mastery of content, especially by English Learners, Standard English Learners and Students with Disabilities. These sound instructional strategies will increase graduation rate, timely grade level promotions, and proficiency. BACIS will grow toward 100% proficiency, 100% graduation, and proficiency for all.  

2 MOODLE (Modular Object-Oriented Dynamic Learning Environment) is the online Learning Management System of choice for BACIS. It is free, open-source, and built on constructivist and social constructivist principles.

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Pillar #2 Career ReadinessAll graduates will be ready for the 21st century workplace, which requires high-order thinking skills. For the careers that will be available when our students reach adulthood, postsecondary education will be necessary. To pay for a college education, most will need to work in jobs that pay better than minimum wage. To be competitive in the job market after college, it will be advantageous for students to have gained experience in their chosen career fields. Therefore, we regard career readiness and college preparation to be equally important and complementary outcomes.

BACIS students will have the opportunity to earn certifications in both the Academy of Computer Science and Digital Arts and the Academy of Manufacturing and Engineering. The Academy of Computer Science and Digital Arts will prepare students for certification examinations in Computer Science that will be supported by Microsoft and Adobe. Students in the Academy of Manufacturing and Engineering will follow the Pathway to Engineering (PTE) from Project Lead the Way (PLTW). Indicators of Career Readiness will include proficiency in the Common Core State Standards, mastery of soft skills taught in Advisory, employment, e-portfolios, and quantity and quality of reflective practices.

Pillar #3 College KnowledgeAll students will build College Knowledge, which will enable them to navigate postsecondary education. A college-going environment will be supported by an advisory program that will include shadowing of juniors and seniors by younger students as the upperclassmen prepare for college admission. College visitations and informational workshops will also be integral components of advisory; building a college going culture of high expectations.

Teachers will use flexible grouping, differentiated instruction, and access strategies to deliver lessons that will allow our students to demonstrate proficiency in this pillar. College Knowledgeable students will complete A-G requirements, complete SAT/ACT examinations, gain college acceptance, and complete the FASFA. These rigorous instructional strategies will increase the graduation rate, increase college admission rates, and lead to successful completion of postsecondary schooling.

Pillar #4- Academic TenacityAll students will demonstrate academic tenacity. BACIS students will have positive academic mindsets, empowering them to persist in their schoolwork and develop academic behaviors that they will still possess after high school, making them lifelong learners. BACIS students will learn to consistently and tenaciously practice habits intrinsic to the development of college prepared and career ready students.

Teachers will scaffold activities that promote and demonstrate higher order thinking skills, using Bloom’s Taxonomy and Costa’s levels of questioning to ensure a culture of high expectations and high achievement for all. As a result of pillar four, an Academically Tenacious BACIS student body will show increases in CST and CAHSEE proficiency, graduation rates, grade level matriculation, and attendance. Academic Tenacity will help transform our environment into one of high expectations. A culture of high expectations will contribute to school safety. Students will take great pride in their school, their communities, and themselves, making the campus a safe place, where students’ minds and souls are nurtured.

Organization

The Banning Academies of Creative and Innovative Sciences (BACIS) will be divided into two autonomous Small Learning Communities, each focused on a different area of study, united by shared practices, values, and philosophies. The Academy of Manufacturing and Engineering and the Academy of Computer Science and Digital Arts will each serve 400-600 students with interests in the Academies’ respective career themes. In addition, the school will also house a Business and Technology Magnet center. Magnet students will choose to follow one of the two Academies’ pathways, and will also participate in a supplementary

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Business program. The Magnet will be designed to attract students from throughout the District, to build a diverse community of learners, thus enriching the BACIS experience for all. It will not be used, as many magnets are, to recruit the top students out of the neighborhood, thereby creating an informal tracking system.

Each Academy will be led by an Assistant Principal, whose primary role will be as his or her academy’s instructional leader. Assistant Principals will be responsible for teacher growth and development, faithful implementation of the instructional program, student discipline, and data-driven decision making within their respective academies. To provide them with sufficient time and resources to focus on instruction, the BACIS Principal will handle operational matters. A Magnet Coordinator will handle student discipline and data-driven decision making within the magnet center, but the Assistant Principals will supervise the growth and development of magnet, as well as non-magnet, teachers.

Small, teacher-led schools provide the best opportunity for creating and sustaining the type of positive school environment that is a necessary prerequisite for learning. Autonomy between Academies must be maintained to foster intimate learning communities that value each and every individual, and prevent students from becoming lost on a big campus. Crossing over between schools, as is often done routinely under many SLC school models, would undermine the integrity of the BACIS Academies and will be avoided, except in rare controlled cases that do not negatively impact the small schools or diminish their autonomies.

MissionOur mission is to prepare all students for 21st century careers by nurturing each individual to attain his or her full educational potential, and to graduate with the skills necessary to succeed in college and to begin a profession in his or her chosen career field.

School Profile Description

Directions: Please answer each question in the blank section below the question.

1. Describe geographical, social, cultural, educational and economic community base:History

Wilmington is a neighborhood in the South Los Angeles area of Los Angeles, California, covering 9.14 square miles.

Featuring a heavy concentration of industry and the third-largest oil field in the United States, it is considered sparsely populated in comparison with the city as a whole. It is notable for its youthful population and its high percentage of Latino and foreign-born residents.

It is the site of Los Angeles Harbor College, Banning High School and ten other primary and secondary schools. Wilmington has six parks, including one on the waterfront.

Wilmington dates its history back to a 1784 Spanish land grant. It became a separate city in 1863, and joined the city of Los Angeles in 1909. Points of interest include the U.S. Army headquarters for Southern California and the Arizona territory during the Civil War.

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Geographic Description

Wilmington shares borders with Carson to the north, Long Beach to the east, San Pedro to the south and west and Harbor City to the northwest.

Population

A total of 53,815 people were living within Wilmington's 9.14 square miles, according to the 2010 U.S. census—averaging 5,887 people per square mile, among the lowest population densities in the city as a whole. The median age was 28. The percentages of people from birth through age 34 were among the county's highest. Population was estimated at 54,512 in 2008.

Wilmington is not considered very diverse ethnically, with a diversity index of 0.245. In 2000, Latinos made up 86.6% of the population, while whites were at 6.4%, Asians at 4.8%, blacks at 2.6% and others at 1.7%. Mexico and Guatemala were the most common places of birth for the 44.5% of the residents who were born abroad, considered a high percentage of foreign-born when compared with the city and the county as a whole.

Economic

The $40,627 median household income in 2008 dollars was average for the city. Renters occupied 61.5% of the housing units, with homeowners occupying the rest. In 2000 there were 1,524 military veterans, or 4.6% of the population, relatively low in comparison to the city and county as a

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whole.

Education

Only 5.1% of Wilmington residents aged 25 or older had completed a four-year degree by 2000, a low figure when compared with the city and the county at large, and the percentage of those residents with less than a high school diploma was high for the county.

Schools

Wilmington is part of the Los Angeles Unified School District. The area is in Board District 7. As of September 2012, the leadership of District 7 was under Board Member Dr. Richard Vladovic. The schools within Wilmington's boundaries are:

Post-secondary Los Angeles Harbor College, 1111 Figueroa Place

Secondary and primary Phineas Banning Senior High School, LAUSD, 1527 Lakme Avenue Banning Academies of Creative and Innovative Sciences (BACIS), 1527 Lakme Avenue Avalon High School, LAUSD continuation, 1425 North Avalon Boulevard Pacific Harbor Christian School, private K-12, 1530 Wilmington Boulevard Broad Avenue Elementary School, LAUSD, 24815 Broad Avenue Wilmington Christian School, private, 24910 South Avalon Boulevard Wilmington Middle School, LAUSD, 1700 Gulf Avenue Fries Avenue Elementary School, LAUSD, 1301 Fries Avenue Gulf Avenue Elementary School, LAUSD, 828 West L Street Wilmington Park Elementary School, LAUSD, 1140 Mahar Avenue St. Peter and St. Paul Elementary School, private, 706 Bay View Avenue Hawaiian Avenue Elementary School, LAUSD, 540 Hawaiian Avenue

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Libraries

Los Angeles Public Library operates the Wilmington Branch.

Recreation and Parks

Banning Recreation Center, 1331 Eubank Avenue. Auditorium, baseball diamond (lighted), basketball courts (lighted/indoor, unlighted/outdoor), children's play area, picnic tables, tennis courts (lighted).

East Wilmington Greenbelt Community Center, 918 North Sanford Avenue. Basketball courts (lighted/indoor), class room, after school programs, day camps.

East Wilmington Greenbelt Pocket Park, 1300 East O Street Wilmington Recreation Center, 325 North Neptune Avenue. Auditorium, baseball diamond (lighted/unlighted), basketball courts

(unlighted/outdoors, lighted/indoors), children's play area, community room, four picnic areas with tables. Wilmington Senior Citizen Center, 1371 Eubank Avenue. Auditorium, baseball diamond (lighted), basketball courts (lighted/Indoor,

unlighted/outdoor), children's play area, indoor gym (without weights), picnic tables, tennis courts (lighted). The Wilmington Waterfront Park, opened in June 2011 between the Port of Los Angeles and Wilmington.

2. Describe grade levels/school configuration:BACIS opened in Fall 2013 as a 9th grade Small Learning Community of Phineas Banning High School. It added a grade level in Fall 2014, when it became a separate high school. In its current state, BACIS includes students in grades 9 and 10. In Fall 2015, it will add an 11 th grade, and beginning in Fall 2016, it will include grades 9-12.

BACIS includes a traditional high school that is part of the Banning Zone of Choice, as well as a Business and Technology Magnet. As it grows, BACIS’ vision includes dividing into two autonomous Small Learning Academies, the Academy of Manufacturing and Engineering and the Academy of Computer Science and Digital Arts. If enrollment supports this change, the two SLCs may be formed in Fall 2015; otherwise, they will begin in Fall 2016.

3. Indicate student enrollment figures/trends:BACIS enrolled 247 9th grade students in the 2013-14 school year. In Fall 2014, 504 9th and 10th grade students are enrolled.

4. Indicate poverty level (i.e., percentage of low-income students identified on the Title I ranking):

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82.71% of BACIS students are identified as Low Income on the 2014-15 Title I Ranking.5. Identify feeder program and schools:

Wilmington Middle School, LAUSD, 1700 Gulf Avenue, Wilmington , CA 90744 Harry Bridges Span School, LAUSD, 1235 Broad Ave. Wilmington, CA 90744 Dodson Middle School, LAUSD, 28014 Montereina Drive, Rancho Palos Verdes, CA 90275 Dodson Middle School Gifted/Highly Gifted/High Ability Magnet, 28014 Montereina Drive, Rancho Palos Verdes, CA 90275

6. Identify language, racial and ethnic make-up of the student body:Total Students Enrolled 574 Filipino 0.9% Students with Disabilities 15.2%African American 2.4% Latino 91.8% English Learners 16.4%American Indian / Alaska Native 0.3% Pacific Islander 0.9% Reclassified as Fluent English Proficient 35.7%Asian 0.2% White 3.5%7. Describe school facilities, including technology, library and media resources:

BACIS is co-located with BHS on the Banning Educational Complex. BACIS students attend classes on the third floor of the Main Building, in the bungalows on the south side of the campus and in the S Building and S Row. BACIS and BHS share a library, auditorium, cafeteria, multi-purpose room, and athletic facilities. BACIS has two computer labs and 5 class sets of laptops.

8. Describe how the school community will work together to establish and promote the culture of the school:As the school continues to mature and grow an emphasis on Constant Improvement will be incorporated into the culture of the school and used as a model for continual growth. Action Steps:• Bring together families, schools, and community organizations in a collaborative effort to meet the comprehensive needs of children, families, and the community.• Open BACIS beyond traditional school hours to provide workshops and trainings for parent and community learning.• Cultivate school-business relationships that will benefit both school and business partners and sustain family-involvement programs.

9. Provide a description of how the school will provide individual student academic assessment results in language the parents understand, including an interpretation of those results:

A key element of the BACIS plan is the development and implementation of a comprehensive shared assessment and data reporting system. Teachers of the same course will develop and administer common assessments. These will include both summative unit assessments and shorter, formative Progress Monitoring Assessments (PMA). PMAs will be short and will be administered frequently to assess students’ mastery of specific standards. All assessment items will be mapped to specific learning objectives, so that detailed standards-based reports can be produced that will show which students are making progress toward mastery and which are in need of additional assistance.

Common Assessments will be administered through Moodle, an online Learning Management System. Scores will be accessible by Teacher Advisors, who will monitor their advisees’ progress. “Folder Fridays” will ensure that a channel of structured communication remains open for each family. Each Friday that Advisory meets, students will take home a folder that will include data tools, designed by and for teachers and parents, to facilitate two-way communication and analysis of student progress. The tools will be transparent, visually engaging, and interactive so that students and parents can work together to identify areas of strengths and weakness. 510. Provide a description of how the strategies adopted by the school incorporate a system of early warning to address the needs of underperforming students

(e.g., “Early Warning System” and “At-Risk System” on the District’s MyData website):

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Teacher Advisors, parents, and students will work together to monitor student progress. Advisors will learn to download and use MyData Early Warning System and At-Risk System reports at each grading period and review them with students to set SMART goals for academic achievement. Once the comprehensive assessment system is ready for implementation, students will be programmed into the mandatory after school tutorial program when the results of their PMAs show that they are not making adequate progress toward mastery, and are in need of additional time and opportunities to learn. Online lessons will be developed for the after school tutorial that will provide intensive focus on the specific learning objectives tested on the PMAs. Students will be required to attend tutorial after school until they have completed the assigned lessons and can pass the accompanying assessment. After completing an after school tutorial for a specific objective, students will be given the opportunity to re-take any classroom assessments to demonstrate mastery of that topic.

11. Provide a description of Reform Process:o LAUSD Public School Choice (PSC)o School Improvement Grant (SIG)

BACIS was formed through Public School Choice 4.0. The PSC planning team was made up of six Banning High School teachers. Initially, six teams submitted Letters of Intent for Public School Choice 4.0, in addition to the standard UTLA letter. Late in Summer 2012, three teams merged to write what they referred to as the “Banning Schoolwide Plan”. The three remaining teams continued to write, communicating with each other as they worked. As their visions materialized, similarities became apparent, so the three teams merged into one, under the umbrella of the Banning Academies of Creative and Innovative Sciences.

12. Describe other important characteristics of the school (e.g., SLC, PLC):Currently, BACIS is managed as one school with a magnet center and two career pathways – Computer Science and Engineering. In either 2015 or 2016, the school will be divided into two Small Learning Communities – The Academy of Computer Science and Digital Arts (CSDA) and the Academy of Manufacturing and Engineering (AME). These three Small Learning Communities (two academies and one magnet) correspond to the original three school designs that eventually merged to form BACIS.

BACIS has a draft Pilot School Proposal in development, and may apply for Pilot School status or for another autonomous governance model in the future. Alternatively, its Small Learning Communities may apply separately.

13. Indicate WASC Accreditation Results:BACIS has completed an ACS WASC Affiliation Request and is scheduled to have the initial visit in the Fall of 2015.

14. Identify any approved autonomies under the Local Initiative School program: BACIS has not applied for any autonomies through the Local Initiative School program.

15. FOR PRIORITY, FOCUS, and SUPPORT SCHOOLS, identify areas and/or subgroups not meeting School Quality Improvement Index goals:BACIS is not a priority, focus, or support school.

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COMPREHENSIVE NEEDS ASSESSMENT

A comprehensive needs assessment incorporates several components, including data analysis related to student achievement, professional development, school-family relationships, attendance, and suspensions/expulsions. The COMPREHENSIVE NEEDS ASSESSSMENT, CORE Waiver Status and Intervention Form, and LAUSD School Review Process Recommendations comprise the LAUSD Comprehensive Needs Assessment for the SPSA.

Directions: Place the following documents which were used to analyze data in order to formulate School Goals and Key Strategies behind this placeholder page. Based upon the data, determine actions/tasks that will help improve teaching and increase student achievement.

AYP Report

Data Summary Sheet (subgroup data reflects sample size down to 11 students)

SPSA Evaluation

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LAUSD School Review Process Recommendations

Indicate the school’s review process(es):

Identify the LAUSD School Review Process Recommendations that correspond with the Findings.BACIS has not yet taken part in its first PSC School Review. Possible participation in Spring of 2015 with Instructional Rounds as the vehicle that drives the dialogue.

BACIS has completed an ACS WASC Affiliation Request and is scheduled to have the initial visit in the Fall of 2015.

When page expands, update the Table of Contents.Update Table of Contents if page is deleted.

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School Improvement Grant (SIG) Public School Choice XWASC Recommendations X

Los Angeles Unified School District2014-2016 Single Plan for Student Achievement Goal Matrix

ACADEMIC DOMAIN100% GRADUATION

LEA Goal: All students will graduate from high school.

*School Goal: By June 2016, 80% of students in the Class of 2017, 65% of students in the Class of 2018, and 50% of students in the Class of 2019 will have made satisfactory progress toward graduation, as measured by the MyData A-G PROGRESS REPORT

Identify data used to form this goal: X AYP Report/CAHSEE CORE Waiver Data Report (if applicable) X MyData (A-G Report)

X Data Summary Sheet X Student Grades X Curriculum-Based Measure: Dep’t. Common Assessments

Other:

Using the results of the Comprehensive Needs Assessment and the answers to the questions below, what conclusions can be drawn? Include numerical data.

Did the school meet schoolwide graduation rate targets? If not, what strategy(ies) will the school use to increase graduation rates?

Did the school have graduation rates with less than 5% improvement? If so, what strategy(ies) will the school use to increase graduation rates to meet graduation rate targets?

How will the school provide differentiated support to subgroups of 20 or more with the lowest proficiency rate on the CAHSEE?

Based on findings from the SPSA Evaluation, what modifications will be made to strategies? Will any strategies be eliminated?

N/A since this is the inaugural year of our school - there is not sufficient data to report.

All 9th and 10th graders enrolled to be on target with A-G requirements.

Increase the number of students on track for meeting A-G requirements by 10% by June 2015.

Gr. 10 (As of the date of this report, students have not taken CAHSEE).

Gr. 10 53.2% of students not on track to graduate.

Upon analysis of the data it was determined that students in 9th struggle to pass algebra and ELA 9 and fall behind in credits and are subject to non-promotion.

BACIS will provide differentiated support to the subgroups with the lowest proficiency rate on the CAHSEE by identifying those at risk, and create a plan with teachers and parents to provide supplemental services to those students that will assist students in meeting proficiency and graduation.

Key Strategy(ies): 1. Comprehensive assessment and intervention system with a strong emphasis on good first instruction including Tier I and Tier II.2. Provide supplemental services to assist at risk students in order to reach grade level proficiency.

Focus Areas Actions/Tasks to accomplish Strategy(ies)**(Actions/Tasks must address subgroup needs.)

Projected Costs, Expenditures, and Funding Sources

How will the school monitor the actions/tasks? Staff Responsible

Start/ Completion

Date

Effective Instructional

Program (Professional Learning and

Day to Day substitutes will release teachers individually and as a department (common planning time) to develop standards-based grading systems that enable teachers to assign specific remediation tasks to students who are within reach of "C" grades

$10,000 Day to Day subs (30 Days) (Title I)

Principal, Title III Coach, Department Chair, ELA teachers will monitor the implementation of the remediation tasks.

Principal, Instructional Coach, Department Chair, ELA

January 2015-June 2016

January

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

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Classroom Instruction)

in A-G courses.

Professional development Teacher X-Time will be used to provide training for the instructional staff and schedule follow-up professional development activities on the use of Moodle; common computer-based assessments in A-G courses that enable collaboration between teachers to assign appropriate standards-based interventions.

$5,000 for 25 teachers, 2 hours each (Title I)

Principal, Title III Coach, Department Chair, ELA teachers will monitor the implementation of the remediation tasks.

teachers.

Principal, ILT

Principal

2015-June 2016

January 2015-June 2016

Maximizing Instructional

Time

Professional development Teacher X-Time will be used to develop and implement targeted lessons that address meeting the A-G requirements through the Advisory Period (Career Awareness and Development Class).

Chrome Books and storage carts will be purchased to assist struggling learners meets grade standards and academic proficiency.

$5,000 for 25 teachers, 2 hours each (Title I)

$36,960 Chrome Books 11.6 Samsung CB 2 2GB/16 Flash ($430each) and the carts for storage and usage. ( 2 carts) Title I

Principal and ILT will monitor the development of and the implementation of the Advisory program.

Tech. Coordinator will keep an inventory of usage.

Principal

Principal and Tech Coordinator

January 2015-June 2016

January 2015-June 2016

Interventions to Close

Achievement Gaps

Professional development Teacher X-Time will be used to create an A-G PROGRESS REPORT, to enroll all students who fall behind grade level targets in Summer School or other remediation programs,provide A-G Tutoring led by teachers before school, after school, during Lunch, and on Saturdays, and to provide CAHSEE Prep classes for 10th & 11th grade students.

Purchase a contract for Kaiser Health and Wellness program and Anti-Bullying Program.

$5,000 for 25 teachers, 2 hours each (Title I, Title)

$5000 - Student Assemblies (Title I)

Principal, ILT and Faculty will at the end of each school year compile A-G completion data from MyData by Faculty Advisors, who will analyze student progress toward the following A-G grade-level targets and generate an A-G PROGRESS REPORT.

Faculty AdvisorsCounselorsPrincipal

Principal

January 2015 - June 2016

January 2015 - June 2016

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

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Los Angeles Unified School District2014-2016 Single Plan for Student Achievement Goal Matrix

ACADEMIC DOMAINENGLISH LANGUAGE ARTS

LEA Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.

*School Goal: By June 2016, 80% of students will pass their required "A-G” Required English classes, with a grade of "C" or better on the first attempt.

Identify data used to form this goal: AYP Report/CAHSEE CORE Waiver Data Report (if applicable) Data Summary Sheet

DIBELS x Student Grades x Curriculum-Based Measure: Common Assessments

Other:

Using the results of the Comprehensive Needs Assessment and the answers to the questions below, what conclusions can be drawn? Include numerical data.

What factors explain changes in proficiency levels over time? Were interventions effective in moving students to proficiency? If not, what change in intervention(s) does the school propose? What intervention(s) will be used to address the lowest-achieving subgroups? Based on findings from the SPSA Evaluation, what modifications will be made to strategies? Will any strategies be eliminated?

Key Strategy(ies): Department will develop Common Assessments for all grade levels in district mandated genres (Expository, Argument, Narrative, Literary Analysis).

Focus Areas Actions/Tasks to accomplish the Strategy(ies)**(Actions/Tasks must address subgroup needs.)

Projected Costs, Expenditures, and Funding

Sources

How will the school monitor the

actions/tasks?

Staff Responsible

Start/ Completio

n Date

Effective Instructional

Program (Professional Learning and Classroom Instruction)

Day to Day substitutes will release teachers individually and/or as a department (common planning time) to develop CCSS-based common assessments. Teachers will develop specific lessons and assessments, deliver the lessons and assessments, reflect upon the student learning using student work and assessment scores (based on rubric) and revise the lessons and assessments.

Collect and analyze district and school-level summative and formative ELA and ELD data; identify students for targeted assistance in tutorial programs {i.e. reading intervention class (read 180)}.

Teachers will develop specific criteria for implementing, monitoring and evaluating the research based intervention program currently in use (Read 180).

$10,000 Day to Day subs (30 Days) (Title I)

Principal, Instructional Coach, Department Chair, ELA teachers will monitor the implementation of the lessons and the assessments through a departmental calendar, classroom observations and through common planning time reflections.

Principal, Instructional Coach, Department Chair, ELA teachers.

January 2015-June 2016

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

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Professional development Teacher X-Time will be used to provide training for the instructional staff and schedule follow-up professional development activities on implementation of CCSS, text complexity, close reading and the writing process.

Teacher X-Time Direct will allow teachers to develop and implement effective instructional strategies aligned to CCSS to meet the needs of all students and to monitor the after school intervention program for at risk students.

Teachers will use APEX, Read 180, Grammerly and Turnit In to enhance instruction to meet the needs of all students and to monitor the after school intervention program for at risk students.

$5,000 for 25 teachers, 2 hours each (Title I)

$7,500 (Title I) 115 Hours of X-Time.

$ 4000 (Title I) Program software and liscense.

ILT will set-up and monitor PD activities and their implementation into the classroom instructional practices.

Principal, Instructional Coach, Department Chair, ELA teachers will monitor.

Principal, ILT

Principal

January 2015-June 2016

January 2015-June 2016

Maximizing Instructional

Time

Teachers deliver instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to-student discussions.

Teacher uses various, differentiated strategies to engage all students in intellectually challenging student-to-student interactions.

Instructional projects, activities and assignments are cognitively engaging and culturally relevant for all students.

Groups are purposeful, flexible, productive and appropriate for student needs and assignment requirements.

Teachers will design formative and summative assessments aligned to the Common Core State Standards.

Teacher consistently uses multiple measures of student growth including both formative and summative data including student work to demonstrate a high level of student learning.

All formal and informal assessments are purposefully selected and tightly aligned with the instructional outcomes, in both content and process.

Teacher disaggregates and analyzes assessment data and uses information to plan future instruction for individual students, including re-teaching and re- assessment if necessary

.

$ Title ITeacher X-time Direct ($7500)

BACIS staff will use the student individual graduation report to determine progress of meeting graduation requirements. CAHSEE results will be reviewed to determine the efficacy of actions that help improve student achievement. Course grades of each student will be reviewed by the Counselor and meet with parents in case of excessive failures.

Principal

Principal

Principal

Principal

January 2015-June 2016

January 2015-June 2016

January 2015-June 2016

January 2015-June 2016

Interventions A contract with Toshiba Project for Rental of equipment and copies made will enable the $10,000 Copy Office staff will monitor SAA January *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

31

to Close Achievement

Gaps

school to duplicate supplemental materials for students, and reproduce various communications with parents and community.

Teacher assistant provides services under the direct supervision of a highly qualified classroom teacher. Provides reinforcement and support for at risk students not meeting grade level standards. Para-professionals will provide support for concept attainment and mastery, provide one-on-one tutoring, act as a translator and provide instructional assistance in the computer lab.

General Supplies will used to purchase materials that support evidenced-based supplemental resources to support Tier 2, strategic instruction and intervention, and Tier 3 intensive instruction and intervention.

Instructional materials will be used to purchase supplemental materials that will support Tier 2 and Tier 3 instruction and intervention. Leveled readers along with age appropriate books will be purchased to create a quality ELA Department library.

Teacher Tutoring X-Time will allow teachers to provide targeted intervention services for students struggling in reading and writing in order to meet and exceed grade level standards.

Implement a Summer Bridge program focused on determining student baseline data on lexile reading levels and constructing actionable goals that will allow us to monitor student progress throughout the year.

Purchase Grammerly and Turnit in programs.(Software)

Machine and Copies (Title 1 and Title III)

$5,500 for T.A. position at 6 hrs. (Title I)

$10,000 (Title 1) General Supplies

$10,000 (Title 1) CCSS Texts for ELA

$10,000 (Title 1) 153 Hours X-Time

$10,000 (Title 1) 153 Hours X-Time

Software License $5,000 (Title I)

expenses associated with equipment and reproductions.

Principal and Department Chair will monitor duties and activities.

Office Staff will maintain records on file of purchases

Principal and Department Chair

SAA

Principal and Department Chair

Principal and Department Chair

2015-June 2016

January 2015-June 2016

January 2015-June 2016

January 2015-June 2016

January 2015-June 2016

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

32

Los Angeles Unified School District2014-2016 Single Plan for Student Achievement Goal Matrix

ACADEMIC DOMAINMATHEMATICS

LEA Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.

*School Goal: By June 2016, 80% of students will pass their required "A-G” Required" Math classes, with a grade of "C" or better on the first attempt.

Identify data used to form this goal: AYP Report/CAHSEE CORE Waiver Data Report (if applicable) Data Summary Sheet

DIBELS X Student Grades X Curriculum-Based Measure: Common Assessments

X Other: Student work

Using the results of the Comprehensive Needs Assessment and the answers to the questions below, what conclusions can be drawn? Include numerical data.

What factors explain changes in proficiency levels over time? Were interventions effective in moving students to proficiency? If not,

what change in intervention(s) does the school propose? What intervention(s) will be used to address the lowest-achieving

subgroups? Based on findings from the SPSA Evaluation, what modifications will

be made to strategies? Will any strategies be eliminated?

A number of students are failing (received an “F” or a “D”) the CC Algebra 1 course. This course is essential to remaining on track for graduation.

Alignment of Algebra 1 Tutorial Course with the CCSS Algebra course.

Key Strategy(ies): Implement the “College Preparatory Math Program” in all math courses.Focus on aligning the CC Algebra 1 course and the Algebra 1 Tutorial Lab Course.

Focus Areas Actions/Tasks to accomplish the Strategy(ies)**(Actions/Tasks must address subgroup needs.)

Projected Costs, Expenditures, and Funding

Sources

How will the school monitor the

actions/tasks?

Staff Responsible

Start/ Completion

Date

Effective Instructional

Program (Professional Learning and Classroom Instruction)

Provide Day to Day substitutes for data analysis and departmental planning. Teachers will meet in department and by course, especially the Algebra 1 CC course and the Algebra 1 Tutorial Lab Course to identify student area of need, plan intervention lessons that address those needs, develop- common formative assessments and monitor student progress to ensure learning of key concepts. Teachers will develop specific lessons and assessments, deliver the lessons and assessments, reflect upon the student learning using student work and assessment scores (based on rubric) and revise the lessons and assessments.

Collect and analyze district and school-level summative and formative Math data; identify students for targeted assistance in Algebra 1 Tutorial Lab and an after school tutorial program.

Teachers will develop specific criteria for implementing, monitoring and evaluating the CCSS-based and research-based College Prep. Math program currently in use. Professional development Teacher X-Time will be used to provide training for the Math

$6,500 (20 Day to day subs @ $350/day) Title I

$5,000 for 5

Principal, Instructional Coach, Department Chair, ELA teachers will monitor the implementation of the lessons and the assessments through a departmental calendar, classroom observations and through common planning time reflections.

ILT will set-up and

Principal, Instructional Coach, Department Chair, ELA teachers.

Principal,

January 2015-June 2016

January *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

33

Department and schedule follow-up professional development activities on the proper implementation of CCSS, and the College Prep. Math program.

Teachers will use IXL to enhance instruction to meet the needs of all students and to monitor the after school intervention program for at risk students.

Professional development (registration fees) for attending conferences on Math literacy as described within the CCSS.

teachers, 10 hours each (Title I)

$500 Software License (Title I)

$2,500 Conference attendance fees (Title I)

monitor PD activities and their implementation into the classroom instructional practices.

Principal and ILT.

ILT

Principal

2015-June 2016

January 2015-June 2016

Maximizing Instructional

Time

Teachers deliver instruction that provides opportunities for students to develop their own cognitively challenging questions and to engage in various types of student-to-student discussions.

Teacher uses various, differentiated strategies to engage all students in intellectually challenging student-to-student interactions.

Instructional projects, activities and assignments are cognitively engaging and culturally relevant for all students.

Groups are purposeful, flexible, productive and appropriate for student needs and assignment requirements.

Teachers will design formative and summative assessments aligned to the Common Core State Standards.

Teacher consistently uses multiple measures of student growth including both formative and summative data including student work to demonstrate a high level of student learning.

All formal and informal assessments are purposefully selected and tightly aligned with the instructional outcomes, in both content and process.

Teacher disaggregates and analyzes assessment data and uses information to plan future instruction for individual students, including re-teaching and re- assessment if necessary

Teachers will implement the College Prep. Math system

Use IMA to purchase the CPM Core Connections Series Teacher Edition eBook license.

Purchase Laptop computers on which to install College Prep math program.

Title ITeacher X-time Direct ($7500)

Non-Capitalized Equipment Laptop computers $6,000 (Title I)

BACIS staff will use the student individual graduation report to determine progress of meeting graduation requirements. CAHSEE results will be reviewed to determine the efficacy of actions that help improve student achievement. Course grades of each student will be reviewed by the Counselor and meet with parents in case of excessive failures.

Principal and ILT

January 2015-June 2016

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

34

Interventions to Close

Achievement Gaps

Use teacher X-time to pay teachers to conduct after-school tutoring for struggling students.

Students scoring B, BB, and FBB will receive tutoring as appropriate.

Intervention program for at-risk students. Computer purchase will allow for appropriate assessment of students and monitoring of learning achievements

Tutoring will be conducted in small groups for at-risk students not meeting grade level standards.

Teacher assistant provides services under the direct supervision of a highly qualified classroom teacher. Provides reinforcement and support for at risk students not meeting grade level standards. Para-professionals will provide support for concept attainment and mastery, provide one-on-one tutoring, act as a translator and provide instructional assistance in the computer lab.

(Title I) Teacher Tutor X Time $6,000

$5,500 for T.A. position at 6 hrs. (Title I)

Course grades of each student will be reviewed by the Counselor and meet with parents in case of excessive failures. The ISIC Graduation Tracker will provide additional support for all students, particularly those struggling to meet A-G requirements.

Principal and Department Chair will monitor duties and activities.

Principal

Principal and Department Chair

January 2015-June 2016

January 2015-June 2016

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

35

Los Angeles Unified School District2014-2016 Single Plan for Student Achievement Goal Matrix

ACADEMIC DOMAINENGLISH LEARNER PROGRAMS

English Language Development (ELD) and Access to CoreLEA Goal: 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.

*School Goal: By June 2016, 75% of LTEL students in the Class of 2017, 50% of LTEL students in the Class of 2018, and 25% of LTEL students in the Class of 2019 will reclassify as Fluent English Proficient.

Identify data used to form this goal: AYP Report/CAHSEE CORE Waiver Data Report (if applicable) Data Summary Sheet

x CELDT / AMAOs x Student Grades x Curriculum-Based Measure: Other:

Using the results of the Comprehensive Needs Assessment and the answers to the questions below, what conclusions can be drawn? Include numerical data.

What factors explain the changes in proficiency levels over time? Why were interventions effective or ineffective in moving students to

proficient or advanced on the assessment? What factors explain the increase or decrease in the number of Long

Term English Learners (LTELs)?

The school has instituted a Humanities class for targeted students. This additional language arts class introduces students to the arts and humanities and provides an introduction to the common core process while supporting their development of reading and writing skills.

Key Strategy(ies):Focus Areas Actions/Tasks to accomplish the Strategy(ies)**

(Actions/Tasks must address English learner needs.)Projected Costs,

Expenditures, and Funding

Sources

How will the school monitor the

actions/tasks?

Staff Responsible

Start/ Completion

Date

Effective Instructional

Program (Professional Learning and Classroom Instruction)

Teachers will receive professional development training on common core SDAIE standards and SDAIE strategies to help ELs with linguistic and academic needs.

Use of Day-to-Day Substitutes to support teacher planning to collaborate and implement new ELD standards and associated strategies in our ELD and sheltered content courses.

(Title I)Teacher X-time PD $3500

BACIS staff will use MyData™, ELD, Progress Monitoring, CELDT, Grades, and/or Scholastic Reading Inventory™.

Principal, Language Appraisal Team, Counselor, teachers.

January 2015-June 2016

Maximizing Instructional

Time

Teachers will implement strategies such as SDAIE, access to core, to allow for maximum access to Core content areas.

Teachers will focus on the following strategies: Rehearsal before writing, instructional conversations, sentence frames, development of academic vocabulary and differentiation between tier 1,2, and 3 words

(Title I)Teacher X-time PD $3500

BACIS staff will use MyData™, ELD, Progress Monitoring, CELDT, Grades, and/or Scholastic Reading Inventory™.

Principal, Language Appraisal Team, Counselor, teachers.

January 2015-June 2016

Interventions to Close

Use teacher X-time to pay teachers to conduct after school intervention, tutoring and planning for LTELs and ELs.

Title ITeacher X-time

BACIS staff will use MyData™, ELD, Progress Monitoring,

Principal, Language

January 2015-June

Achievement Gaps

Students practice the four domains to develop English language skills. Students write a summary of the book, answer oral questions from a teacher, describe the plot and characters, listen attentively to questions from the interviewer.

Students talk and write about what they read. Research has shown that students who read, write and talk about what they read improve academically.

Teacher X time to plan intervention programs, and to meet with parent and students to monitor and track progress.

Use Language Appraisal Team to monitor and provide recommendations for EL intervention.

Will monitor individual student data and make recommendations for interventions.

Letters will be mailed home stating their child’s current ELD proficiency level and progress towards reclassification.LAT team will convene to monitor progress of school wide ELD level proficiency and improvement.

Teacher assistant provides services under the direct supervision of a highly qualified classroom teacher. Provides reinforcement and support for at risk students not meeting grade level standards. Para-professionals will provide support for concept attainment and mastery, provide one-on-one tutoring, act as a translator and provide instructional assistance in the computer lab.

Tutoring$2600

Title ITeacher X-time Direct ($4,000)

(Title III) $1,411 Sub-coverage

$5,500 for T.A. position at 6 hrs. (Title I)

CELDT, Grades, and/or Scholastic Reading Inventory™.

Principal and Department Chair will monitor duties and activities.

Appraisal Team, Counselor, teachers.

Principal and Department Chair

2016

January 2015-June 2016

Los Angeles Unified School District2014-2016 Single Plan for Student Achievement Goal Matrix

CULTURE and CLIMATE DOMAINPARENT AND COMMUNITY ENGAGEMENT

LEA Goal: All students will reach high standards, with a minimum attainment of proficiency or better in reading and mathematics.

*School Goal: Increase Parent Engagement with Teacher(s) to Support Learning so parents can help child learn at home from 39% agree and strongly agree to 55% agree

Identify data used to form this goal: AYP Report/CAHSEE CORE Waiver Data Report (if applicable) School Report Card

Student Grades x School Experience Survey Data Summary Sheet x Other: Parent Meetings

Using the results of the Comprehensive Needs Assessment and the answers to the questions below, what conclusions can be drawn? Include numerical data.

What factors explain changes in parents feeling welcomed at school over the last two years?

What factors explain changes in parents having opportunities for involvement at school over the last two years?

What factors explain the changes in parents talking with their child’s teacher about schoolwork over the last two years?

The BACIS Main Office Mission: committed to serving the needs of parents, students and the community. We strive daily to create and provide a warm and friendly atmosphere where the needs and requests of all who enter are met in a professional and timely manner.

Provide the necessary tools and support to allow parents become equal partners in their child’s education.

Key Strategy(ies): Establish a Parent Center Improve dissemination of information to increase parent participation in all aspects of BACIS Increase involvement through creating an environment where parents feel comfortable and welcome

Focus Areas Actions/Tasks to accomplish the Strategy(ies)** Projected Costs, Expenditures, and Funding

Sources

How will the school monitor the

actions/tasks?

Staff Responsible

Start/ Completion

Date

Parent Engagement

Use X time for teachers to meet after school to create school wide strategies on culture and climate.

BACIS will increase parent involvement and engagement through providing parents opportunities to participate and become a part of their child’s educational experience.

Coffee With the Principal PTSO, Back to School Night Family Potlucks, Science Fairs, Parent Workshops/trainings Participation in Development of a Parent Center

Teacher will facilitate parent involvement activities and maintain communication with parents regarding how they can help their students meet graduation requirements

Teacher X-time Direct $3500 (10 days)

Meeting agenda & focus guidelines Agendas turned in with a sign in and time.Annual Parent Survey

Principal 1/1/15-6/30/16

Parent Communication

• Newsletters • Parent monthly meeting • (PTSA) • MISIS • Moodle • Connect Ed. • opportunities for volunteer. Maintaining a parent communication directory, bhsacademy.org, calendar, mass text/email.

Instructional Materials$2,000 (Title I)

$5930 (7E046)

Parent Survey Analysis, informal interviews.

Principal will meet

1/1/15-6/30/16

Materials will be purchased to be used during parent workshops that will help explain the State Standards in ELA and Math and how parents can help their children meet expectations. (The purchase of equipment will help the school create a mini-computer lab for parent use at the Parent Center. Workshops for parents will be scheduled and topics will be generated from Parent Surveys. Additional topics will include how their children can meet graduation requirements. Desk top Computers and Printers

Teachers will use Easy Grade Pro to communicate student grades effectively and quickly.

Non-capitalized equipment

with Community rep.)

Parent Training Teacher X TimeTeachers, Counselor and Clerical Staff will do the following: • College and career readiness; • Graduation requirements • Parent workshops –

Various workshop topics facilitated by Lead Teacher to help parents understand the State Standards.

Title ITeacher X-time Direct$600Clerical Overtime$250

Parent sign-ins, informal surveys and parent feedback.

1/1/15-6/30/16

Los Angeles Unified School District2014-2016 Single Plan for Student Achievement Goal Matrix

SOCIAL/EMOTIONAL DOMAIN100% ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS

*School Goal: To have 95% of BACIS students in attendance 95% of the time.Identify data used to form this goal: AYP Report/CAHSEE X MyData (Early Warning/At-Risk Report) Student Grades

Data Summary Sheet School Experience Survey Curriculum-Based Measure: X Other: MISIS

Using the results of the Comprehensive Needs Assessment and the answers to the questions below, what conclusions can be drawn? Include numerical data.

Did the school meet its 2013-2014 attendance targets? What factors explain changes in student attendance rates over the

last two years? How many instructional days were lost to suspension over the last

two years? What factors explain the changes that occurred in the suspension

rates over the last two years? What factors explain the changes that occurred in instructional days

lost to suspension over the last two years? What factors explain the changes that occurred in student responses

to school safety?

School was not in existence. 2014-15 is first year.

Key Strategy(ies): To review and refine school-wide attendance, behavior, and suspension policies.

Focus Areas Actions/Tasks to accomplish the Strategy(ies)** Projected Costs, Expenditures, and Funding

Sources

How will the school monitor the

actions/tasks?

Staff Responsible

Start/ Completion

Date

Social / Emotional

Interventions

Pay teacher x time for clerical staff to call parents after school, conduct home visits, and support student clubs.

Teachers and or the office tech will call parents during evening hours to ensure parents are aware of student absences and tardiness.

Teachers and Principal coordinate and monitor student peer counselors (Ambassador Program) that help build and enhance a college going culture.

Develop a retired Engineer Mentoring Program Teacher X-time for teachers to develop the Positive Behavior Support Plan

Create college-going culture through the exposure of students to 4 year colleges and universities, museums, and other appropriate educational experiences to broaden horizons.

Curricular trips will be funded. Teachers will sponsor field trips to local universities such as USC, UCLA, CSULB,

Clerical Overtime$5,000 (Title I)

$1,500 Teacher X-Time (Title I)

Title I

MyData, attendance and tardy reports, seminar sign-in sheets, seminar evaluation forms, student submitted evaluation forms.

Principal, teachers, SAA

1/1/15-6/30/16

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

40

Loyola Marymount, and CSLA

Purchase a part-time (1 day per week) PSA counselor to assist and support with scheduling, attendance, behavior and monitoring of A-G requirements

Purchase a full time Psychiatric Social Worker for meeting the psychosocial needs of high risk students. Promotes early identification of students with behavioral, social, and/or emotional problems and provides opportunities for ameliorative intervention; and recommends procedures for dealing with those effects on a student’s learning and behavior.

Curricular Trips ($7,700) 19 buses

$10,440 PSA 1 day per week(Title I)

$50,000 PSW 5 days per week (Title I)

Principal will meet twice per month to review issues and actions.

Principal will meet twice per month to review issues and actions.

Principal

Principal

Principal & ILT

1/1/15-6/30/16

1/1/15-6/30/16

1/1/15-6/30/16

*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified).**Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix

41

TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 (PI—Section 1116)COMPONENTS FOR IMPLEMENTATION

1. Describe how the school provides increased learning time to underperforming students outside the school day. (Include intervention programs provided before school, during the school day, after school, and on Saturdays.)

BACIS has an 8x2 schedule that allows for an increased number of classes which in turn provides more opportunities for acceleration, remediation, electives and choice. Built into this schedule is our Advisory course. Every student is enrolled in this course. We develop the curriculum in house which provides instruction on character

development and supports academic development through literacy skills. BACIS offers after school tutoring in Math and ELA 3 times a week for 90 minutes.

2. Describe the strategies to be utilized to meet the educational needs of historically underserved population (migrant students, homeless students and American Indian students).

The following strategies will be utilized to meet the educational needs of Migrant Students: Address the needs of migrant students in the Single Plan for Student Achievement. Ensure that the Migrant Education Program (MEP) Family Work Questionnaire is part of the enrollment packet. The Principal will designate a certificated staff member to be the MEP school contact person. The certificated contact person will be the TSP Coordinator Complete the Intervention Services Survey. Conduct the initial assessment of the migrant student using the MEP Individual Learning Plan (MEP ILP). Arrange a Parent/Teacher conference to discuss the student’s MEP ILP. Record the MEP ILP in the student’s cumulative record. Implement the Migrant Education Purple Folder. Monitor documentation requirements for migrant students. Address the individual student’s needs through the recommended services noted on the MEP ILP. Provide an in-service on the Migrant Education Program. (Please contact the MEP Office for assistance with in-service).

The following strategies will be utilized to meet the educational needs of Homeless Students: Ensure that the Student Residency Questionnaire is included in every school enrollment packet. Make sure that The Student Residency Questionnaire is also disseminated annually to account for students who become homeless after initial enrollment. Assure that any Student Residency Questionnaires identifying homeless students are faxed to the Homeless Education Program for services immediately upon receipt. Each principal shall designate an administrator to serve and be responsible as the School Site Homeless Liaison or oversee a designee to ensure that procedures related to

homeless students are implemented appropriately. The designated person will ensure adherence to current District policy regarding the enrollment of homeless children and youth in schools and ensure that these students receive services at the school site and from The Homeless Education Program. The school designee will be TSP Coordinator

The following strategies will be utilized to meet the educational needs of American Indian Students: The Title VII Student Eligibility certification form will be included in the school’s enrollment packet and the contact person to assure that American Indian students receive

services is the TSP Coordinator.

3. Description of strategies used by the District to attract high-quality, highly qualified teachers to high-need schools includes recruitment efforts

42

to ensure that core academic subject areas are staffed with high-caliber teachers.

LAUSD maintains an aggressive and far reaching recruitment plan. On June 30, 2010, all non-compliant elementary teachers were subject to Reduction in Force. Current hiring practices limit hiring to credentialed and intern candidates only. Principals are increasingly selective in their hiring practices, seeking only to interview and select those candidates who are in compliance with NCLB. The District is continuing to offer a Verification Process for Special Settings (VPSS) program to assist secondary special education teachers and alternative school teachers to become NCLB compliant in all subjects taught.

43

TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 (PI—Section 1116)COMPONENTS FOR IMPLEMENTATION

(continued)

4. Describe how the school will coordinate and integrate federal, state, and local services and programs.

The school site council, in collaboration with the school’s stakeholders, will coordinate federal, state, and local services and programs to ensure resources are allocated based on student needs. Low-achieving, at-risk students not meeting grade-level standards will receive the appropriate supplemental support based upon a rigorous analysis of all pertinent subgroup and individual student data. These include students in target populations of all programs in the SWP plan. Supplemental academic support will include, without exception, student interventions.

5. Describe how the school will evaluate the effectiveness of the program in meeting the goals and make necessary modifications.

To determine whether or not district, state, and federal goals were met, a report will be compiled [i.e., AYP (AMOs), AMAOs, and MCDs]. Strategies to achieve the goals will be measured for effectiveness through data and the completion of the Annual Evaluation of Single Plan for Student Achievement. The evaluation will serve as the indicator to make any significant changes to the instructional program. Modifications will be made if the strategies identified in the Goal Matrix pages have not provided results or sustained improvement. In addition, parents are provided opportunities (i.e., participation in SSC, various public meetings, and/or advisory committees) to renew the report and provide feedback on the programs that have been implemented.

6. Describe how the school assists preschool children in the transition from early childhood programs to elementary school. (elementary schools only)

N/A7. Describe how teachers are included in the decisions regarding the use of academic assessments that provide information on and that improve student achievement and the overall instructional program.

Teachers are involved in the following activities: Training on the use of MyData to determine the progress of their students on periodic assessments and annual assessment scores The development of assessments based on their lessons Collaboration among grade levels and departments on the assessment results and developing lessons Providing intervention for students not meeting grade level standards on the assessments

44

PARENTAL INVOLVEMENT POLICY

Insert Parental Involvement Policy

Each school in LAUSD is required to develop a written parental involvement policy. This policy describes how the school will support and increase parent involvement. The parental involvement policy must be developed with parents and include participation from all appropriate advisory committees and be agreed upon by the School Site Council. The written parental involvement policy at Title I schools must include how parents will be informed of the school’s Title I program requirements.

The sample in the Resource Guide will assist schools in customizing their own Parental Involvement Policy based on identified data-driven needs. Beginning May 2010, schools are required to annually submit evidence that the Parental Involvement Policy was reviewed and/or revised by the SSC with input from the appropriate advisory committees. Schools are required to submit copies of the Parental Involvement Policy to the Educational Service Center Parent and Community Engagement Unit.

** When submitting the final school plan, place Parental Involvement Policy behind this placeholder page. **Banning Academies of Creative and Innovative Sciences, with input from Title I parents, has developed a Title I Parental Involvement policy. This policy has been distributed to the parents and students and is also posted on the school website. This policy focuses on parental involvement and accessibility.

Parent Involvement Policy

BACIS will:

Hold annual meetings to inform parents about the school’s Title I School-Level Parental Involvement Policy and of guidelines provided by Title I to participate in planning, reviewing and revising the policy.

Hold monthly meetings to involve parents in the planning, review and improvement of school programs. Invite parents to all SSC meetings and ELAC meetings. Ensure meetings are scheduled at days and times that maximize parental involvement. Ensure meetings will be advertised 10 days in advance on the school website through Connect-Ed and/or by letter. Ensure meetings will include information about the needs of the instructional programs, changes in curriculum, graduation requirements, testing

information and results, and college information and entrance requirements. Offer parent’s classes/workshops that will assist in supporting their child’s academic progress and school success as well as benefit the parent. Develop a Parent Center. Hire a Parent Liason.

45

Establish a BACIS Parent Volunteer Groupo Responsible for…

Phone/Email/text Tree to increase communication Monthly Calendar Weekly Newsletter Assist in Provide Daily Supervision Provide Teacher support Develop outreach strategies to connect with community Support the Student Ambassador Program Attend Field Trips as Chaperones

46

SCHOOL-PARENT COMPACT

Insert School-Parent Compact

Section 1118 of NCLB advocates shared responsibilities for high student academic achievement. The school-parent compact is a component of the Parental Involvement Policy. Each Title I school shall jointly develop with parents a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement.

The sample in the Resource Guide will assist schools in customizing their own Parental Involvement Policy based on identified data-driven needs. Beginning in May of 2010, schools are required to submit evidence annually that the Parental Involvement Policy was reviewed and/or revised by the SSC with input from the appropriate advisory committees. Schools are required to submit copies of the Parental Involvement Policy to the Educational Service Center Parent and Community Engagement Unit.

** When submitting the final school plan, place School-Parent Compact behind this placeholder page. **

School-Parent CompactWith input from Title I parents, BACIS developed and distributed to the parents of Title I students a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It also describes how the school and parents will develop a partnership to help children reach proficiency on the California Content Standards/Common Core Standards.

The school compact reflects the importance of ongoing communication between parents and teachers through, at least, annual conferences, reports on student progress, access to staff, and opportunities to volunteer and participate in and observe the educational program. The policy was developed with parental input by Title I parents and is both sent home and placed on the school website.

This Compact is a voluntary agreement between the families and teachers of BACIS. Our school philosophy is that families, students, and school staff should work in partnership to help each student reach his/her potential. As partners we agree to the following:

As a school we will: Provide high-quality curriculum and instruction. Provide timely assistance and support to help foster student achievement. Communicate high expectations for every student. Motivate and inspire students to learn. Provide rigorous and meaningful instruction. Provide professional development opportunities to improve teaching and create rigorous and meaningful instruction. Support the formation of community partnerships. Communicate regularly with families about their child's progress in school.

47

Provide resources to families on how to support their child's education. Use a shared decision making model that includes staff, families and students. Respect all staff, students, and parents.

As a student I will: Read for a minimum of 30 minutes, five days a week. Come to class on time, ready to learn and with assignments completed. Set aside time every day to complete my homework. Know and follow the class and school rules, and discipline and tardy policy. Follow the school's dress code. Regularly talk to my parents and my teachers about my progress in school. Respect my school, classmates, staff, and family. Ask for help when I need it.

As a parent/guardian or family member I will: Promote the value of education. Communicate to the school any concerns and issues. Monitor non-educational technology usage and make sure that my child reads every day. Make sure that my child attends school every day, on time, and prepared. Support the school's discipline and dress code. Monitor my child's progress in school. Make every effort to attend all school events, such as parent-teacher conferences, Open House and Back-to-School Night. Ensure that my child gets adequate sleep, proper nutrition and lives a healthy lifestyle. Participate in shared decision making with school staff and other parents for the benefit of students. Respect the school, staff, students, and families.

Building Capacity for Involvement

BACIS will engage parents with the school by supporting a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school will do the following:

48

Provide educational opportunities for parents to increase their understanding of technology, the BACIS learning management system (Moodle), A-G graduation requirements, Common Core State Standards and National G State Standards, assisting students with learning at home, informs them of all BACIS school and classroom policies and procedures, informs them about the operational issues of running a fully accredited High school, and includes them in showcasing student work.

Provide educational opportunities for parents to increase their understanding of state/local assessments (CCSS, CAHSEE, and District and School Assessments), compliance requirements, school-wide intervention and achievement programs offering classes/workshops.

Provide parents with timely information about BACIS and district workshops that inform parents about academic content standards, assessments, and how to monitor and improve the achievement of students.

Develop an annual plan, in conjunction with the BACIS Parent and Community Committee which focuses on strategies to increase parental involvement and parental participation on campus.

Offer quarterly Parent Evenings and Student Led Conferences.

Accessibility

Extend full opportunities for the participation of parents with limited English proficiency, parents with disabilities and parents of migratory children by providing information and school reports in a language parents will understand.

The bhsacademy.org website will provide parents with access to school information and Moodle will provide parents with timely academic information.

Analysis of School Experience Survey for ParentsNew Schools opening will need to compile the results of the School Experience Survey for Parents and use the chart below to summarize your findings. List the corresponding two or three activities from each part that the school has selected as areas of improvement. These areas of improvement will become Findings and serve as the basis for the Parent and Community Engagement Goal Matrix. Resources to develop the findings are on the following pages.

Survey participation rate 6.7 % Number of parents participating in the survey 34

Types of Parent Involvement

Surveyed Activities

Stro

ngly

Agre

e

Agre

e

Neith

er A

gree

no

r Disa

gree

Disa

gree

Stro

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Disa

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Don’

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Opportunities for Involvement

(Part 1)

1. I feel welcome to participate at the school. 38% 51% 10% 0% 0% 0%

2. I am a partner with this school in decisions made about my child’s education. 18% 35% 31% 14% 0% 1%

3. This school encourages me to participate in organized parental groups (councils/committees/parent organizations, etc).

13% 37% 29% 8% 0% 11%

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Types of Parent Involvement

Surveyed Activities

Stro

ngly

Agre

e

Agre

e

Neith

er A

gree

no

r Disa

gree

Disa

gree

Stro

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Disa

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Don’

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Welcoming Environment

(Part 2)

1. School staff takes my concerns seriously. 26% 40% 22% 6% 0% 6%

2. School staff is helpful. 52% 33% 14% 0% 0% 0%

3. School staff welcomes my suggestions. 32% 41% 17% 3% 0% 7%

Parent Center(Part 7)

1. I have visited the Parent Center during the past year.(N/A) BACIS currently does not have a parent center. We plan on using room S-4 to house our Parent Center.2. The Parent Center is open at times that I can use.(N/A) BACIS currently does not have a parent center. We plan on using room S-4 to house our Parent Center.3. I have found the Parent Center useful in helping me support my child’s education.(N/A) BACIS currently does not have a parent center. We plan on using room S-4 to house our Parent Center.

Climate/Cultureand Safety

(Part 3)

1. This school meets my child’s academic needs. 41% 47% 9% 3% 0% 0%

2. My child’s background (race, ethnicity, religion, economic status) is valued at this school. 38% 33% 9% 3% 3% 3%

3. My child is safe on school grounds. 26% 44% 23% 3% 3% 3%

College/Career Training(Part 8)

1. School staff helps me understand which courses my child needs to take to graduate from high school.

33% 51% 3% 6% 0% 6%

2. School staff helps me understand which A-G courses my child needs to get into college. 30% 45% 12% 6% 0% 9%

3. School staff helps me understand how to apply to college. 6% 12% 15% 0% 3% 42%

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Types of Parent Involvement

Surveyed Activities

Very

Ofte

n

Ofte

n

Som

etim

es

Rare

ly

Neve

r

Don’

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Opportunities for Involvement

(Parts 4 and 5)

1. How often have you volunteered at your child’s school outside the classroom? 3% 9% 12% 39% 39% 0%

2. How often do you talk with other parents about school meetings and events (in person, by phone, email, or other ways)?

3% 9% 24% 24% 24% 3%

3. I did not participate because the times did not fit my schedule. 6% 18% 33% 18% 18% 9%

Engagement with Teacher(s) to

Support Learning(Part 6)

1. My child’s teacher(s) inform(s) me about my child’s academic progress (in person, by phone, by email, or other ways).

21% 45% 18% 12% 0% 6%

2. My child’s teacher(s) talk(s) with me about what my child is expected to learn in class (in person, by phone, by email, or other ways).

12% 36% 18% 18% 12% 6%

3. My child’s teacher(s) talk(s) with me about how I can help my child learn at home (in person, by phone, by email, or other ways).

12% 27% 27% 15% 15% 9%

When page expands, update the Table of Contents.

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Educational Service Center MONITORING

A comprehensive and multi-level monitoring process assists the Educational Service Center (ESC) in evaluating the implementation of the Goal Matrix and helps to inform future practice. Schools are monitored by the Educational Service Center through the use of the School Support Visit Report completed by ESC Instructional Directors following multiple site-based visits. Instructional Directors conduct performance dialogues with their network principals to review the academic progress of all students and the School Support Visit Reports are a mechanism for memorializing the support Instructional Directors offer to the schools and for giving feedback to principals. The School Support Visit Report provides a consistent manner of summarizing an Instructional Director’s visit to the campus. The focus of the School Support Visit Report is to monitor implementation of the Single Plan for Student Achievement, key strategies, and analysis of student data as evidence of school progress. School Support Visit Reports help ensure that the director and the principal are maintaining a focus on the instructional priorities of the school. These reports allow staff to determine instructional strengths and weaknesses on a school- and district-wide basis. The Deputy Superintendent of Instruction, Instructional Superintendents, and Instructional Directors each have access to the School Support Visit Reports and the information is used to guide the professional development and differentiated support provided by instructional support staff.

Instructional Directors review and recommend for approval the Single Plan for Student Achievement (SPSA) and school site budgets throughout the school year. Instructional Directors supporting schools identified as Rewards, Collaborative Partner, Priority, Focus, or Support schools monitor school growth and the implementation of CORE Waiver mandates. All school site budgets are reviewed and approved by the ESC Superintendent.

Instructional Directors must describe the additional service and support provided to the school’s instructional program below. In addition to the above, Instructional Directors of schools identified as Rewards, Collaborative Partner, Priority, Focus, or Support must describe monitoring of the school’s implementation of the CORE Waiver mandates, and additional service and support provided to the instructional program:

Visit classrooms on a regular basis and provide feedback to help improve instruction that is aligned to school’s Instructional strategies. Meet weekly with principal to create, implement, and monitor a plan for instructional supervision that is aligned to LAUSD’s Teaching and Learning Framework, ensures

coherence with Common Core, and supports English Learners. Meet weekly with principal to discuss progress monitoring, instructional supervision, meeting performance targets to ensure that the use of resources and research-

based strategies are being implemented. Meet with the ILT team on a regular basis to support and monitor their professional development plan. Support the schools professional development needs in the implementation of the Common Core State Standards, Master Plan, and Teaching and Learning Framework. Engage in data dialogue with school team to support the implementation of the SPSA Performance Meter Matrix and inform future practice. Facilitate monthly Principal meetings that provide resources, model effective practices and provide opportunities for network collaboration grounded in effective

practices for instructional leaders.

Monitor the development of the school budgets for alignment to school, District, State and Federal standards as delineated in the SPSA.

BUDGET

Single Plan for Student Achievement Assurances, Budgets and

Justificationsare to be submitted with the

2014-2015 Budgets

Banning Academies of Creative and Innovative Sciences1 9 6 4 7 3 3 0 1 2 9 7 7 5

Los Angeles Unified School District

2014 - 2015School: Banning Academies of Creative and

Innovative Sciences ESC: ISIC Principal: Paul J. Valanis

School Address:1527 Lakme Avenue City:

TelephoneArea Code

Wilmington ( 310 ) 847 - 3734

The school’s Single Plan for Student Achievement (SPSA) Update, which includes the assurances, budgets and justifications and SPSA Evaluation, has been reviewed by the ESC.

Typed Name of ESC Superintendent Dr. Tommy Chang, Ed.D. Signature of ESC Superintendent Date

Date approved by District Board of Education

Check each applicable box

Programs

The Board of Education has granted to the Chief of Intensive

Support and Intervention delegated authority to approve each school’s

Single Plan for Student Achievement (SPSA) required

under Education Code 64001 et seq. after review and

recommendation for approval by the ESC Superintendent.

Federalx Title I

x Schoolwide Program (SWP)

Targeted Assistance School (TAS)

School Quality Improvement System IdentificationReward Collaborative Partner Priority Focus Support

x Title III

StateQuality Education Investment Act (QEIA)

55

Banning Academies of Creative and Innovative SciencesLos Angeles Unified School District

Single Plan for Student AchievementSchool Name: BACIS High School 2014-2015 ESC: ISIC

ASSURANCESThe signatures below verify that the school site council:

Sought and considered all recommendations from the following groups or committees before adopting this plan and budget and the SPSA Evaluation. (Check those that apply.)

X English Learners Advisory Committee X Other (list) 1. Faculty 2. Students 3. Parents

X Chapter Chair/Designee

Reviewed annually and updated the Single Plan for Student Achievement including centralized services and proposed expenditures of funds allocated to the school through the consolidated application.

School Site Council Typed name of chairperson Signature Date

Beth Castro

Principal Typed name of principal Signature Date

Paul Valanis

Check box if the ELAC has delegated authority to the SSC for the 2014-2015 school year. The forms and minutes for this vote are on file at the school site.

The signatures below verify that stakeholders have had the opportunity to provide recommendations during the budget-planning process. The signatures do not necessarily indicate approval of the spending plan.

English LearnersAdvisory Committee (ELAC)

Typed name of chairperson Signature Date

Anita CejaChapter Chair orChapter Chair’s Designee

Typed name of teacher Signature Date

Robert Urkofsky

Other (list) Typed name Signature Date

Other (list) Typed name Signature Date

56

Banning Academies of Creative and Innovative Sciences

57

Banning Academies of Creative and Innovative Sciences

Categorical Funding Allocated to This SchoolThe following state and federal categorical funds were allocated to this school through the Consolidated Application and Reporting

Systems. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy. (Delete funding sources from this list for which the school does not receive an allocation.)

Federal ProgramsElementary and Secondary Education Act:Title I: Schoolwide Program (7S046) Amount: $305,848Purpose: To upgrade the entire educational program of the school.

Title I Parent Involvement Allocation (7E046) Amount: $5,930Purpose: To promote family literacy, parenting skills, and parent involvement activities.

Title III: English Language Development (7S176) Amount: $1,411Purpose: To provide professional development to teachers, administrators, and other school support staff to improve ELD instruction

and access to the core curriculum for English Learners.

Other Federal Funds (list and describe): Amount: $ 0

State Funds or GrantsQuality Education Investment Act (14310) Amount: $ 0Quality Education Investment Act – Waiver Schools (14312) Amount: $ 0Purpose: To assist selected schools in closing the achievement gap by reducing class size, improving

teacher and principal training, as well as adding counselors to QEIA high schools.

Total amount of state and federal categorical funds allocated to this school: $ TBD

After funding has been established, determine what funds can be used to support the school’s priorities.

58

Banning Academies of Creative and Innovative Sciences Title I SWP (7S046)

Budget Justification Fiscal Year 2014-2015

Name of District: Los Angeles Unified School District 2014-15 Allocation: $ 305,848 (TBD)Name of School: Banning Academies of Creative and Innovative Sciences School Contact Person: Paul J. ValanisCounty District School ESC: ISIC Email Address: paul.valanis@lausd.net 1 9 6 4 7 3 3 0 1 2 9 7 7 5 Date: 12/5/14 Phone: (310) 847-3734Using the Program and Budget Handbook as a guide, describe the duties of personnel and purposes of goods/services funded from Title I which address the needs identified in the Single Plan for Student Achievement (SPSA).

Major Object

Commitment Item

Budget Item Description of Goods/Services Budgeted

Amount FTE # of days

*Goal Matrix Domain Number

100000 Certificated Personnel Salaries (includes benefits) 110005 10600 Teacher Assistant – 11, 000 per year - 3 Positions (1 Math / 1 ELD / 1

ELA)The funding for teacher assistants will provide additional instructional support for at-risk students. The TAs will work under the supervision of highly qualified teachers in ELA and Math, and provide direct support to students not meeting grade level standards. Additional support will come through small group re-teaching of concepts that students need reinforcing, and may also provide one-on-one assistance. The TAs may also work with teachers after school with the after school tutoring provided for struggling students in need of extended learning.

$16,500 1.0 5 1

110004 10375 PD Teacher X-Time $65 per hour only core teachersAfter school and Saturday training will be scheduled for teachers to attend professional development with a focus on improving instruction in ELA, Math, Science, and History. Additional topics for PD will include how to differentiate instruction for struggling students and providing intervention to help students reach grade level proficiency.

$20,000 1

110004 10376 Teacher X-Time Tutoring Extended learning time will be scheduled to help at-risk students meet grade level standards. Teachers of ELA, Math, Science, and History will arrange after school and Saturday hours targeting students in need of additional support in learning concepts not mastered during the school day.

$18, 600 1

110002 10559 Day-to-Day Substitutes Teachers will be released during the school day to meet in departments and grade level teams to look at student data, student work and determine appropriate instructional strategies to meet the needs of their students and parents. Release time for teachers will also allow for

$31,500 1

Goal 1: Academic Domain; Goal 2: Culture and Climate Domain; Goal 3: Social/Emotional Domain*Attach the pages from the SPSA that describe the need(s) for the expenditure(s). 59

Banning Academies of Creative and Innovative Sciences Title I SWP (7S046)

Budget Justification Fiscal Year 2014-2015

Major Object

Commitment Item

Budget Item Description of Goods/Services Budgeted

Amount FTE # of days

*Goal Matrix Domain Number

common planning time and observing of best practices.110004 10373 Teacher X time – Direct

Additional funding will be budgeted to allow for a teacher to monitor the after school intervention program for at-risk students. Scheduling and calendaring the after school tutoring program and implementing the Saturday school will allow at-risk students extended learning time so that they can have extra practice in re-learning concepts taught during the school day.

$32,100 1

120021 110161 Psychiatric Social Worker The funding for a Psychiatric Social Worker will allow for meeting the psychosocial needs of high risk students. Promotes early identification of students with behavioral, social, and/or emotional problems and provides opportunities for ameliorative intervention; and recommends procedures for dealing with those effects on a student’s learning and behavior. Essential Functions 1. Provides individual, group and family treatment targeting students who are at risk of school failure due to social, behavioral, and emotional problems utilizing evidence based and/or evidence informed practices. 2. Provides student and parent psycho-education on topics that include mental health, trauma awareness, social skills, conflict mediation, grief, drug prevention, and other social emotional issues that impact learning.

$50,000 1.0 5 3

120021 12103 PSA Counselor The funding for a PSA Counselor will allow for home visits and parent meetings for students with chronic absences and truancies. The PSA Counselor will schedule student attendance review teams (SART) to determine appropriate intervention program for students with high absenteeism and help ensure students are in school every day. Additional the Counselor will attend SST and COST meetings as needed.

$10,440 0.2 1 3

200000 Classified Personnel Salaries (includes benefits)240003 21427 Clerical Overtime

After school clerical support for the intervention program will allow for $5,250 1 & 2

Goal 1: Academic Domain; Goal 2: Culture and Climate Domain; Goal 3: Social/Emotional Domain*Attach the pages from the SPSA that describe the need(s) for the expenditure(s). 60

Banning Academies of Creative and Innovative Sciences Title I SWP (7S046)

Budget Justification Fiscal Year 2014-2015

Major Object

Commitment Item

Budget Item Description of Goods/Services Budgeted

Amount FTE # of days

*Goal Matrix Domain Number

the documentation of student data and phone calls to parents regarding attendance of at-risk students. Clerical support is also needed for the after school and evening parent workshops.

580020 50243 Software License (APEX, Read 180, IXL, Easy Grade Pro, Grammerly, Turnit In, and Kaspersky)Computer software will be purchased and installed for use by at-risk students during the intervention program during the school day and after school.

$5,000 1

440001 40126 General Supplies – Technology $499 computersThe purchase of notebooks and chrome books for student use in the classroom will help those struggling meet grade level standards. Teachers will create lessons designed to meet the needs of at-risk students, and schedule time for students to use the technology as part of the intervention program. Chrome Books 11.6 Samsung CB 2 2GB/16 Flash ($430each) and the carts for storage and usage. ( 2 carts)

$36,960 1

500000 Services and Other Operating Expenses580030 50002 Contract Instructional Services – Kaiser Health and Wellness, Anti-

Bullying Program)A contract will be drawn for the purpose of informing student on the benefits of healthful living and for understanding the dangers of bullying and cyber bullying.

$5,000 1

580012 50174 Curricular TripsField trips to District approved locations will allow students to experience real life situations as tied to classroom instruction. Teachers will create and develop lessons tied to the designated places, including museums and aquariums. Additional locations will include colleges and universities to create a college going culture on campus.The following locations will include:

- Museum of Tolerance (6 buses)- Museum of the Holocaust (1)

$7,700 1

Goal 1: Academic Domain; Goal 2: Culture and Climate Domain; Goal 3: Social/Emotional Domain*Attach the pages from the SPSA that describe the need(s) for the expenditure(s). 61

Banning Academies of Creative and Innovative Sciences Title I SWP (7S046)

Budget Justification Fiscal Year 2014-2015

Major Object

Commitment Item

Budget Item Description of Goods/Services Budgeted

Amount FTE # of days

*Goal Matrix Domain Number

- The Getty Museum (2)- UCLA/USC/CSULB/CSULA/Loyola (5)- Jet Propulsion Laboratory – Cal. Tech. University (4)- Cabrillo Aquarium (4)

$350 x 22 buses430009 40261 Pending Distribution

Pending Distribution allows for some adjustments due to the forecasted enrollment and the actual eligibility of Title I students tied to the final allocation.

$40,000

430098 40239 Funding VarianceTotal Allocation 305,848

Goal 1: Academic Domain; Goal 2: Culture and Climate Domain; Goal 3: Social/Emotional Domain*Attach the pages from the SPSA that describe the need(s) for the expenditure(s). 62

Banning Academies of Creative and Innovative Sciences2014-15 Title I SWP Program Justification Page

Directions: Items funded from the list below must be charged to indirect services and should not exceed 10% of the school’s Title I allocation.

Any item that has not been checked must be deleted from the identified items listed below.

The items identified below are being purchased to facilitate the compliant implementation of the Title I Program.

Funding Source Description of Indirect Goods/Services 7S046

Categorical Program Adviser DifferentialPerforms program-related activities outside the regular six-hour work day.

x Clerical Relief and OvertimePerforms short-term clerical help and for overtime payments directly attributable to the program.Clerical X/ZPerforms regular duties outside the basic assignment basis.Custodial Relief and OvertimePerforms custodial services required as the direct result of parental and intervention activities at the school.(Custodial Relief and Overtime should not exceed $3,000.)Custodial SuppliesSupplies used as the direct result of parental and intervention activities beyond the school day.Telephone ExpensesInstallation and the basic service fee to assist with communications to parents.

63

Banning Academies of Creative and Innovative Sciences Title I Parent Involvement (7E046)

Budget JustificationFiscal Year 2014-2015

Name of District: Los Angeles Unified School District 2014-15 Allocation: $ 5,930 (TBD)Name of School: Banning Academies of Creative and Innovative Sciences School Contact Person: Paul J. ValanisCounty District School ESC: ISIC Email Address: paul.valanis@lausd.net 1 9 6 4 7 3 3 0 1 2 9 7 7 5 Date: 12/05/14 Phone: (310) 847-3789

These resources must be used to support the implementation of activities described in the Parental Involvement Policy and the Parent-School Compact.

Major Object

Commitment Item

Budget Item Description of Goods/Services Budgeted

Amount FTE# of days/hours or positions

*Goal Matrix Domain Number

400000 Books, Materials, Supplies430010 40267 Instructional Material Account (IMA)

440001 40125 Non-Capitalized EquipmentThe purchase of equipment will help the school create a mini-computer lab for parent use at the Parent Center. Workshops for parents will be scheduled and topics will be generated from Parent Surveys. Additional topics will include how their children can meet graduation requirements. Desk top Computers and Printers

$5930 2

500000 Services and Other Operating Expenses580030 50002 Contracted Instructional Services580030 50035 Independent Contract520002 50073 Parent Conference Attendance

Total Allocation $5,930Title I Parent Involvement - Title I schools must implement activities for parents that support the instructional program. Using the Title I parent involvement budget worksheet (7E046), schools will develop a budget justification for the allocation. Questions should be directed to the Parent Community Student Services Branch (PCSSB) or the ESC.

Goal 1: Academic Domain; Goal 2: Culture and Climate Domain; Goal 3: Social/Emotional Domain*Attach the pages from the SPSA that describe the need(s) for the expenditure(s). 64

Banning Academies of Creative and Innovative Sciences2014-15 Title I Parental Involvement Program Justification Page

Directions: Any item that has not been checked must be deleted from the identified items listed below.

The items identified below are being purchased to facilitate the compliant implementation of the Title I Program.

Funding Source Description of Goods/Services to Support

the School, Family and Community Partnerships7E046

65

Banning Academies of Creative and Innovative SciencesParent Community Student Services Branch

BUDGET PLANNING SHEET FOR 2014-2015

SCHOOL NAME: Banning Academies of Creative and Innovative Sciences LOCATION CODE: 7632

ITEMNO.

RESOURCESTITLE I (7E046)

Other

QTY Amount QTY Amount Total Amount21427 Clerical Overtime21532 Custodial Overtime50073 Parent Conference Attendance50163 Parent Training Allowance

(Limited to a maximum of $1500.00 per funding source)50059 Mileage11275 Professional Expert (Certificated)

(For Parent Engagement Activities)10365 Differential, Teacher Parent Activity (For Register-Carrying Teachers Only)21720 Community Representative Pay Rate $ (multi-funded)22555 Parent Resource Liaison (multi-funded) This position is subject to seniority rights.

26956 Parent Resource Assistant (multi-funded)This position is subject to seniority rights.

40267 Instructional Material Account (IMA)(No office supplies; for parent activities only)

40169 Advisory Committee Expenses (expenses and refreshments for advisory committees) 40110 Audio Visual/for translation only

(Must be approved by PACE Administrator)$00

40125 Non-Capitalized Equipment (Must be approved by PACE Administrator) $593050002 Contracted Instructional Services:

Must be approved vendors for training defined in the school plan for parent engagement.50035 Independent Contract (Professional Services):

LAUSD-approved contracted individuals defined in school plan for parent engagement.TOTAL BUDGET $ 5,930 $ $

This planning sheet is intended to allow for parent-involvement budgeting at a glance.Please present this page for programmatic and fiscal review.

66

Name of District: Los Angeles Unified School District 2014-15 Allocation: $ 1,411 (TBD)Name of School: Banning Academies of Creative and Innovative Sciences School Contact Person: Paul J. ValanisCounty District School ESC: ISIC Email Address: paul.valanis@lausd.net 1 9 6 4 7 3 3 0 1 2 9 7 7 5 Date: 12/05/14 Phone: (310) 847-3734

These resources are intended for Direct Services Only

Major Object

Commitment Item

Budget Item

Description of Goods/ServicesDo not add any items to the list below

Budgeted Amount FTE # of days

*Goal Matrix Domain Number

100000 110000 Certificated Personnel Salaries (includes benefits) 110004 10376 Teacher Tutoring X-Time $65 per hour

Additional learning time will be scheduled for EL students to enhance their learning and proficiency. Teachers of EL students will provide after school tutoring and/or on Saturdays to English Learners.

$1411 2

110001 10370 Professional Development Teacher Regular110004 10375 Professional Development Teacher X110002 10559 Day-to-Day Substitute190004 11316 District Sponsored Training Rate 1190004 11322 District Sponsored Training Rate 2190004 11256 Categorical Program Advisor X (Tutoring) 1

110005 10701 Teacher Assistant Relief500000 Services and Other Operating Expenses

580002 50163 Parent Training Allowance430098 40239 Funding Variance430009 40261 Pending Distribution

Total Allocation 1,411

ATTACHMENTS

Directions: Attach materials which include the following:

Submit with Plan: SSC Approval of SPSA

Include copies of agenda, minutes, and sign-ins verifying approval of the SPSA. Include any written parent comments of dissatisfaction with the SPSA (SWP). Documentation (i.e., agendas, sign-ins, and minutes) must remain at the school site for five years.

Annual Title I Meeting Evidence of yearly Title I parent meeting (agenda and flier) School Report Card School Experience Survey for Parents Analysis of School Experience Survey for Parents (New Schools Only) Parents Right to Know Letter (if applicable) Electronic media containing a copy of the 2014-2016 SPSA in Word format

Retain at the School: Small Learning Community Plan GATE Plan Grants

Include plans for any grants received by the school. Safe School Plan LAUSD Public School Choice Proposal