Revised 12/18/09

1. Revised 12/18/09

2. Policy AYP Data Program Improvement LEA Plan Year 3—Corrective Action 1

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

4. Policy Corrective Action Program Improvement LEA Plan Year 3—Corrective Action • The State Board of Education (SBE) adopted Corrective Action F as a mandate for PI-Year 3 LEAs. The District therefore is required by the State to implement the following: • 1. Corrective Action F: ç 3

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

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

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

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

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

10. Guidelines Program Improvement LEA Plan Year 3—Corrective Action • Implementation of the core instructional program should be delivered through Response to Instruction and Intervention (RTI2). 9

11. Guidelines Program Improvement LEA Plan Year 3—Corrective Action • RTI2 • is an integrated system of instruction and intervention informed by student data • integrates resources from general education, supplemental categorical programs, and special education • is a 3-tiered approach to teaching and learning during the school day for both elementary and secondary schools. 10

12. Guidelines Program Improvement LEA Plan Year 3—Corrective Action • LAUSD defines RTI2 tiers of instruction and intervention as follows: Tier 3 Tier 3 provides a program that focuses on accelerated and intensive instruction targeted to specific student need. Close monitoring allows for the adjustment of materials and methods of instruction. Tier 2 Tier 2 continues to provide the foundation of the grade-level core curriculum aligned to the content standards but adds intensive and explicit instruction and intervention focused on student need. Close monitoring allows for the adjustment of materials and methods of instruction. Tier 1 Tier 1 consists of grade-level core curriculum aligned to the content standards. Effective instructional practices are implemented and intervention consists of the use of supplemental materials aligned with the core program. 11

13. Guidelines Program Improvement LEA Plan Year 3—Corrective Action • LAUSD has provided Tiers of Instruction and Intervention charts (Bulletin 4573.0 Attachments B-E) for both elementary and secondary ELA and mathematics. • The Tiers of Instruction and Intervention charts: • Outline the core instructional plan that integrate RTI2 as the strategy to support teaching and learning • Identify: • Tier I core materials, a means to monitor progress, and instructional support • Tier 2 supplemental materials, a means to monitor progress, and instructional support • Tier 3 replacement materials, a means to monitor progress, and instructional support. 12

14. Guidelines Program Improvement LEA Plan Year 3—Corrective Action Sample Tiers of Instruction and Intervention Charts Single Plan for Student Achievement 13

15. Guidelines ELEMENTARY TIERS OF INSTRUCTION ENGLISH / LANGUAGE ARTS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning. 14

16. Guidelines SECONDARY TIERS OF INSTRUCTION ENGLISH / LANGUAGE ARTS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning. 15

17. Guidelines ELEMENTARY TIERS OF INSTRUCTION MATHEMATICS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning. 16

18. Guidelines SECONDARY TIERS OF INSTRUCTION MATHEMATICS The following chart illustrates a tiered approach to teaching and learning. The tiered approach is based upon research and the practice of providing high quality instruction or intervention matched to student needs. Each tier identifies the instructional materials that must be used for the core; a means to monitor progress using interim measures; identification of interventions needed based on the measures; and finally, instructional support including coaching that provides resources to guide teaching and learning. 17

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