Superintendent Austin Beutner Board Members - San Pedro High School
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SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM
Los Angeles Unified School District
School Plan for Student Achievement
2019-2020
Implementation
SAN PEDRO SH (1885001)
Superintendent
Austin Beutner
Board Members
Mónica Garcia, Board President
Dr. George McKenna III
Scott M. Schmerelson
Nick Melvoin
Kelly Gonez
Dr. Richard A. Vladovic
Page 1 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM
TABLE OF CONTENTS Section
District and School Information 1
School Identification 1
SPSA Review Tracker 2
Recommendations and Assurances 3
Funding Allocated to this School 4
District Mission Statement 5
School Mission, Vision, and Profile Description 7
School Review Process Recommendation 9
Comprehensive Needs Assessment 10
School Accountability Report Card 10
School Experience Survey 10
School Quality Improvement Index Report Card 10
School Report Card 10
Smarter Balanced Assessment 10
Comprehensive Needs Assessment / Self-Review Process 10
GOALS 11
Academic Goal—100% Graduation and Beyond 11
Academic Goal—English Language Arts 12
Academic Goal—Mathematics 13
Academic Goal—English Learner Programs 14
Parent, Community, and Student Engagement 15
100% Attendance, Suspensions, School Safety, and Other Supports 16
Title I Required Components for Implementation 17
Schoolwide Program (SWP) / ESSA1114 17
Local District Monitoring 18
2019-2020 School Level Plan for Use of Targeted Student Program (TSP) Funds 19
Budget Summary 20
Attachments 21
Page 2 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 1
SCHOOL IDENTIFICATION
School Name: SAN PEDRO SH (1885001) Local District: S
CDS County District School
Code
1 9 6 4 7 3 3 1 9 3 7 8 3 8
For additional information on our school programs contact the following:
Principal: STEVENS, JEANETTE L E-mail address: jls6008@lausd.net
SPSA Designee: ARTEAGA, JUDY Position: ADVSR, CTEGORCL PGM E-mail address: judy.arteaga@lausd.net
School Address: 1001 W 15TH ST, SAN PEDRO, CA 90731 School Telephone Number: 3102415800
I have reviewed the School Plan Achievement (SPSA) and Targeted Student Population (TSP) plan and recommend both for implementation.
LOUIE MARDESICH 09/17/2019
Typed name of Local District Superintendent or designee E-Signature of Local District Date
Superintendent or designee
Page 3 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 2
SPSA Review Tracker
Directions to SPSA Reviewers: Review the applicable sections of the School Plan for Student Achievement (SPSA) and mark the appropriate
button. Type your name and date when completed.
Local District Superintendent or LOUIE MARDESICH Revision Required Approved 09/17/2019
designee
Typed Name Signed Date
Local District EL Compliance ANA ESTEVEZ Revision Required Meets Federal Requirements N/A 09/16/2019
Coordinator
Typed Name Signed Date
Local District PACE Administrator THERESA ARREGUIN Revision Required Meets Federal Requirements N/A 08/19/2019
Typed Name Signed Date
Local District Title I Coordinator DEBORAH DAVIDOCK Revision Required Meets Federal Requirements N/A 09/11/2019
Typed Name Signed Date
Page 4 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 3
RECOMMENDATIONS AND ASSURANCES
The School Site Council recommends this school plan and its proposed expenditures to the district governing board for approval and assures the board of the following:
1. School Site Council has developed and approved, and will monitor the plan, to be known as the School Plan for Student Achievement for schools participating in
programs funded through the consolidated application process.
2. School plan was 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.
Date(s) of Chairperson
Committees recommendation Typed Name
English Learner Advisory Committee (ELAC) 03/18/2019 Guadalupe Flores
ELAC has delegated authority to SSC
Not applicable (if a school has less than 21 English learners,
ELAC is not required)
3. The content of the plan is aligned with school goals for improving student achievement.
4. The plan is 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 are 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 regular school hours for supplemental Title I instruction (Targeted Assistance Schools only).
This school plan was adopted by the School Site Council on the following date: 03/18/2019
School plan approval appears in SSC Minutes. Date
Attested:
Madeline Wright 03/18/2019
Typed name of SSC chairperson E-Signature of Date
SSC chairperson
03/18/2019
Typed name of school principal E-Signature of Date
School principal
Page 5 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 4
2019-2020 FUNDING ALLOCATED TO THIS SCHOOL
The following categorical funds were allocated to this school through the Consolidated Application and Reporting System (“CARS”). Additional funds were
allocated to this school through the Local Control Funding Formula. Funds (listed under “Other”) may be allocated to the school in accordance with District
policy. If the school is operating as a Schoolwide Program (SWP), the following programs are consolidated in this plan:
Federal Programs
Elementary and Secondary Education Act:
Allocation: Original Second Third
Title I: Schoolwide Program (7S046) Amount: $ 828,997 0
Purpose: To upgrade the entire educational program of the school.
Title I: Coll&Career Coach [Cent Funds] (7T124) Amount: $ 0 0
Purpose: 7T124 IS REFERING HERE
Title I: Parent Involvement Allocation (7E046) Amount: $ 13,347 0
Purpose: To promote family literacy, parenting skills, and parent involvement
activities.
Title III: English Language Development (7T197) Amount: $ 34,695 0
Purpose: 7T197
Total amount of categorical funds allocated to this school: $ 877,039
Total shown does not include the second and third allocation.
Other Programs to be consolidated under Schoolwide Program
NOTE: Allocations for Other Program do not transfer to Budget Summary Report Allocation
Page 6 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 5
District 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.
Local Educational Agency (LEA) Plan Goals
The 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 implementation of the California Standards in K-12 ELA, K-12 mathematics, and literacy in secondary History/Social Sciences, Science, and
Technical Subjects
Increasing the number of students meeting or exceeding standard in grades 3-8 and grade 11 on the California Assessment of Student Performance and Progress in mathematics
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
Increasing English Language Development through implementation of the California English Language Development Standards
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 academic and linguistic needs of students in the
core subject areas including English Language Development
Meeting the District’s expectation for ELs to advance in English language proficiency through Designated and Integrated English Language Development (ELD) and reclassify after five
years of instruction
Promoting parent and family involvement in EL programs at the central, Local District, 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
Supporting and monitoring the continued academic success of Reclassified Fluent English Proficient speakers (RFEPs)
Goal 3: All students will be taught by highly qualified teachers.
Placing teachers in schools, classrooms and subject areas based on teacher credentialing (Highly Qualified)
Providing effective professional development to teachers in Focus, Priority and Reward schools
Providing professional development to teachers on the California Standards in ELA, mathematics, History/Social Sciences, Science, Technical Subjects, and English Language
Development
Providing professional development to teachers on textbook and curriculum adoptions that align with the California Standards
Providing professional development for teachers and administrators to improve instruction for English learners (ELs) and Students with Disabilities (SWDs)
Regularly assessing the effectiveness of professional development delivered throughout the District
Supporting professional needs of teachers of English Learners through Title III support coaches
Using the research base to design professional development topics and implementation
Building teacher capacity to use technology to plan and strengthen instruction, and to improve student understanding and use of technology for learning
Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning
The California Department of Education no longer requires that this goal be addressed in the LEA plan
Goal 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
Page 7 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 6
2016-17 District Professional Development Priorities:
1. Implementation of the California Standards in ELA, mathematics, History/Social Sciences, Science, Technical Subjects, and English Language Development
2. Improve instruction through the implementation of the English Learner (EL) Master Plan
3. Use of the Teaching and Learning Framework Rubrics to improve teaching and learning across the district
4. Use of benchmark, progress monitoring, and diagnostic assessments (SBAC and district-developed interim assessments) to drive instruction and intervention in ELA,
mathematics, science, history and ELD
District Core Program for All Students:
The District’s core program is built on the California Standards in ELA, math and ELD, and in all other subjects, grounded in evidence-based pedagogy for effective instruction. In the 2016
-2017 school year the District will continue full implementation of the California Standards in all grade levels. The District focus will revolve around the alignment of curriculum, instruction,
and assessment ensuring successful outcomes for all students.
Curriculum focus-2016/2017
- Implementation of the California Standards in ELA and math using the District adopted texts, including digital text, effectively
- Implementation of the California English Language Development Standards for English Learners
- 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-2016/2017
- Use of close reading and quality text dependent questions to support students in reading and writing instruction.
- Emphasis on the Standards for Mathematical Practices
- Stronger emphasis on the use of project-based learning and performance tasks to drive instruction.
Assessment focus-2016/2017
- Use of a multi-tiered system of support (MTSS) based on ongoing data analysis, to inform instruction and intervention.
- Use of MyData, a web-based tool that increases availability and usability of student data for LAUSD educators, in order to improve teaching and learning.
- Use of benchmark, progress monitoring, and diagnostic assessments (SBAC, district-developed interim assessments, and assessments of English language development) to
drive instruction and intervention.
- Use of School Quality Improvement Index 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 2016-2017 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 in all subject areas. 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 Designated and Integrated 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.
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.
Page 8 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 7
SCHOOL VISION, MISSION, AND PROFILE DESCRIPTION
School Vision
Directions: State your school’s vision. (Describe what your school intends to become in the future.)
All stakeholders of SPHS comprise a learning community that effectively prepares students to be college and career ready in a competitive 21st century
global economy and environment.
School Mission
Directions: State your school’s mission. (What is your school’s purpose, i.e., why does the school exist and what is it here to do?)
SPHS integrates communication, collaboration, critical thinking, creativity, citizenship, and leadership as we implement Common Core competency to
guide students in realizing their full potential. San Pedro High School graduates will become: effective communicators and collaborators who demonstrate
competence in listening, speaking, reading, writing and numeracy that utilize technology while working with people from diverse backgrounds, critical and
creative thinkers who analyze, problem-solve, synthesize, and formulate a new and innovative ways to respond to challenges of the future, active
community members and leaders who participate as informed members in their local global environments and have a positive influence upon the world.
School Profile Description
Directions: Provide a brief description of your school community (the boxes below expand as needed).
1. Describe your school’s geographical, demographic, educational and economic community base:
The following websites contain useful data: http://www.census.gov/ , http://www.zip-codes.com/ , http://www.city-data.com/
San Pedro High School (SPHS) is part of the Los Angeles Unified School District (LAUSD) Educational Center: South. SPHS campus has two campuses: the main
entrance to the Flagship campus is located at 1001 W.15th Street and Alma and the John M. and Muriel Olguin campus is located at 3210 S. Alma Street on the closed
Fort MacArthur’s Upper Reservation and opened in the 2012-2013 school year. The Olguin campus can house up to 800 students. According to 2018 city data, San Pedro
has a population of 84,683 people. The median household income in 2018 was $61,488. The demographics of the city for racial diversity are 49% Hispanic/Latino, 33%
White, 8% Asian, 6% African American and 4% Two or more races. San Pedro has similar educational demographics to the city of Los Angeles with 39% of San Pedro
residents obtaining a high school education or less, while 27% obtained a bachelor’s degree or higher..
2. Indicate grade levels and, if applicable, school configuration (e.g., Continuation School, Sp. Ed. Center, etc.):
San Pedro High School is a four year comprehensive high school located in San Pedro, California, a community that is adjacent to the Port of Los Angeles. The Flagship
campus houses the Gifted, STEAM Magnet Center and three small learning communities: Business Academy, Pirate Health & Fitness (PIFI), and Pedro Action League
(PAL’s). The Olguin campus houses two magnet centers: Marine Science Magnet and Police Academy, as well as the Global/Environmental Academy small learning
community. The majority of students take their entire program of classes at their home campus, but some students do travel between campuses. There are buses that
provides transportation for students who have classes on both campuses, which runs during nutrition and lunch.
3. Indicate student enrollment figures:
San Pedro High School has a total of 2345 students enrolled between the two campuses.
4. Indicate poverty level (i.e., percentage of low-income students identified on the Title I ranking):
66.18% of students participate in a free or reduced lunch program.
5. Identify language, racial and ethnic make-up of the student body:
Page 9 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 7
SPHS has a diverse group of students. The Focus Reporting Dashboard reports that out of the 2345 students enrolled at San Pedro High School there are 7.67% African
American, 1% American Indian, 2.58% Asian, 2.11% Filipino, 66.1% Latino, 1% Pacific Islander, 17.4% White, 27% Gifted and Talented, 13% Students with Disabilities,
23.47% Reclassified Fluent English Proficient, 67.7% Socioeconomically Disadvantaged and 1% Foster Youth. . English Learners make up 4% of the students enrolled at
San Pedro.
6. Provide a description of how the school will share individual student academic assessment results in a language the parents understand,
including an interpretation of those results:
San Pedro High School recognizes the importance of parent involvement in student success and therefore provides parents with many opportunities to participate in a
variety of activities and much is done to communicate the effectiveness of the culture of learning at San Pedro. SPHS will provide to parents: a description and
explanation of the curriculum and academic assessments, the proficiency levels students are expected to meet, the opportunity to participate in decisions relating to the
education of their children throughout the school year. SPHS will provide assistance to parents in understanding the State Academic Content Standards and the Common
Core Standards. At the following workshops and parent meetings, SPHS will provide support to parents so that they may help their child improve academically:
--Coffee with the Principal
--Back to School Night (Fall)
--PHBAO Conferences (one per semester)
--8th Grade Transition to High School Meeting
--9th Grade Orientation
--College Information Workshops (requirements, deadlines, financial aid, etc.)
--GATE (Gifted and Talented Education) Meetings
--Senior Parent Night
SPHS provides parents information related to the school in a format and language (English and Spanish) they can understand. SPHS provides frequent reports to parents
on their children’s progress and intervention opportunities through Schoology, emails, phone calls, progress reports, and/or conferences.
Page 10 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 8
7. Describe other important characteristics of the school (e.g., SLC, PLC):
Directions: Check the box(es) next to the program(s) in which your school participates.
Title I Schoolwide Program (SWP)
Title I Targeted Assistance School (TAS)
Title III English Language Acquisition, Language Enhancement, and Academic Achievement
Extended School-Based Management Model (ESBMM)
Local Initiative School (LIS)
Pilot School
Public School Choice (PSC)
Partnership for Los Angeles Schools (PLAS)
L.A.’s Promise
Professional Learning Community (PLC)
Small Learning Community (SLC)
Other important characteristics of the school:
Our school is comprised of two campuses. The Flagship campus houses the Gifted, STEAM magnet center and three smaller learning communities (SLC): Business,
Pirate Health and Fitness (PIFI), and Pedro Action League (PAL’s) academies. The John M. and Muriel Olguin campus is our second campus and it houses two magnet
centers Marine Science and the Police Academy, as well the the Global/Environmental SLC. Also housed on the Olguin campus is our Community Based Instruction
(CBI) program.
Page 11 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 9
LAUSD School Review Process Recommendations
Directions: If applicable, indicate the school's review process(es).
School Improvement Grant (SIG)
WASC Recommendations WASC Accreditation Results: 3 years
The following key School Review Process Recommendations will be considered by the school and addressed in the SPSA as the school writes its School
Plan for Student Achievement:
A full WASC review will be conducted in Spring of 2020.
Page 12 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 10
COMPREHENSIVE NEEDS ASSESSMENT
A comprehensive needs assessment incorporates several components, including data analysis related to student achievement, professional
development, school-family relationships, school culture/climate, attendance, suspensions/expulsions, and non-cognitive skills. Recommendations
derived from the SPSA Evaluation, LAUSD School Review Process(es), and review and analysis of the data below comprise the LAUSD
Comprehensive Needs Assessment for the SPSA.
Directions: Review and analyze the data below, along with the SPSA Evaluation results, and determine actions that will help improve teaching
and increase student achievement.
• LAUSD School Review Process Recommendations (if applicable)
• School Accountability Report Card
• School Experience Survey
• School Quality Improvement Index (SQII) Report Card
• School Report Card
• Smarter Balanced Assessment Criteria (SBAC) Examination
Page 13 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 10
COMPREHENSIVE NEEDS ASSESSMENT / SELF-REVIEW PROCESS
DIRECTIONS: Check the groups or committees that participated in the plan writing process. Who was involved in the self-review/needs assessment process
(e.g., SSC, teachers, advisory committees, parents, students)? Describe the school’s process for identifying areas in need of improvement and determining
actions, strategies, and interventions to be implemented, i.e., what happened during the process (analysis of data, review of intervention results, examination
of strategies proven to be effective). When did the process occur (dates)?
Who was involved? What happened? Date(s)
School Site Council School Site council analyzed current school data to evaluate the previous plan. Areas of need were 08/30/2018,
identified by core academic grades, various assessment results including SBAC, Interim Assessment 02/21/2019,
Blocks (IAB), and ELPAC. The CA School Dashboard and School Experience Survey data was 09/20/2018,
incorporated to determine the programs' efficiency. (11/15/2018) 03/18/2019,
10/18/2018,
During the process, there were multiple discussions regarding best practices to improve student 11/15/2018
achievement, including classroom practices and intervention options including tutoring. SSC also
reviewed and discussed recommendations from the ELAC Committee. (2/21/2019)
Members of the SSC submitted drafts of Goals & Objectives for SPSA.
Members of the SSC approved the SPSA and categorical budgets for the 2019-2020 school year.
(3/18/2019)
English Learner Advisory Committee ELAC held meetings with parents and to determine recommendations to improve student outcomes 09/18/2018,
and continue utilizing strategies to support English Learners. ELAC review various student metrics 03/18/2019,
including core academic grades, various assessment results including SBAC, Interim Assessment 10/15/2018,
Blocks (IAB), and ELPAC. The CA School Dashboard and School Experience Survey data was also 11/05/2018,
included to assess parent engagement and student social emotional learning. ELAC completed a 02/05/2019
Needs Assessment. (02/05/2019)
ELAC submitted recommendations to SSC. (3/18/2019)
Departments Each academic department was involved in identifying and determining the strengths and 10/16/2018,
weaknesses of the instructional program. Data was analyzed by the ACC team and shared among 11/27/2018,
staff to guide the next steps and ensure continued student success. 02/05/2019,
02/19/2019
Professional Learning Community (PLC) PLC groups have been implemented to conduct inquiry cycles about teaching strategies and student 10/02/2018,
learning. Teachers collaborate in PLC's by reviewing systematic practices, analyzing student 02/19/2019,
assessment data, participating in common planning time to support standards-based learning and 10/16/2018,
research-based instructional strategies. Implementation of this plan and monitoring helps prioritize 03/05/2019,
future actions and ensure that all students have access to the curriculum. 11/27/2018,
02/05/2019
Page 14 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM
Los Angeles Unified School District Section 11.1
2019-2020 School Plan for Student Achievement
100% GRADUATION AND BEYOND
LAUSD Goal: All students will graduate from high school. Indicate all data reviewed to address this Academic Goal:
ELPAC
School Report Card
MyData
Student Grades
IEP Goals Data
DIBELS Math
DIBELS
School Accountability Report Card (SARC)
CA Dashboard
Smarter Balanced Assessment Criteria (SBAC)
Interim Comprehensive Assessment (ICA)
Interim Assessment Blocks (IAB)
School Experience Survey
Publisher’s Assessments
Reading Inventory (RI)
N/A
Page 15 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.2 - Academic : 100% Graduation
1. List key findings related to 100% Graduation based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus
groups, etc.).CA Dashboard data must be included when available. *Required
In 2018, 92.8 percent of San Pedro High School students graduated based on California School Dashboard data. The is a 4.7% increase from the previous year, which
met the growth goal of 3% increase. Additionally, the Class of 2020 is currently 69% on track to graduate based on Focus reporting data/MyData. Additionally, only 7%
of students are missing 5+ requirements and considered Tier III students. Based on SBAC data, 55% of students met/exceed standards in ELA and 29% met/exceed
standards in Math.
Underclass students are 65% on track to graduate (Class of 2021) and 68% on track to graduate (Class of 2020).
2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required
The graduation rates for English Learners (EL) and African American students declined. The EL graduation rate for 2018 was 63.95, and the African American graduation
rate was 86.8%. Potential reasons for the decline in the subgroups' graduation rate include inability of students to access the curriculum due to linguistic and cultural
fluency. Additionally, these students may be less likely to seek out or participate in interventions, included credit recovery programs and social-emotional supports.
These groups of students are less likely to feel connected to the school.
3. If the school met its measurable objective(s) or is on track to meet its measurable objective(s) in the current school year, what strategies contributed to the school’s
success? If this question does not apply, please type N/A in the box below. *Required
San Pedro High School was successful in doing so due to the following: support services including during and after school intervention, credit recovery classes such as
Edgenuity, instructional coaches, CSR teachers who provided intensive support to struggling students, Professional Development X-time, TSP Coordinator and the PSA
counselor who helped to improve in-seat attendance.
4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do
differently (next Steps). If this question does not apply, please type N/A in the box below. *Required
To better support EL students, San Pedro High School will employ an EL Coach. The EL Coach will work with EL students, and teachers of EL students (including
integrated ELD teachers), to ensure that all students and families are aware of the supports available for students, including intervention classes during the day, after
school credit recovery classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance support with the school's PSA, and socio-
emotional support. Additionally, the EL Coach will ensure that EL students are enrolled in the necessary support classes or interventions to graduate, including
coursework that specifically addresses linguistic and cultural fluency through culturally responsive pedagogy (professional development will be provided to teachers as
needed). This will also include bilingual communication to support EL families when appropriate.
To better support African American students, San Pedro High School will employ a Categorical Programs Coordinator. The CPA will work with at-risk students, and
teachers of at-risk students, to ensure that all students and families are aware of the supports available for students, including intervention classes during the day, after
school credit recovery classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance support with the school's PSA, and socio-
emotional support. Additionally, the CPA with work with school academic counselors to ensure that at-risk students are enrolled in the necessary support classes or
interventions to graduate.
To better support Special Education students, San Pedro High School will employ a Intervention/Prevention Support Coordinator. The IPSC will work with Special
Education students, and teachers of Special Education students, to ensure that all students and families are aware of the supports available for students, including
intervention classes during the day, after school credit recovery classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance
support with the school's PSA, and socio-emotional support. Additionally, the IPSC with work with school academic counselors to ensure that at-risk students are enrolled
in the necessary support classes or interventions to graduate.
5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required
Page 16 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.2 - Academic : 100% Graduation
State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed.
On the 2019 CA Dashboard, the percentage of students graduating from San Pedro High School will increase 3%, from 92.8% to 95.8%.
On the 2019 CA Dashboard, the percentage of the student subgroup English Language Learners graduating from San Pedro High School will increase 5%, from
63.95% to 68.95%.
On the 2019 CA Dashboard, the percentage of African American students graduating from San Pedro High School will increase 5%, from 86.8% to 91.8%.
*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified).
Page 17 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.3 - Academic : 100% Graduation
When addressing this Goal, include Integrated ELD in one or more Focus Areas.
Focus Academic : 100% Graduation
Lesson Planning, Data Analysis, and Professional Development
Area:
Strategies
Action Begin
Measurement of Strategies' Effectiveness/
Strategies, Actions and Tasks & End Date
Identify the title of position/staff responsible
Status
The Instructional Coaches will mentor content- area teachers by providing demonstration lessons, and support 07/01/2019 Student metrics including Progress Reports,
integration of ELA and Math into all content-specific classes.. Teachers will use strategies from professional Formative/Summative Assessments, Student
developments such as InterLeave Mathmatics, ELA Reading Focus Standards, Common Formative 06/30/2020 Report Cards, High School Experience Survey,
Assessment Design, Kagan Strategies, Reed/Habits of Mind and Adaptive Learning to assist students in and School Report Cards will help assess the
accessing the materials. Strategies from these methods include: Think-Pair-Share, Round Robin, Rally effectiveness of the Instructional Coaches.
Coach, Accountable Talk and Quiz/Quiz Trade, Close Reading Strategies, Thinking Notes/Annotation, Teacher data, including School Experience
Paragraph Passport, Graphic Organizers, Anticipation/Reaction Guides and DOK questions. Survey and PD Exit Surveys, will also be used to
These research-based strategies, such as Interleave, will help students improve their retention of foundational assess the effectiveness of Instructional
concepts and skills to support their acquisition of more complex standards, Coaches.
The effectiveness of Instructional Coaches will be
assessed by administration and the Categorical
Programs Manager.
Teacher X Time (non-tutor) will be used for supporting student success in instructional initiatives, including 08/01/2019 Progress Reports, Formative/Summative
Kagan training, Interleave Mathematics, Read Focus Standards and Commom Formative Assessment Design Assessments, Student Report Cards, High
and for teacher collaborative planning time. 06/15/2020 School Experience Survey, School Report Card,
Professional Development Agenda's,
Teachers will meet in SLC or content-area teams and plan lessons based on Common Formative Observation Logs Instructional Coaches,
Assessments: (after school, 10 teachers x 1 hour x $79 = $806). [Please note, additional PD time is Administrators, Problem Solving/Data
budgeting in TSP budgets and discussed in the TSP Plan, including integrated English development.] Coordinator, CPA, TSP Adviser will be used to
assess the effectiveness of Teacher X Time (Non
Tutor).
The effectiveness of Instructional Coaches will be
assessed by administration, Instructional
Coaches, Department Chairs, and the Cat.
Programs Manager.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools( 1000 13297 - INSTRL COACH SEC C1T (3 Hrs / 5 Days) 30413622 N/A 13297 70,420 1.00 100
7S046 )
CE-ESSA T1 Schools( 1000 13297 - INSTRL COACH SEC C1T (3 Hrs / 5 Days) 30358733 N/A 13297 70,420 1.00 100
7S046 )
CE-ESSA T1 Schools( 1000 14693 - TCHR X (NON-TUTOR) N/A N/A 14693 805 100
7S046 )
CE-ESSA T1 Schools( 1000 10246 - DIFF INSTL COACH SEC N/A N/A 10246 1,860 0.00 100
7S046 )
Page 18 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.3 - Academic : 100% Graduation
Focus Academic : 100% Graduation
Effective Classroom Instruction
Area:
Strategies
Action Begin
Measurement of Strategies' Effectiveness/
Strategies, Actions and Tasks & End Date
Identify the title of position/staff responsible
Status
The CSR teacher will be able to plan and deliver appropriate instruction, provide direct instruction and 07/01/2019 Report Cards, Formative/Summative
intervention to address the targeted needs of specific students, and possess knowledge of the multi-tiered Assessments, Instructional coach
approach to instruction/problem-solving model that differentiates instruction for students not meeting grade- 06/30/2020 logs/observations will be used to measure the
level standards. Classroom Size Reduction Teachers will reduce class size and allow us to provide support effectiveness of the CSR teachers in ELA and
English classes with additional reading support to those students not receiving a “C” or better. CSR teachers Math. Administrators, Instructional Coaches,
will be purchased to provide more personalized instruction in the classroom. CSR teachers were purchased Dept. Chairs will be responsible for assessing the
for ELA (1) and Math (1). Sub Days (4 per teacher) were purchased as required. This purchase is also noted effectiveness of the CSR teachers.
in the ELA and Math section of this plan.
The Problem-Solving Data Coordinator (PSDC) (1) .50 FTE with differential will perform three primary job 07/01/2019 Administrators, Categorical Program Adviser, and
responsibilities: Instructional Coaches will analyze a variety of
* Facilitate training for problem-solving 06/30/2020 documents including School Report Cards, High
model (PS) and Response to Instruction and Intervention (RtI2) New School Experience Survey, SBAC, IAB's, and
* Work collaboratively with the school-based leadership team to develop and implement the PS/RtI2 training other Data Summaries.
agenda for the school year Administrators will perform Classroom
* The Data Coordinator will serve as the primary source of school data to support the evaluation of Observations to ensure that teachers are
intervention services. In addition to the following duties: incorporating the information from these
* Serve as the site Data Coordinator interventions into their practice and will observe
* Facilitate the management and the Problem Solving Data Coordinator during
interpretation of data necessary to teacher development sessions. Administrators
develop, implement and evaluate Tiers 1, 2, and 3. will review data with Data Coordinator to assess
The PSDC works to ensure all teachers have assess to testing data, and are able to implement required the effectiveness of interventions.
assessments in a timely manner. They work with school leaders to provide examples of how to use data to
inform instruction by PLC, grade level and content area.
A teachers assistant will provide services under the direct supervision of a highly qualified classroom teacher. 07/01/2019 Administrators, Instructional Coach, English
The teachers assistant provides reinforcement and support of instruction to participating students in the Department Chair, Categorical Program Adviser
classroom. This includes providing (1) provide one-on-one tutoring if such tutoring is scheduled at a time when 06/30/2020 will monitor students' Report Cards, SBAC/IAB
a student would not otherwise receive instruction from a teacher, (2) assist with organizing instructional and New Data, Formative/Summative Assessments, High
other materials, (3) provide instructional School Experience Survey, and School Report
assistance in a computer laboratory, (4) Card to assess the effectiveness of the TA.
assist with parental involvement activities, (5) provide support in a library or media center, or (6) act as a Additionally, this staff member will work with
translator to at-risk students. The TA may also provide support with English integration into content-area administration to assess and improve their
classes. effectiveness.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools( 1000 14685 - PROB SOLV DT CORD C1 (3 Hrs / 5 Days) 30434755 N/A 14685 70,420 1.00 100
7S046 )
CE-ESSA T1 Schools( 1000 11760 - PROB SOLV DT CRD DIF N/A N/A 11760 774 100
7S046 )
CE-ESSA T1 Schools( 1000 10600 - TCHR AST DEG TK NW/1 (3 Hrs / 5 Days) 30419650 N/A 10600 9,302 1.00 100
7S046 )
Page 19 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.3 - Academic : 100% Graduation
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools( 0 30210 - TA HEALTH&MEDBENEFIT N/A N/A 30210 5,521 0.00 100
7S046 )
Focus Academic : 100% Graduation
Interventions During and After the School Day and Other Supports
Area:
Strategies
Action Begin
Measurement of Strategies' Effectiveness/
Strategies, Actions and Tasks & End Date
Identify the title of position/staff responsible
Status
Interventions that will be offered beyond the regular school day for students at-risk of not meeting LAUSD A-G 08/12/2019 Progress Reports,SBAC/Assessment Software
and College entrance requirements include: Edgenuity credit recovery classes will allow students to make up Data, and Student report card data are used to
classes and to retake classes online to improve their grade point average and gain more opportunities into 06/02/2020 address the effectiveness of interventions during
college. After school tutoring is available five days a week through Beyond the Bell and the Extended and after the school day.
Learning program during the summer which provides multiple sections. After School tutoring takes place for 2
hours after each school day on Monday, Wednesday, Thursday and Friday, excluding the first week of school. Administrators, Teachers, Counselors, and the
On each day there between 1-3 teachers available at each campus tutoring students in Math, English and Categorical Program Advisor monitor the
Science. effectiveness of the intervention strategies.
San Pedro High School will employ a Intervention/Prevention Support Coordinator. The IPSC will work with 07/01/2019 Administrators, CPA and teachers will use
at-risk students, and teachers of at-risk students, to ensure that all students and families are aware of the Progress Reports, IEP Data, Report Cards,
supports available for students, including intervention classes during the day, after school credit recovery 06/30/2020 SBAC Data, School Experience Survey Data and
classes such as Edgenuity, Parent Education classes through the school's Parent Center, attendance support New CA School Dashboard Data to assess the
with the school's PSA, and socio-emotional support. Additionally, the IPSC with work with school academic effectiveness of the ISPC.
counselors to ensure that at-risk students are enrolled in the necessary support classes or interventions to
graduate.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools( 1000 14496 - INTRVN/PREV SUP COOR (6 Hrs / 5 Days) 30451165 N/A 14496 121,995 1.00 100
7S046 )
Focus Building Parent Capacity and Partnership to Support the Academic Goal Academic : 100% Graduation
Area: *Required if any Focus Area above is addressed.
Strategies
Page 20 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 11.3 - Academic : 100% Graduation
Action Begin
Measurement of Strategies' Effectiveness/
Strategies, Actions and Tasks & End Date
Identify the title of position/staff responsible
Status
The School Principal, Categorical Program Adviser (CPA) and Parent Resource Assistant will provide parent 07/01/2019 Data including Student Report Cards, SBAC
workshops such as "Changing Graduation Requirements" to increase parent involvement to ensure that Data, School Report Card, and the School
students are college ready and parents are a part of their child's transition to college. The CPA will evaluate 06/30/2020 Experience Survey will be used to assess the
the school plan for student achievement to ensure that benchmarks are met and assist in meeting school effectiveness of the CPA.
goals. The CPA will hold School Site Council (SSC) meetings to ensure that stakeholders are involved in
developing the plan and collaborating on what will benefit the students of San Pedro High School. The CPA Administrators will be responsible for assessing
will also create budget adjustment requests and place orders for Title I purchases. The CPA will be part of the effectiveness of the CPA.
team focused on conducting professional development activities, including the facilitation of effective
instructional programs The CPA will conduct program/student evaluation activities such as the School
Experience Survey and coordinate and provide parent involvement workshop activities to ensure the
compliant functioning of the School Site Council (SSC) advisory committee.
(Please note, benefits adjusted for all half time positions and substitute days required for CSR teachers are
listed under 100% Graduation on this section.)
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools( 1000 117361 - CAT PRG AD C1T 27/11 (3 Hrs / 5 Days) 30434754 N/A 117361 70,666 1.00 100
7S046 )
CE-ESSA T1 Schools( 0 30165 - HEALTH WELFARE CERT N/A N/A 30165 -34,685 100
7S046 )
CE-ESSA T1 Schools( 0 30166 - RETIREE BNFTS CERT N/A N/A 30166 -12,420 100
7S046 )
CE-ESSA T1 Schools( 1000 10562 - DDSUB CSR T BEN ABSC N/A N/A 10562 2,873 0.00 100
7S046 )
Page 21 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM
Los Angeles Unified School District Section 12.1
2019-2020 School Plan for Student Achievement
ACADEMIC GOAL — ENGLISH LANGUAGE ARTS
LAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics. Indicate all data reviewed to address this
Academic Goal:
ELPAC
School Report Card
MyData
Student Grades
IEP Goals Data
DIBELS Math
DIBELS
School Accountability Report Card (SARC)
CA Dashboard
Smarter Balanced Assessment Criteria (SBAC)
Interim Comprehensive Assessment (ICA)
Interim Assessment Blocks (IAB)
School Experience Survey
Publisher’s Assessments
Reading Inventory (RI)
N/A
Page 22 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 12.2 - Academic : English Language Arts
1. List key findings related to English Language Arts based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys,
focus groups, etc.).CA Dashboard data must be included when available. *Required
On the Smarter Balanced Assessment (SBAC) for English Language Arts 54% of students Met or Exceeded standards. This is 0.6 points below standard and a decrease
of 32.8 points and 12% from last school year (2017-2018). Certain subgroups of students also declined in performance. Zero percent of Limited English Proficient
students met or exceeded the ELA standards (one of the possible avenues for reclassification). English Learners were noted in red on the CA Dashboard. Additionally,
African American students (47% Met/Exceed), Latino/Hispanic students (48% Met/Exceed), Students with Disabilities (20% Met/Exceed), and Socioeconomically
Disadvantaged students (50% Met/Exceed) were noted in orange on the CA Dashboard. Limited data for IAB and Interim assessments is available on a school-wide
level. For IAB data. 74% of students are at or near standards for Editing, 90% of students are at or near standard for Informational Text, 93% of students are at or near
standard for Read Literary Text (although only 35 students were tested), and 69% of students were at or near standards for revision.
2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required
Across all subgroups, San Pedro High School students struggled with four specific CA ELA focus standards: R1 (Cite textual evidence and draw inferences), R4
(Determine meaning of words/phrases in text), R7 (Determine key details) and R8 (Evaluate claims in text). Classroom teachers of content areas other than ELA were
not not versed in these specific focus standards to incorporate them across content areas. This affected the students ability to succeed in these areas.
3. If the school met its measurable objective(s) or is on track to meet its measurable objective(s) in the current school year, what strategies contributed to the school’s
success? If this question does not apply, please type N/A in the box below. *Required
N/A
4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do
differently (next Steps). If this question does not apply, please type N/A in the box below. *Required
San Pedro High School has already begun at address our student needs in ELA. Professional development and teacher collaborative time focus on how to integrate ELA
standards into all content area classes. Teachers are participating in Professional Learning Communities to design content-area assessments that address the ELA focus
standards listed in box 2. An Instructional Coach ELA is an important part of this work, as they help guide our professional development and support classroom teachers.
An EL Coach also supports this work by differentiating research-backed strategies to best support EL students. Additionally, teacher release time for professional
development allows teachers to observe each other's classrooms, plan literacy focused lessons, and analyze student data. Class size reduction teachers and
instructional aide support ensured differentiation and personalization of the content for struggling students.
5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required
Page 23 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 12.2 - Academic : English Language Arts
State the School's Measurable Objective(s) for 2019-20 *Required if this Goal is addressed.
By June of 2020, we will increase the percentage of students who Meet/Exceed the ELA SBAC standard from 54% to 58% according to the CA School Dashboard.
By June of 2020, 60% of ninth grade students will Meet/Exceed the standard based on the IAB assessment: Research.
By June of 2020, 60% of tenth grade students will Meet/Exceed the standard based on the IAB assessment: High School Revision.
By June of 2020, we will increase the percentage of 11th grade students who Meet/Exceed the ELA SBAC standard from 54% to 58% according to the CA School
Dashboard.
By June of 2020, all 12th grade students will complete all required B courses of the CSU A-G Course Pattern with a passing grade.
By June of 2020, we will increase the percentage of Latino/Hispanic students who Meet/Exceed the ELA SBAC standard from 48% to 52% according to the CA School
Dashboard.
By June of 2020, we will increase the percentage of African American students who Meet/Exceed the ELA SBAC standard from 47% to 51% according to the CA
School Dashboard.
By June of 2020, we will increase the percentage of EL students who Meet/Exceed the ELA SBAC standard from 0% to 15% according to the CA School Dashboard.
By June of 2020, we will increase the percentage of Students with Disabilities who Meet/Exceed the ELA SBAC standard from 20% to 25% according to the CA School
Dashboard.
By June of 2020, we will increase the percentage of Socioeconomically Disadvantaged Students who Meet/Exceed the ELA SBAC standard from 50% to 54%
according to the CA School Dashboard.
*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified).
Page 24 of 56SAN PEDRO SH (1885001) 2019-2020 FSEP Approved Date : 9/18/2019 9:39:47 AM Section 12.3 - Academic : English Language Arts
When addressing this Goal, include Integrated ELD in one or more Focus Areas.
Focus Academic : English Language Arts
Lesson Planning, Data Analysis, and Professional Development
Area:
Strategies
Action Begin
Measurement of Strategies' Effectiveness/
Strategies, Actions and Tasks & End Date
Identify the title of position/staff responsible
Status
An ELA Instructional Coach (1) .50 FTE with differential will provide professional development and coaching to 07/01/2019 Student Grades/Report Cards, SBAC/SRI/AR
ensure that students are receiving differentiated instruction in reading, writing, listening, and speaking The Data, School Report Card, and High School
Instructional coach will work with teachers on implementing the writing program and monitoring PLC inquiry 06/30/2020 Experience Survey will be used to measure
cycles.The Instructional Coach will provide additional instructional materials to teachers, observe teacher effectiveness. Administrators, English
instruction, provide feedback, analyze data, and help the teachers improve classroom instruction. This Department Chair, and Instructional Coach will
includes planning designed for incorporating differentiated Integrated ELD instruction in ELA classes to assess the effectiveness.
support the linguistic and academic progress of EL students. Teachers will increase the use of structured
academic conversations in their classes and use a variety of collaborative and inclusion structures, including
Kagan strategies.
The Problem Solving Data Coordinator will provide teachers with student data which can be used to inform 07/01/2019 Student Grades/Report Cards, SBAC/SRI/AR
student instruction (by targeting areas of weakness and opportunities to reteach information.) Data, School Report Card, and High School
06/30/2020 Experience Survey will be used to measure
The Categorical Program Advisor will work with the PSDC to facilitate the dissemination and use of student effectiveness. Administrators, English
data, through PD sessions and coaching. Department Chair, Instructional Coach, Problem
Solving Data Coordinator, and Categorical
Program Advisor will assess the effectiveness.
Teachers of ELs will plan to differentiate lessons in collaborate groups (either by grade-level or SLC). 08/16/2019 Student Grades/Report Cards, SBAC/SRI/AR
Proposed PD topics include collaborative strategies for students and increasing student academic Data, School Report Card, and High School
conversations in the classroom. This PD will be facilitated by the ACC in conjunction with Administration, the 06/01/2020 Experience Survey will be used to measure
Instructional Coaches and EL Coordinator. Teachers will be expected to include collaborative structures in effectiveness. Administrators, English
their classrooms and include a greater number of academic conversations. Department Chair, Instructional Coach, Problem
Solving Data Coordinator, and Categorical
Program Advisor will assess the effectiveness.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Focus Academic : English Language Arts
Effective Classroom Instruction
Area:
Strategies
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