La BallonaElementary School

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person:	Christine Collins
Position:	Principal
Telephone Number:	(310) 842-4334
Address:	10915 Washington Blvd. Culver City CA 90232-4045
E-mail Address:	[email protected]

Culver City Unified School District

School District

Superintendent:	Dr. Myrna Rivera Coté
Telephone Number:	(310) 842-4220
Address:	4034 Irving Place Culver City, CA 90232-2848
E-mail Address:	[email protected]

The District Governing Board approved this revision of the School Plan on February 9, 2010.

II. School Vision and Mission

DISTRICT MISSION STATEMENT

The mission of the Culver City Unified School District, a diverse haven of excellence, is to ensure that each student possesses the academic and personal skills necessary to achieve his/her highest potential as a valued, responsible member of society by providing challenging, personalized educational experiences in a safe, nurturing environment and by fostering a passion for teaching and learning with committed parent and community involvement.

BELIEFS

We believe that:

• Each person deserves to be safe.
• Everyone deserves to be treated with respect.
• Honoring diversity makes us stronger.
• Peace is worth pursuing.
• The quality of life is determined by the harmony among emotional, physical, spiritual and intellectual pursuits.
• Everyone has a right to a belief system.
• Aesthetics is essential to life.
• We are responsible for ourselves and accountable to each other.
• Individuals have the right to express their views, opinions and thought.
• The sense of family and belonging is integral to our lives.
• Everyone has the right to preserve his/her dignity.
• Each person has the capacity for goodness.

LA BALLONA SCHOOL MISSION STATEMENT

La Ballona Elementary School is a safe environment with high expectations, which meets the needs of a diverse population, creating responsible citizens and life long learners through a balanced curriculum and the cooperation between home, school, and community.

BELIEFS

• We believe that students have individual needs, strengths and experiences that they bring to their learning.
• We believe all students can learn, and that they learn best in a safe environment, where they can take risks, and where they can develop to their maximum potential.
• We believe that students learn best where there is effective communication, cooperation, and support from each other, the family, and from the community.
• We believe that good schools provide a balanced and flexible curriculum that fosters excitement for learning, and includes technology, basic skills, the arts, and instruction that reach out to all types of learners.
• We believe that good schools should promote skills to foster a sense of community. We believe that every student should feel successful, supported, and valued.
• We believe that good teachers use effective teaching strategies and are life long learners who engage in professional development and who collaborate by grade level and cross grade level.

III. School Profile

La Ballona Elementary School has a current student population of 496 students in grades Kindergarten through five. Hispanic students make up 71% of the student population; 11% of the students are white; 7% of students are Asian; 4% of students are African American; 7% of students are other ethnicities including multiple. There are 22 general education classrooms, plus a room for ELD resource, speech, and the Resource Specialist Program. The school has a library and a computer lab. La Ballona has a Family Center, staffed by one full time case carrier and a part time social worker. The instructional staff includes a principal, 23 general education teachers (one pair of teachers job share), two special education teachers (job share), one physical education teacher, two P.E. aides, 4 instructional aides, 4 one-on-one special education aides, one ELD resource teacher, one ELD aide, one resource aide, one speech therapist, one library clerk, and one computer lab assistant.

All La Ballona s teaching staff are fully credentialed and specifically certified to teach second language learners. More than half of the teachers have Masters Degrees. All teachers and aides are highly qualified as determined by NCLB.

La Ballona believes in building positive developmental assets in children. We practice progressive discipline with a strong emphasis on teaching appropriate behavior and reinforcing positive choices. All teachers and staff have been trained in an anti-bullying initiative called "Bullying Hurts...Inside and Out!"

La Ballona parents are encouraged to participate in all areas of our school. They serve on curriculum committees, advisory boards (SSC, ELAC, GATE Advisory), participate in PTA, attend Family Nights, Open House, Science and Book Fairs, Bank Days, field trips, International Dinner, tutoring, parenting classes, the Latino Family Literacy Program, materials production, and more. Parents are encouraged to communicate with teachers and the principal at any time. The kindergarter teachers at La Ballona colllaborate with the State Pre-school Teachers on site in a dialogue to make the transition from pre-school a smooth one.

Equal Access to Core Curriculum

Standards of excellence are held high for all students at La Ballona. Students with special needs have equal access to the curriculum. The classroom teacher is responsible for the core curriculum of each student.

EL (English Learner) students are identified by the Home Language Survey. Students are tested in English within 30 days and in Spanish, if applicable, within 90 days. A student s proficiency in English is determined by the results of a State exam of listening, speaking, reading, and writing in English, standardized tests, the district writing assessment, and classroom performance. Students are tested yearly until they are re-designated as FEP. All EL students receive specialized instruction and support from the ELD Specialist as well as being given ELD and SDAIE instruction by the regular CLAD certified classroom teacher.

All students are identified as Title I. At-risk students in grades 2-5 are identified by CST and CAT6 scores in Reading/Language Arts and Mathematics, and grade reports in reading and math. In Kindergarten and 1st grades at-risk students are identified by performance on district developed benchmarks. At-risk students academic progress is monitored throughout the year. They receive intervention support from the classroom teacher on a daily basis as well as extended learning times through after school classes.

The Resource Specialist provides instruction according to IEPs of identified students. The IEPs are reviewed yearly. The classroom teacher and RSP teacher collaborate in monitoring each student s progress. The RSP teacher attends the formal parent conference. A Speech Specialist provides additional help for those students with a speech IEP. A goal for the future is to allow a time for reviewing and planning between the classroom teacher and RSP/Inclusion Specialists.

GATE students are identified, beginning in third grade, and are provided with differentiated instruction. They are challenged above and beyond the curriculum by the classroom teacher with open-ended questions, activities and projects that encourage an advanced grade level thinking.

A student study team (SST) meets regularly to discuss students at risk. Students at-risk are identified by the classroom teacher, the parent, or other school personnel. They are identified based on academic concerns, classroom performance, or other social, emotional and psychological needs. The student study team is a general education function, composed of a team of general education teachers, a Resource Specialist, the Principal, the Speech Specialist, EL Specialist, psychologist and, often times, a parent. Intervention strategies are discussed and recommended, and timetables given for follow-up study.

Attendance/ Dropout

Attendance at La Ballona is 96.0%. The first strategy used for improving attendance is a letter home to parents at the beginning of the year informing them of attendance requirements/procedures. When there appears to be a problem, the Family Center may intervene to assist with health and family issues. Other strategies include parent conferences, phone calls to parents, principal intervention and SARB letters. Outstanding attendance is recognized monthly in the school newsletter and at the end of the year.

Transition from Preschool to Elementary/Middle School

La Ballona has a pre-school program on site. At the end of the academic year, pre-school teachers fill out placement cards for each student indicating the child s language, social, emotional, cognitive and motor development. These cards are turned into the principal who shares them with the Kindergarten teachers for proper placement. A major strategy for improving the transition between Pre-school and Kindergarten is for the pre-school teachers to meet with the Kindergarten teachers on a regular basis to exchange ideas, expectations and objectives.

La Ballona students matriculate into Culver City Middle School. Each spring the 5th grade students visit the Middle School and are given a tour and mini-orientation. Middle School counselors and students visit the 5th grade classes to plan classes and to answer questions.
5th grade teachers are knowledgeable of the adjustments to Middle School and prepare the students for this transition academically, socially, and emotionally, throughout the year.

Historically Underserved Populations

Teachers and Staff at La Ballona are sensitive to the particular needs of our students (culturally, gender, ethnically, socio-economically, physically, educationally). La Ballona teachers and staff make a conscious effort to provide our students equal opportunities to succeed and participate in all school activities. Additionally, all teachers in Culver City Unified School District have been provided with professional development about the implications of poverty in an educational setting, referencing the work of Ruby Payne. In 2009, La Ballona Elementary School was recognized as a recipient of the Title I Academic Achievement Award by the California Department of Education.

IV. Comprehensive Needs Assessment Components

A. Data Analysis (See Appendix A)

43% of the the student population at La Ballona Elementary School are English language learners as indicated by CELDT data. English language learners have not met target goals for English Language Arts in the California standards test. Consistent progress has not been achieved in language arts in all grade levels. School-wide, there has been progress in math performance on the California Standards Tests. However, English language learners are significantly lower than all other subgroups in math performance. According to the CST Science Test, fifth grade performance has improved. However, English Language Learners are significantly lower than all other subgroups in science performance. A pernicious achievement gap between English Language Learners and other subgroups exists.


The API for All Students at La Ballona Elementary School increased from 794 to 818 in 2009.

The API for the significant sub-groups at La Ballona Elementary School increased as follows:

• Hispanic sub-group- API increased from 759 to 787 in 2009
• English Language Learners- API increased from 736 to 777 in 2009
• Economic Disadvantaged sub-group- API increased from 764 to 796 in 2009

B. Surveys

Conclusions from Parent, Teacher and Student Input indicate:
Parents are satisfied with the overall academic curriculum, but indicated areas for improvement: need to supplement social studies and science with more resources, more emphasis on aerobic capacity in P.E., lack of student accessibility to computers (limiting acquisition of computer skills), having library aide five days per week, and stronger Fine Arts program. Technology is of great need.

C. Classroom Observations

We will provide each student with the opportunities, resources and support necessary to achieve his or her academic and personal goals.
La Ballona has ongoing staff development focusing on research-based practices.

We will create and maintain a safe learning environment.
La Ballona supports a progressive discipline plan focusing on developmental assets.

We will develop and maintain challenging learning experiences and environments that not only enable all students to meet or exceed recognized standards, but also inspire them to achieve their highest personal and academic goals.
La Ballona staff is provided with ongoing staff development on Differentiated Instruction, EL, and GATE Education to meet individual learning needs.

We will develop the character of each student in a dynamic community that reflects common core values of our society.
La Ballona implements the district s Character Traits Program, Drug/Violence Prevention Program, holds weekly school wide assemblies, reinforcement program (Lion s Pride & class recognitions).

We will attract, value, and support our educational teams to provide the best learning opportunities for our students.
La Ballona provides our educational teams with opportunities for professional development and regular intra/inter grade level articulation.

We will take full advantage of the community's diverse resources.
La Ballona actively encourages student/parent participation in programs offered by community resources, including business, artistic, and service organizations

D. Student Work and School Documents

Classroom instruction is designed to provide direct, explicit instruction, highly structured practice, guided practice and independent practice. Classroom assignments provide appropriate challenge and intervention when necessary. Many teachers have been trained to differentiate instruction using the tenets of depth and complexity by Donna Bennet. Teachers use small, flexible grouping strategies to pre-teach and re-teach concepts and skills during daily Workshop time. Homework is designed to provide students with review and practice of classwork.

Students in 2nd through 4th grade receive weekly instruction in ST MATH and piano keyboarding through the MIND Research Institute Math+Music Program. The MIND Institute's ST MATH software is a series of computer-delivered games and puzzles that utilize spatial temporal reasoning to teach math concepts aligned to state standards. Spatial temporal reasoning is the innate ability to visualize and manipulate images through a sequence of steps in space and time. This non-language based approach delivers the instruction in a way the brain is hard-wired to receive, and avoids unnecessary complexity and confusion inherent in a language-first approach. The use of graphic images and sequences to introduce math principles assists students in recognizing and grasping math concepts and problems before they learn the specialized math symbols and terminology which represents the problems in the abstract. To win the games, students must learn the math. They consistently enjoy playing the games and do learn the math. The games involve no text and are language independent. Therefore, students from diverse backgrounds can achieve math success regardless of English language proficiency .

The music component of the program has been shown to enhance the student's ability to visualize problems and to perform better on mathematics standardized tests. Music has a mathematical architecture. Math+Music puts a special emphasis on symmetry including special songs which equally exercise the left and right hands. When students learn music, they also learn to recognize musical patterns and symmetries, and to connect their understanding of music to mathematics such as addition, fractions, proportions and ratios. Additionally, spatial temporal reasoning is a highly valuable general problem-solving skill. The Math+Music program provides a critical link for our students in developing the critical thinking skills and motivations they need to achieve at higher levels and to succeed in school and in life.

E. Analysis of Current Instructional Program (See Appendix B)

Teachers completed an Analysis of Process form as a collaborative effort at La Ballona Elementary School. A summary of responses listed by academic content area is shown below:

READING:

Top three program elements with the highest ratings:

1. Teachers knowledge and skill of reading content.
2. Providing an effective learning environment.
3. Time spent on instruction.

Three program elements with the lowest ratings:

1. Teachers schedules
2. Materials for Parents
3. Communication Systems

WRITING:

Program elements with the highest ratings:

1. Teachers knowledge and skill
2. School environment conductive to learning
3. Classroom management

Three program elements with the lowest ratings:

1. Materials for parents
2. Teachers schedules
3. Staff development

MATHEMATICS:

Program elements with the highest ratings:

1. Teacher s knowledge and skills
2. Materials/equipment for students
3. Time spent on instruction

Three program elements with the lowest ratings:

1. Materials/equipment for parents
2. Teachers schedules
3. Communication systems

SCIENCE:

Program elements with the highest ratings:

1. Diagnosing learning and prescribing instruction on a students/group basis
2. Assessing student results or outcomes
3. Managing the classroom

Program elements with the lowest ratings:

1. Staff development
2. Assessing student results
3. Materials/equipment for parents
4. Teachers schedule

SOCIAL STUDIES:

Program elements with the highest ratings

1. Managing the classroom
2. Physical facilities
3. Effective instruction in a positive environment

Program elements with the lowest ratings:

1. Communication Systems
2. Teachers schedules
3. Staff development
4. Time spent on instruction

FINE ARTS:

Program elements with the highest ratings

1. Providing effective instruction
2. Teacher knowledge and skill
3. Materials for teachers

Program elements with the lowest ratings:

1. Materials for parents
2. Diagnosing learning
3. Teachers schedules

TECHNOLOGY:

Program elements with the highest ratings

1. Managing the classroom
2. Teacher receptivity
3. Math + Music Program

Program elements with the lowest ratings:

1. Technology maintenance
2. Teachers knowledge and skills
3. Materials for students

V. Description of Barriers and Related School Goals

43% of the the student population at La Ballona Elementary School are English language learners as indicated by CELDT data. English language learners have not met target goals for English Language Arts in the California standards test. Consistent progress has not been achieved in language arts in all grade levels. School-wide, there has been progress in math performance on the California Standards Tests. However, English language learners are significantly lower than all other subgroups in math performance. According to the CST Science test, fifth grade performance has improved. However, English Language Learners are significantly lower than all other subgroups in science performance. There is a very apparent achievement gap between English Language Learners and other subgroups.

A 2006 schoolwide API of 757, an English Learner subgroup API of 699, and a Socio-economic Disadvantaged subgroup API of 720, indicated an achievement gap among our students. Significant subgroups, including our Hispanic/Latino, EL and SED were underperforming when compared with the achievement of White students. After careful analysis of disaggregated CST data, the La Ballona staff concluded that barriers in word knowledge and vocabulary prevented the subgroups from achieving growth targets. It became apparent that teachers required additional professional development to address these literacy needs. As a result, Principal Christtine Collins, a former literacy content expert, led a series of three-day Lesson Study professional development for all teachers during the 2007-2008 school year. The goal of embarking on comprehensive professional development in literacy was to empower teachers to better meet the instructional needs of students not meeting grade-level English Language Arts (ELA) standards as well as all students. We believed that as teachers became more skillful in using research-proven strategies and pedagogy in initial literacy instruction, student achievement would improve.

As La Ballona's school-wide API has risen to 818, the English Learner API is 777, and Socio-economic Disadvantaged API is 796 in 2009, we believe that we are reaping the benefits of the Lesson Study literacy initiative with improved student achievement.

The School Site Council has analyzed the available student performance data fo all students including English language learners, economically disadvantaged students, gifted and talented students, and students with exceptional needs. The council has also obtained and considered imput from the community. Based upon this analysis, the council has established the following performance improvement goals:

READING:

1. Phonemic Awareness - Kindergarten and 1st Grade

• Possible barriers to proficient performance include:
• Primary home language is not English
• Limited language experience
• Lack of experience listening to literature
• Lack of additional support staff to facilitate small group or individual instruction

2. Word Analysis and Vocabulary Development -Grades 2-5

• Possible barriers to proficient performance include:
• Limited vocabulary development
• Limited accquisition of academic language
• High percentage of students are English language learners
• Limited opportunites to engage in conversations in the formal register

3. Reading Comprehension - Grades 2-5

• Possible barriers to proficient performance include :
• High percentage of students are English language learners
• Limited vocabulary
• Limited proficiency in academic language
• Limited instruction in concept development and inferential comprehension
  

WRITING:

1. Writing Strategies - Grades 2-5

• Possible barriers to proficient performance include:
• High percentage of students are English language learners
• Language register is casual
• Limited proficiency in academic language
• Limited vocabulary
• Lack of writing opportunities and formal writing instruction
• Long absences and frequent absences
• Weaknesses in oral languge skills
  

MATHEMATICS:

1. Algebra and Functions & Number Sense- Grades K-5

• Possible barriers to proficient performance include:
• Weaknesses in parent participation in homework follow-through
• Weak English language proficiency
• Limited vocabulary of the discipline
• Ever increasing cognitive load required by multi-step problems
• Limited proficiency in number sense
• Weak basic skills in addition, subtraction, multiplication and division
• Lack of professional development in mathematical concept develoment

SOCIAL STUDIES:

1. Improve Report Grades in Social Studies

• Possible barriers to proficient performance include:
• Lack of instructional time
• Weak background knowledge
• Limited academic language
• Weak reading comprehension
• Lack of professional development in content area

SCIENCE:

1. Increase percent of 5th Grade students scoring Proficient and Advanced on CST Science

• Possible barriers to proficient performance include:
• Limited instructional time for science
• Lack of exposure to and knowledge of the language of the discipline
• Primary grades require additional materials
• Lack of measurable assessment
• Weak background knowledge base

VI. Planned Improvements in Student Performance

The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

SCHOOL GOAL # 1 (Based on conclusions from Analysis of Program Components and Student Data pages) Reading/Language Arts 1. Phonemic Awareness: 2. Reading Comprehension: 3. Word Analysis and Vocabulary Development: .
Student groups and grade levels to participate in this goal: Kindergarten and 1st Grade- 82% of students will meet or exceed district benchmarks for all four areas of phonemic awareness. Grades 2-5 - Students in grades 2-5 will score 60% of answers correct in the Reading Comprehension section of the Califonia Standards Test. Grades 2-5 - Students in grades 2-5 will score 70% of the answers correct in the Word Analysis and Vocabulary Development portion of the Califonia Standards Test.	Anticipated annual performance growth for each group: Grades 2-5 - Students in grades 2-5 will score 60% of answers correct in the readingcomprehension section of the California Standards Test, with an increase of 5 % each year thereafter. Grades 2-5 - Students in grades 2-5 will score 70% of the answers correct in the Word Analysis and Vocabulary Development portion of the California Standards Test and increase 5% thereafter.
Means of evaluating progress toward this goal: Phonemic Awareness: District Benchmark Assessments for K-1. Reading Comprehension: CST Word Analysis and Vocabulary Development: CST	Group data to be collected to measure academic gains: District Benchmark Assessments CST OCR Unit Assessments

SCHOOL GOAL #1
Actions to be Taken to Reach This Goal (1) Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date(38) Completion Date	Proposed Expenditures (39)	Estimated Cost	Funding Source
Provide professional development for teachers with a focus on increasing familiarity with District benchmark assessments (Galileo) and rubrics, differentiated instruction, and best strategies for English language development.	on-going			Title I CCEF grant
Purchase additional appropriate supplemental materials.	on-going			SI, Title I
Implement daily time for Workshop (universal access and flexible group strategies) in all classrooms.	on-going	no charge
Implement Earobics program in Kindergarten and 1st grade classrooms.	on-going			SI
Provide literacy instruction trainings for parents and Family Literacy Nights.	on-going			Title I, CCEF grant
Enhance classroom and site library collections.	on-going			Title I
Continue to learn and implement best instructional practices ( i.e. Marzano, Bloom, Kame'enui, Hill & Flynn).	on-going			Title I
Use Accelerated Reader Program to supplement fluency and comprehension practice.	on-going			SI

(37) See the  Chart of Required Contents for the SPSA for content required by each program or funding source supporting this goal.

(38) List the date an action will be taken or will begin, and the date it will be completed.

(39) If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as  middle grades reading tutor or  laptop computer and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures

VI. Planned Improvements in Student Performance (continued)

SCHOOL GOAL #2 (Based on conclusions from Analysis of Program Components and Student Data pages) Writing Proficiency
Student groups and grade levels to participate in this goal: Kindergarten - 5th Grade Significant forcus on English language learners and socio-economically disadvantaged population.	Anticipated annual performance growth for each group: Kindergarten-1st Grade: 95 % will meet minimum writing benchmarks. 75 % will exceed benchmarks for writing. Grade2: Will score 60% Grade 3: Will score 65% Grade 4: Will score 55 % Grade 5: Will score 55%
Means of evaluating progress toward this goal: Kindergarten and 1st grade progress will be evaluated with District benchmarks for writing. Grades 2-5 will be evaluated by the Writing Strategies portion of the CST. 4th Grade STAR Writing results. Writing responses (OCR)	Group data to be collected to measure academic gains: CST Grade level writing prompts Writing responses (OCR)

SCHOOL GOAL #2
Actions to be Taken to Reach This Goal (1) Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date(38) Completion Date	Proposed Expenditures (39)	Estimated Cost	Funding Source
Teachers will continue to refine implementation of Being A Writer program. .	on-going			District grant
Provide professional development for implement ation of Writers' Workshop strategies including exemplars, Author's Chair, the writing process, criteria charts, and rubrics.	on-going			Title I
Purchase appropriate additional supplemental materials	on-going			Title I
Provide direct instruction and supplemental instructional materials for penmanship.	on-going			Title I
Provide extra instruction for English language learners in writing strategies by ELD Resource teacher and Instructional Assistant.	on-going			District provided
Spelling Bee	on-going	no charge
Purchase flash drives for record keeping of documents.	on-going			Title I

(37) See the  Chart of Required Contents for the SPSA for content required by each program or funding source supporting this goal.

(38) List the date an action will be taken or will begin, and the date it will be completed.

(39) If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as  middle grades reading tutor or  laptop computer and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures

VI Planned Improvements in Student Performance (continued)

SCHOOL GOAL #3 (Based on conclusions from Analysis of Program Components and Student Data pages) Mathematics
Student groups and grade levels to participate in this goal: All students Grades K-5 with specific focus on English language learners in Grades 2-5.	Anticipated annual performance growth for each group: Proficiency in Algebra Function and Number Sense: Grade 2: 80% proficiency Grade 3: 65% proficiency Grade 4: 65% proficiency Grade 5: 42% proficiency
Means of evaluating progress toward this goal: CST	Group data to be collected to measure academic gains: CST District Benchmark Assessments - 3X each year Assessments provided by district adopted curriculum Teacher made assessments

SCHOOL GOAL #3
Actions to be Taken to Reach This Goal (1) Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date(38) Completion Date	Proposed Expenditures (39)	Estimated Cost	Funding Source
ST Math+Music Program	on-going	$50,938.00		SI and Title I
Supplemental instructional supplies	on-going			Title I
Math Olympiad	on-going			Title I
Family Math Nights	on-going			SI
Professional development	on-going			SI
A new math program called Envision Math by Pearson was adopted by the District.	on-going			District provided

(37) See the  Chart of Required Contents for the SPSA for content required by each program or funding source supporting this goal.

(38) List the date an action will be taken or will begin, and the date it will be completed.

(39) If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as  middle grades reading tutor or  laptop computer and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures.

VI Planned Improvements in Student Performance (continued)

SCHOOL GOAL #4 (Based on conclusions from Analysis of Program Components and Student Data pages) Social Studies
Student groups and grade levels to participate in this goal: All students in Kindergarten -5th Grade.	Anticipated annual performance growth for each group: 65% of K-5 students will receive a "3" or a "C" on their end of the year Report Card. 5% yearly growth.
Means of evaluating progress toward this goal: Classroom assessments	Group data to be collected to measure academic gains: End of the Year Report Card grades.

SCHOOL GOAL #4
Actions to be Taken to Reach This Goal (1) Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date(38) Completion Date	Proposed Expenditures (39)	Estimated Cost	Funding Source
Acquire instructional materials that address differentiated learning needs.	on_going			Title I
Field Trips	on-going			PTA
International Dinner	June 2010			PTA
Continue Character Education provided District-wide.	on-going	no-charge
Too Good For Violence Program provided District-wide.	on-going	no charge
Think Peace and Peace Maker Programs	on-going			grant from Didi Hirsch Mental Health Clinic

(37) See the  Chart of Required Contents for the SPSA for content required by each program or funding source supporting this goal.

(38) List the date an action will be taken or will begin, and the date it will be completed.

(39) If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as  middle grades reading tutor or  laptop computer and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures.

VI Planned Improvements in Student Performance (continued)

SCHOOL GOAL #5 (Based on conclusions from Analysis of Program Components and Student Data pages) Science
Student groups and grade levels to participate in this goal: All 5th Grade students	Anticipated annual performance growth for each group: 50% of all 5th Graders will perform at Proficient or Advanced Levels on the Science portion of California Standards Test, increasing by 5% each year thereafter. 30% of 5th Grade English language learners will score at the Basic Level and 20% at the Proficient and or Advanced Levels.
Means of evaluating progress toward this goal: CST	Group data to be collected to measure academic gains: CST

SCHOOL GOAL #5
Actions to be Taken to Reach This Goal (1) Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)	Start Date(38) Completion Date	Proposed Expenditures (39)	Estimated Cost	Funding Source
Purchase supplemental instructional materials.	on-going			Title I
Professional Development	on-going			UCLA grant
Enhance library materials to support the curiculum.	on-going			SI
Science Fair	Spring			PTA/ Title I

(37) See the  Chart of Required Contents for the SPSA for content required by each program or funding source supporting this goal.

(38) List the date an action will be taken or will begin, and the date it will be completed.

(39) If funds appropriate to this goal are allocated to the school through the Consolidated Application or other source, list each proposed expenditure, such as  middle grades reading tutor or  laptop computer and the quantity to be acquired. Schools participating in programs for which the school receives no allocation may omit proposed expenditures

Appendix A - School and Student Performance Data

Table 1: Academic Performance Index by Student Group

PROFICIENCY LEVEL	PERFORMANCE DATA BY STUDENT GROUP
	All Students			White			African-American			Asian
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Number Included	352	339	310	46	38	31	19	17	12	30	27	19
Growth API	779	797	818
Base API	767	784	794
Target	5	5	5
Growth	12	13	24
Met Target	Yes	Yes	Yes

PROFICIENCY LEVEL	PERFORMANCE DATA BY STUDENT GROUP
	Hispanic			English Learners			Economically Disadvantaged			Students with Disabilities
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Number Included	242	234	222	140	138	133	219	221	180	24	21	21
Growth API	742	761	787	706	739	777	740	766	796
Base API	732	749	759	691	717	736	723	748	764
Target	5	5	5	5	5	5	5	5	5
Growth	10	12	28	15	22	41	17	18	32
Met Target	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes

Appendix A - School and Student Performance Data (continued)

Table 2  Title III Accountability (District Data)

Appendix A - School and Student Performance Data (continued)

Table 3: English-Language Arts Adequate Yearly Progress (AYP)

AYP PROFICIENCY LEVEL	ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
	All Students			White			African-American			Asian
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	100	100	100	100	100	100	100	100	100	100	100	100
Number At or Above Proficient	167	163	170	38	29	23	11	10	9	16	19	16
Percent At or Above Proficient	47.4	48.1	54.8	82.6	76.3	74.2	57.9	58.8	75.0	53.3	70.4	84.2
AYP Target	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**
Met AYP Criteria	Yes	Yes	Yes	--	--	--	--	--	--	--	--	--

AYP PROFICIENCY LEVEL	ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
	Hispanic			English Learners			Socioeconomic Disadvantage			Students w/Disabilities
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	100	100	100	100	100	100	100	100	100	100	100	100
Number At or Above Proficient	93	92	104	38	46	58	80	89	87	5	1	5
Percent At or Above Proficient	38.4	39.3	46.8	27.1	33.3	43.6	36.5	40.3	48.3	20.8	4.8	23.8
AYP Target	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**	24.4* 22.3**	35.2* 33.4**	46.0* 44.5**
Met AYP Criteria	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	--	--	--

* = AYP Target for Elementary/Middle Schools (2007=24.4%), (2008=35.2%), (2009=46.0%)

** = AYP Target for High Schools (2007=22.3%), (2008=33.4%), (2009=44.5%)

Appendix A - School and Student Performance Data (continued)

Table 4: Mathematics Adequate Yearly Progress (AYP)

AYP PROFICIENCY LEVEL	MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
	All Students			White			African-American			Asian
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	100	99	100	100	100	100	100	95	100	100	100	100
Number At or Above Proficient	211	225	215	37	32	24	11	11	11	21	22	17
Percent At or Above Proficient	60.1	66.8	69.4	80.4	84.2	77.4	57.9	68.8	91.7	70.0	81.5	89.5
AYP Target	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**
Met AYP Criteria	Yes	Yes	Yes	--	--	--	--	--	--	--	--	--

AYP PROFICIENCY LEVEL	MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
	Hispanic			English Learners			Socioeconomic Disadvantage			Students w/Disabilities
	2007	2008	2009	2007	2008	2009	2007	2008	2009	2007	2008	2009
Participation Rate	100	100	100	99	99	100	100	99	100	100	96	100
Number At or Above Proficient	128	142	143	62	76	84	115	137	120	8	5	7
Percent At or Above Proficient	53.1	60.9	64.4	44.6	55.5	63.2	52.8	62.6	66.7	33.3	25.0	33.3
AYP Target	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**	26.5* 20.9**	37.0* 32.2**	47.5* 43.5**
Met AYP Criteria	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	--	--	--

* = AYP Target for Elementary/Middle Schools (2007=26.5%), (2008=37.0%), (2009=47.5%)

** = AYP Target for High Schools (2007=20.9%), (2008=32.2%), (2009=43.5%)

Appendix A - School and Student Performance Data (continued)

Table 5: California English Language Development (CELDT) Data

Grade	California English Language Development Test (CELDT) Results for 2008-09
	Advanced		Early Advanced		Intermediate		Early Intermediate		Beginning		Number Tested
	#	%	#	%	#	%	#	%	#	%	#
K					*********	***					1
1	4	10	14	35	18	45	4	10			40
2			9	33	14	52	4	15			27
3	7	17	8	20	23	56	1	2	2	5	41
4			7	37	9	47	3	16			19
5	3	12	13	50	7	27			3	12	26
6
7
8
9
10
11
12
Total	14	9	51	33	72	47	12	8	5	3	154

Appendix B - Analysis of Current Instructional Program

The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:

• Not meeting performance goals
• Meeting performance goals
• Exceeding performance goals

Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (NCLB)

The State and local assessments used to improve student achievement and to inform and modify instruction are:
Galileo Benchmark Assessments in Language Arts and Mathematics
STAR Test Data
Open Court Reading Unit assessments, including writing prompts, comprehension check points
Fluency assessments
District developed Math assessments
Teacher designed assessments
Johnston Spelling Inventory
Basic Phonics Skills Test (BPST)
Phonemic Awareness Assessments such as sound segmenting, oral blending and oral comprehension
(used in Kindergarten and First Grade)

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Teachers use Galileo Benchmark Assessment Data to inform instruction and design intervention. Grade level teams examine data from Gallileo generated Development Profile and At-Risk Analysis reports to determine student academic needs. Benchmark assessments are given three times yearly in first through fifth grades. This data provides teachers with a probability of student success on the California Standards Tests administered each year in the late spring. Instruction is modified and interventions are provided to students based on assessment information about their individual learning needs before the state testing occurs in May.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (NCLB)

100% of the Certificated and Classified staff at La Ballona Elementary School meet the criteria for being highly qualified as mandated by No Child Left Behind (NCLB).

4. Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC)

The Principal of La Ballona Elementary School has completed all necessary requirements of AB 75/AB430 training as of March 2008.

5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to AB 466 training on SBE-adopted instructional materials) (EPC)

All teachers at La Ballona Elementary School are fully credentialed and have met the requirements necessary to be considered highly qualified according to No Child Left Behind (NCLB).

6. Alignment of staff development to content standards, assessed student performance, and professional needs (NCLB)

The monthly organization of professional development/grade level collaboration for teachers at La Ballona Elementary School occurs during banked time provided by early dismissal on Wednesdays and is as follows:
1st Wednesday: Faculty Meetings
2nd Wednesday: Grade Level Meeting/Professional Development
3rd Wednesday: Professional Development at the site level
4th Wednesday: District sponsored Professional Development

During these meetings teachers use their time to collaborate, discuss, evaluate and plan for, and identify the needs of their students based on interim and benchmark assessments. They use this data to design immediate intervention for individual students accross each grade level.

7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

At La Ballona Elementary School, ongoing instructional assistance and support for teachers is provided by the District English Language Development Teachers on Special Assignment (ELD TOSA's), and by Beginning Teacher Support and Assessment personnel (BTSA TOSA's). The Resource Specialists (RSP) provide continuous support and suggestions to teachers to help students who are struggling in various areas of the curriculum.

8. Teacher collaboration by grade level (EPC)

At La Ballona Elementary School the Physical Education program provides for a thirty minute daily (4 times per week) opportunity for teachers to collaborate across grade levels. Twice each month, the students participate in a one hour Physical Education class during which time the teachers of each grade level work collaboratively on the various curricular areas, to examine data, and to develop and plan unit lessons for intervention and enrichment. Periodically, grade level teams will meet for vertical articulation (meeting with the grade level above and below) to plan and collaborate.

Teaching and Learning

9. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB)

All teachers at La Ballona Elementary School adhere to the the various content framework documents which offer a blueprint for implementation of the California Content Standards. All instructional materials are State Board of Education approved , as well as research and standards-based. Culver City Unified School District have most recently provided new standards-based curricular materials in the content areas of social studies and science. Rigorous instruction of identified essential standards is implemented across the grade levels. Benchmark assessments are administred three times each year to students in grades one through five to allow teachers to determine individual student intervention needs. Kindergarteners are given other appropriate periodic assessments in English Language Arts and Mathematics. Benchmark assessment data is used on a regular basis to inform instruction and to determine systematic intervention and enrichment offerings to students.

10. Adherence to recommended instructional minutes for reading/language arts and mathematics (EPC)

At La Ballona Elementary School, all teachers meet the recommended number of minutes of instruction per day for each curricular area.
ENGLISH LANGUAGE ARTS:
Kindergarten - 90 minutes
First - Third Grade - 150 minutes
Fourth & Fifth - 120 minutes
MATHEMATICS:
Kindergarten - Fifth Grade - 45-60 minutes
ENGLISH LANGUAGE DEVELOPMENT:
Kindergarten - Fifth Grade - 30 minutes

11. Lesson pacing schedule (EPC)

The Culver City Unified School District pacing plans are eterminded by essential standards and accompanying bechmark assessments. They provide guidance and structure for delivering instruction in the California Content Standards in English Language Arts and Mathematics across all grade levels. Interim assessments are administered three times per year to gather data. That data is analyzed and then used to inform instruction for intervention and enrichment necessary to improve student academic achievement.

12. Availability of standards-based instructional materials appropriate to all student groups (NCLB)

Culver City Unified School District provides all students across grade levels with standards-based instructional materials in all curricular areas.

13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials (EPC)

Students at La Ballona Elementary School have available and use the following State Board of Education (SBE) -adpoted and standards-aligned materials:
Open Court Reading 2002, including English Language Support Guide,Intervention Guide
Envision Mathematics, including reteach and enrichment
Scott Foresman Science
Houghton-Mifflin Social Studies

SBE-adopted and standards-aligned intervention materials being used at La Ballona are:
Developmental Studies Center - Being A Writer
Developmental Studies Center -Making Meaning
Developmental Studeis Center - Let's Talk About It !

Opportunity and Equal Educational Access

14. Services provided by the regular program that enable underperforming students to meet standards (NCLB)

The Open Court Reading Program provides for a daily flexible grouping time known as Workshop. During that time, the teacher works with small groups to provide interventions such as pre-teaching and re-teaching instruction. Instructional Aides work in all kindergarten classes to enable underperforming stuents to meet standards. Peer tutoring, in the form of Buddy Reading, is arranged between various upper and lower grade classes. We offer various before/after school intervention for at-risk students each winter. The sessions are held between two and four days per week for approximately 8 weeks in the area of English Lang.uage Arts. . Many classes receive regualr assistance from parent/grandparent volunteers. Volunteers provide various forms of help such as reading with individual students, practicing math facts, and generally assisting with follow up activities that supports previous classroom instruction.

15. Research-based educational practices to raise student achievement at this school (NCLB)

Teachers throughout Culver City Unified School district are learning to use a District protocol for assessing and using student data to design interventions which will address students' learning difficiencies and identify areas for enrichment. The program we use is called ATI/Galileo and it provides periodic benchmark assessments which are used to inform instruction. Grade level teams regularly meet to collaborate and plan this instruction. In August 2009, administrators continued working with Dr. Dennis Fox to refine the protocols. All teachers will continue to participate in professional development sessions focusing on the use of data and the development of intervention strategies necessary to improve student achievement.

16. Opportunities for increased learning time (Title I SWP and PI requirement)

At La Ballona Elementary School, opportunities for increased learning time are funded through English Language Acquisition Program (ELAP) monies. Fourth and fifth grade students are provided additional instruction in English Language Arts before or after school.

17. Transition from preschool to kindergarten (Title I SWP)

La Ballona has a state pre-school program on site. This year the district began a formalized collaboration between kindergarten and pre-school teachers. At the and of the academic year, pre-school teachers fill out placement cards for each student indicating the child's language, socia, emotional, cognitive and motor development. These cards are turned in to the principal who shares them with the Kindergarten teachers for proper placement. A major strategy for improving the transition between pre-school is for the pre-school teachers to meet with Kindergarten teachers on a regular basis to exchange ideas, expectations and objectives.

Involvement

18. Resources available from family, school, district, and community to assist under-achieving students (NCLB)

The following resources are available to the students of La Ballona Elementary School:
Partners in Print,
Latino Family Literacy Program
The Family Center,
MIND Research Institute -Math+Music Program
La Ballona Education Partners
Didi Hirsch, Mental Health Center
Think Peace and Peace Makers, Program
Social Skills Group
STAR program,
Music Center assemblies,
Symphonic Jazz Orchestra
Artist's in Residence
Southern California Wolf Trap Program - administred by the Music Center Edu. Division
Actors' Gang
Fifth Grade Ballroom Dancing Physical Education program
Accelerated Reader Program, 1st - 5th grade
School -wide Science Fair
Culver City Historical Society i character nterpreters present local history to 4th graders

19. Strategies to increase parental involvement (Title I SWP)

In an effort to increase parental involvement at La Ballona Elementary School, the following opportunities exist:

The La Ballona Parent compact - Three Way Pledge
This document highlights responsibilities of parents, students and teachers in supporting student success in school.
(See Appendix E.)

Back to School Night
Open House
School-wide Science Fair
Annual Student-Parent-Teacher Goal Setting Conferences
Spring Parent Conferences
Partners in Print Parent Training
Latino Family Literacy Program
Family Center Parenting Class
English Learner's Advisory Committee
School Site Council
PTA
Annual La Ballona International Dinner
Taste of La Ballona
PTA Reflections Art Contest
Family Movie Nights
PTA Book Fairs
Winter Concert
Spring Concert
PTA sponsored "What Will I Do This Summer?"
La Ballona Variety Show
Parent Student Handbook
School website
Volunteer opportunities in classrooms, on field trips, and school wide extra-curricular activities
La Ballona Education Partners (booster club)

20. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932)

Teachers, parents, ELAC committee members and members of the School Site Council participate in needs assesment surveys that generate input and feedback used to plan budgets and programs supported by various categorical funding streams.

Funding

21. Services provided by categorical funds that enable underperforming students to meet standards (NCLB)

Listed below are services provided by categorical funds that enable underperforming students at La Ballona Elementary School to meet NCLB standards:


School Improvement Funds: supplemental instructional materials and supplies,
Accelerated Reader Program, Keyboarding Teacher, Computer Lab Aide

ELAP: Intervention teacher salaries, instructional supplies, Latino Family Literacy Program
Title I: Kindergarten Aides, STAR Program Instructional Aide, instructional supplies, Math + Music Program

PTA funds all field trips and Music Center Assemblies.
Unit Budget funds all supplies.

Culver City Education Foundation Grant to support Literacy Focus at La Ballona Elementary School

Appendix C - Programs Included in this Plan

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

State Programs		Allocation
[]	California School Age Families Education Purpose: Assist expectant and parenting students succeed in school.	$
[]	Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program.	$
[X]	Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners	$ 24,100.45
[]	High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets.	$
[]	Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas.	$
[]	Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring.	$
[]	Pupil Retention Block Grant Purpose: Prevent students from dropping out of school.	$
[]	School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.	$
[]	School Safety and Violence Prevention Act Purpose: Increase school safety.	$
[]	Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students.	$
[]	List and Describe Other State or Local funds (e.g., Gifted and Talented Education):	$
Total amount of state categorical funds allocated to this school		$ 24,100.45

Federal Programs under No Child Left Behind (NCLB)		Allocation
[]	Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution	$
[]	Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth	$
[X]	Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas	$ 90,771.58
[]	Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency	$
[]	Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups	$
[]	Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and principals	$
[]	Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology	$
[]	Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards	$
[]	Title IV, Part A: Safe and Drug-Free Schools and Communities Purpose: Support learning environments that promote academic achievement	$
[]	Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students	$
[]	Title VI, Part B: Rural Education Achievement Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs	$
[]	Other Federal Funds (list and describe(42)	$
Total amount of federal categorical funds allocated to this school		$$ 90,771.58

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

$$ 114,872.03

(3) For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with exceptional needs.

Appendix D - Recommendations and Assurances (La Ballona Elementary School)

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following:

1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

[X] School Advisory Committee for State Compensatory Education Programs

[X] English Learner Advisory Committee

[] Community Advisory Committee for Special Education Programs

[] Gifted and Talented Education Program Advisory Committee

Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council on: January 7, 2010

Attested:

Appendix E - Home/School Compact

It is important that families and schools work together to help students achieve high academic standards. Through a process that included teachers, families, and students, the following are agreed upon roles and responsibilities that we, as partners, will carry out to support student success in school and life.

Student Pledge:

La Ballona School
Three Way Pledge

The Student s Pledge
As a student, I realize that my education is important to me. I understand my parent(s) and teachers want to help me do my very best in school. I know I am the one responsible for my own success, and that I must work hard to achieve it. Therefore, I will be responsible for the following.
* Being responsible about my own behavior by following all school and classroom rules.
* Respecting the rights of others to learn without distraction and disruption.
* Being a cooperative learner.
* Arriving to school on time and being prepared to do my best.
* Returning all homework completed and on time.
* Spending time at home reading and studying.
* Asking for help when needed.

___________________________ ________ ______________
Parent's/Guardian signature Date

Parents Pledge:

La Ballona School
Three Way Pledge

The Parent s Pledge
As a parent, I/we will be responsible for letting my child know through my words and deeds that education is important. Therefore, I/we will be responsible for the following:
* Supporting the school and district s homework, discipline, and attendance policies.
* Being involved in my child s education through participation in school events such as Parent Conferences, Back to School Night, PTA functions, and Open House.
* Providing a quiet place, time, and materials needed for my child to study.
* Encouraging my child to complete his/her homework.
* Making sure my child gets an adequate night s sleep and a healthy diet.
* Having my child attend school regularly and on time.
* Listening to, encouraging, or reading with my child on a daily basis.
* Reviewing all school communications and returning notices.


________________________________ _____________________
Parent s/Guardian s signature Date

Staff Pledge:

La Ballona School
Three Way Pledge

The Teacher s Pledge
As a teacher, I understand that education is important to every student s life. I also understand the role I play in making a difference. Therefore, I will be responsible for the following:
* Providing a challenging and positive instructional program to teach all students.
* Teaching grade level standards and addressing the individual needs and strengths of all students.
* Modeling behavior that is expected from our students.
* Assigning appropriate homework with clear instructions.
* Correcting and returning appropriate work in a timely manner
* Helping students follow the school and classroom rules.
* Assisting parents with how to help children at home.
_________________________ ____________________
Teacher s Signature Date

Appendix F - School Site Council Membership: La Ballona Elementary School

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):

Name of Members	Principal	Classroom Teacher	Other School Staff	Parent or Community Member	Secondary Students
LAURA CHARDIET	[]	[]	[]	[X]	[]
IRENE FRENCH	[]	[]	[]	[X]	[]
KELLI JONES	[]	[]	[]	[X]	[]
SCOTT KECKEN	[]	[]	[]	[X]	[]
ISABELLE REYES-PEREZ	[]	[]	[]	[X]	[]
ALIX BEARMAN	[]	[X]	[]	[]	[]
REBECCA GODBEY	[]	[X]	[]	[]	[]
ERICA THORUP	[]	[X]	[]	[]	[]
BESSY REYNA	[]	[]	[X]	[X]	[]
CHRISTINE COLLINS	[X]	[]	[X]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
	[]	[]	[]	[]	[]
Numbers of members of each category	1	3	1	5

(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.