SINGLE PLAN for STUDENT ACHIEVEMENT

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SINGLE PLAN for STUDENT ACHIEVEMENT
Oakland Unified School District
Single
Plan for
Student
Achievement
2011–2012
School Name:
CDS Code:
Elmhurst Community Prep
01-61259-0112789
1
OAKLAND UNIFIED SCHOOL DISTRICT
2011-2012 School Year
Single Plan for Student Achievement Assurance Page
____Elmhurst Community Prep____
_____221_______
School
Site #
The following state and federal categorical funding source(s) will be a part of the School-Based Coordinated
Program at the school:
 Title I School-wide Program (SWP)
 Title I Targeted Assistance Program (TAS)
 EIA/State Compensatory Education (SCE)
 EIA/Limited English Proficient (LEP)
 Quality Education Investment Act (QEIA)
 School Improvement Grant (SIG)




This School Plan has been reviewed by the school staff and the School Site Council (SSC). It is
approved to be submitted to the OUSD State Administrator and Board of Education for approval and
implementation in the 2011-2012 school year.
It is the responsibility of the School Site Council to monitor the implementation and effectiveness of
the actions outlined in the SPSA throughout the 2010-2011 School Year.
If appropriate, the ELAC reviewed English Learners data, priority needs, and suggested
improvement strategies on _[ELAC and SSC are combined].
The School Site Council developed the 2011-12 Single Site Plan for Student Achievement through
a process of meeting to analyze student data, set priorities, and finalize action steps on February 8,
2011, March 8, 2011, and April ?, 2011.

Single Site Plan for Student Achievement 11-12 was approved by the School Site Council on
_____________________________________________________________________.
(Please remember to keep copies of the flyer, sign-in sheets, minutes, and handouts from this meeting in
your 2010-2011 SSC files.)
SSC Chairperson’s Signature
Date
Juan Piedra
SSC Chairperson’s Name (printed)
ELAC Chairperson’s Signature
Date
Juan Piedra
ELAC Chairperson’s Name (printed)
Date
Laura Robell
Principal’s Name (printed)
Principal’s Signature
I have reviewed this SPSA and it fulfills all compliance and program requirements_____________________________ ________________ _________________________________
REXO/NEXO’s signature
Date
REXO/NEXO’s name (printed)
______________________________________
Director, State and Federal Compliance (signature)
______________________
Date
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2011-2012 SPSA Checklists
Assurances Page
Section 1:
Section 2:
Section 3:
Section 4:
Section 5:
Site Plan Narrative
Needs Assessment and Data Review
District Goals and School Targets
Academic Action Plan, Budget and Monitoring
School Climate Action Plan and Budget
Appendix A: School Site Council Membership
Appendix B: Home School Compact and Parent Involvement Policy
For PI and SAIT schools:
Appendix C: Academic Program Survey
Appendix D: Description of LEA Support for PI Schools (will be provided by central office)
Appendix E: (PI 4 Schools Only) Restructuring Plan
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SECTION 1: Site Plan Narrative
Elmhurst Community Prep’s mission is to hold consistently high academic expectations for all students in a safe,
caring, and orderly environment.
ECP, a small middle school, is housed on the Elmhurst Campus and founded in 2006 on four core principles: High Academic Achievement,
Collaboration, Family Involvement, and Positive School Culture. We strive to ensure that very ECP student promotes prepared for success in the
college preparatory high school of their choice. As a small school, ECP staff is committed to building strong relationships with students and their
families. Students learn to achieve high academically, become well organized, and grow into excellent citizens. Families are seen as integral partners
and experts on their children. We have an extended day available for all students that includes many offerings including Citizen Schools, an
apprenticeship-based extended day program, an award-winning performing arts program, and sports opportunities including a competitive soccer
and wrestling team.
ECP, located in East Oakland's District 7 neighborhood, is a Title I school serving approximately 350 culturally diverse students in grades 6-8. Our
student body is comprised of are 28% African American, 66% Latino, 6% Asian, Pacific Islander and other ethnicity students.
Over the last five years, ECP has seen a consistent upward trajectory in our students’ achievement. Our API has grown 91 points in four years,
from 594 in 2007 to 685 in 2010. That includes a 38-point gain from 2009 to 2010. Although there is much more work to be done, we have seen
increasing numbers of students achieve Proficient or Advanced on the CST and a decrease in the number of students in the Far Below Basic and
Below Basic categories. We attribute this work to greater consistency in the instructional practices at the sight, continuing to raise the rigor of the
content taught in classes, and the attention paid to intentional intervention work for all students. In particular, this year, we have piloted a
homogeneous intervention block called RiseUp that provides additional ELA or math instruction for kids at their particular level. Our Focal 15
work has been focused on some of our lowest readers and their needs, especially as it relates to RiseUp.
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% of students in Far Below
Basic and Below Basic
2009
2010
School-wide
ELA
School-wide
Math
% of students in Proficient and
Advanced
2009
2010
% of students in Basic
2009
2010
42%
39%
39%
34%
19%
27%
54%
34%
23%
32%
23%
34%
6th ELA
41%
33%
38%
26%
22%
41%
7th ELA
45%
40%
35%
41%
20%
19%
8th ELA
41%
44%
45%
36%
15%
20%
6th Math
38%
21%
26%
31%
36%
48%
7th Math
60%
32%
24%
35%
16%
33%
8th Algebra
67%
51%
20%
34%
13%
15%
Academic Performance Index (API)
2007
594
2008
641
2009
647
2010
685
2011 Growth Target
693
Although ECP’s students come from many local elementary schools, our primary feeder schools are Reach, Cox Academy, New Highland, and
Koramatsu and Esperanza on the Stonehurst campus. Just as we have seen an increase in our students’ achievement, our feeder elementary schools
have seen academic growth. Although a significant portion of students who enroll at ECP are below grade level, part of our mission is to teach a
standards-based curriculum while also providing remediation to those in need.
In 2010, ECP was authorized by the State to receive a School Improvement Grant (SIG). This grant focuses on four areas of school improvement:
extending learning time for students and teachers, improving the school’s instructional program, improving the teaching and leadership practices at
the school, and providing supportive and flexible operational authority within the district context.
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SECTION 2: Needs Assessment and Data Review
In 2009-2010, ECP improved in both ELA and math as measured by the CST.
 In ELA, ECP decreased the percentage of students in FBB/BB by 3% and increased the percentage of students in Prof/Adv by 8%
 In Math, ECP decreased the percentage of students in FBB/BB by 23% and increased the percentage of students in Prof/Adv by 13%.
 Our API increased by 44 points, far exceeding the State’s growth target of 8 points.
In particular, ECP saw gains in our African American students.
 In ELA, ECP decreased the number of African American students in FBB/BB by 8% and increased the number of students in Prof/Adv
by 13%.
 In Math, ECP decreased the number of African American students in FBB/BB by 32% and increased the number of students in Prof/Adv
by 20%.
 ECP was given a district award for African American achievement growth in Math.
ECP did see growth in our English Learner population in Math, but the growth was not as significant as the
growth for African American students. The data in ELA for English Learners in ELA was static.
 In Math, ECP decreased the number of English Learners in FBB/BB by 19% and increased the number of students in Prof/Adv by 9%.
Attendance
 In April of the 2010-2011 school year, ECP had a 94% ADA percentage and an 82% rate of students who have greater than 90%
attendance.
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7
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SECTION 3: District Goals and School Targets
Federal Adequate Yearly Progress (AYP) Targets for 2011-2012
% Proficient or Advance in ELA: 78.4%

Achievement

% Proficient or Advanced in Math: 79%
OUSD 2011-2012 District Goals
for Middle School
Reach double digit growth in ELA and Math, as measured
by CST, for all students- with a focus on historically underserved students
80% of all students will increase their reading
comprehension level by 2.0 grades
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
Attendance
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Teacher
Retention

Safe &
Supportive
Schools
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
Parent
Engagement
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Interrupt patterns of chronic absences and suspensions to

reach a 98% attendance rate
Increase the percentage of 5th graders enrolling in OUSD 6th 
grade by 10%
Increase the percentage of 8th graders enrolling in OUSD 9th 
grade by 10%
Improve the conditions in schools to retain at least 80% of
our effective teachers
Reduce Disciplinary Hearing Process referrals by 20%
Reduce incidents of bullying by 20%, as evident in Use
Your Voice/Healthy Kids survey results
75% or more of parents and guardians are regularly offered
trainings and opportunities to actively participate in the
academic and social development of their student, as
reported by Use Your Voice survey.

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API Target: 740
2011-2012 ECP
School Targets
Increase the percent of students in Proficient and Advanced
in ELA by 10%, from 27% to 37%
Decrease the percentage of students in Far Below Basic and
Below Basic in ELA by 10%, from 39% to 29%
Increase the percent of students in Proficient and Advanced
in Math by 10%, from 34% to 44%
Decrease the percentage of students in Far Below Basic and
Below Basic in Math by 10%, from 34% to 24%
Increase overall daily attendance rate by 2%, from 96% to
98% ADA
Increase percentage of students who attend school for more
than 90% of time from 82% to 88%.
100% of students will participate in the High School
Options process and 100% of Options Forms will be
submitted
Support new teachers through an assigned on-site mentor
Pay teachers extended contract for extra time and work
Decrease overall suspension rate by 3% from 13% to 10%
Reduce incidents of bullying by 10%, as evident in Use
Your Voice/Healthy Kids survey results
Increase parent participation in Student Led Conferences by
5%, from 90% to 95%
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SECTION 4: Academic Action Plan, Budgeting and Monitoring for 2011-2012
 Title I, EIA/SCE, and EIA/LEP funded staff provide direct services to students. (Note: Direct Service is defined as activities that have a
clear direct impact on students. This must be described in detail within each activity)
 Strategic interventions are provided for English Learner Students and students scoring Far Below Basic, Below Basic and Basic. The
amount and quality of learning time has been increased in order to provide an enriched and accelerated curriculum (i.e. extended day,
Saturday School and/or Summer School)
 Complementary Learning time is provided for English Learner students
 GATE activities are included and expenses are from the General Purpose Fund or other local/state funding sources
 Preschool to Kindergarten transition activities (elementary schools only) are included.
 10% of Title I funds are allocated for professional development
 1% of Title 1 funds allocated to support parent education and involvement activities.
SECTION 5: Safe and Supportive School Plan and Budgeting for 2011-2012
 Activities that promote positive behavior included
 Interventions for behavioral issues included
Complete in the on-line tool (Available January 3, 2011).
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Appendix A: School Site Council Membership
Laura Robell
X
Paul Callis
X
Shari Generaux
X
Nancy Gomez
X
Neha Mehta
X
Juan Piedra
X
Victor Romero
X
Mark Smith
X
Maria De la Torre
X
Emma Piedra
X
Elizabeth O’Hare
X
Gloria Richard
Numbers of members of each category
Secondary
Student
Parent or
Community
Member
Other School
Staff
Classroom
Teacher
Names of Members
Principal
Education Code Section 64001(g) 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 school site council is as follows:1
X
1
4
1
6
0
1
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.
Oakland Unified School District
Office of State and Federal Programs
SSC Handbook, August, 2010
11
Appendix B: Home School Compact and Parent Involvement Policy
All schools must attach the two documents listed above to the Site Plan.
Title I School Parental Involvement Policy 2010 - 2011
Involvement of Parents in the Title I Program
Elmhurst Community Prep agrees to implement the following statutory requirements:



The school will jointly and regularly develop with parents a School Parent Involvement Policy in
a language and format the parents and community can understand.
The school will jointly develop with parents the school’s Home-School Compact as a component
of its School Parent Involvement Policy.
Accessibility: parental involvement means the participation of parents in regular, two-way, and
meaningful communication involving student academic learning and other school activities, and
must include parents with limited English proficiency, parents with disabilities, and parents of
migratory students.
Building Parent Capacity for Involvement
Elmhurst Community Prep engages parents in meaningful interactions with the school. It supports a
partnership among staff, parents, and the community to improve student academic achievement. To help
reach these goals, and build capacity for parent involvement, it does the following:
1) Offers a flexible number of meetings for parents, and involve parents of Title I students in an
organized, ongoing, and timely way in the planning, review, and improvement of its Title I
Part A programs and the Title I School Parent Involvement Policy.
Through our SSC/ELAC meetings, ECP will
o Gather and disseminate to parents for review the following materials: School’s
current Parent Involvement Policy, school-parent compact, Parents’ right to
know: student achievement (state assessment results), non-highly qualified
teacher, and Annual Title 1 meeting.
The school will
o Assign responsibilities for tasks
o Solicit both written and oral input from parents
o Hold several meetings for discussion of purposes and consensus building
In addition to be being available at SSC/ELAC meetings, the policy will be distributed
during Student Led Conferences and during registration.
ECP will update its School Parental Involvement policy as needed based on academic
data, safety issues that may arise, or for periodic review.
2)
Assists Title I parents in understanding academic content standards, assessments, and how to
monitor and improve the achievement of their children. The school will, with the assistance of
the district, provide assistance to parents of children served by the school in understanding the
following topics:
Oakland Unified School District
12
Office of State and Federal Programs
SSC Handbook, August, 2010
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

The State of California’s academic content standards
The State of California’s student academic achievement standards
The State of California’s and Oakland Unified School District’s academic
assessments, including alternate assessments
Academic proficiency levels students are expected to achieve
The requirements of the Title 1 Program
How to monitor their child’s progress
The main vehicle for communicating this information regularly will be through student
led conferences. Information will also be shared at SSC/ELAC meetings, through school
mailings, and through individual meetings with families.
3) Provides materials and training to help Title I Program Parents work with their children to
improve their children’s academic achievement.
The main vehicle for communicating this information regularly will be through student
led conferences. Information will also be shared at SSC/ELAC meetings, through school
mailings, and through individual meetings with families.
4) Educates staff, with the assistance of Title I parents, on the value of parent contributions and
how to work with parents as equal partners.
Through student led conferences, information shared at SSC/ELAC meetings, school
mailings, and individual meetings with families.
5) Coordinates and integrates the Title I Program Parental Involvement activities with other
activities that encourage and support parents to more fully participate in the education of their
children.
Through student led conferences, information shared at SSC/ELAC meetings, school
mailings, and individual meetings with families.
6) Distributes to Title I Program parents, in a timely way, program information related to school
and parent programs, meetings, and other activities in a form and language that the parents
understand.
Through student led conferences, information shared at SSC/ELAC meetings, school
mailings, and individual meetings
7) Provides support, during regularly meetings, for parental activities requested by Title I
Program parents.
8) Provides parents of Title I students, if requested, with opportunities for regular meetings to
participate in decisions relating to the education of their children.
Oakland Unified School District
Office of State and Federal Programs
SSC Handbook, August, 2010
13
Título I Política de Participación de Padres en la Escuela 2010 -2011
Programa de Participación de Padres en el Título I
Elmhurst Community Prep conviene en implementar los siguientes requerimientos reglamentarios:
 La escuela desarrollará en conjunto y regularmente con los padres una Política de Participación de Padres en
la Escuela en el idioma y formato que los padres y la comunidad puedan comprender.
 La escuela juntamente con los padres desarrollará el Convenio entre Casa y Escuela como un componente de
la Política de Participación de Padres de su escuela.
 Accesibilidad: participación de padres significa la participación de padres en comunicación de dos vías y
significativa que involucre el aprendizaje académico estudiantil y otras actividades, y debe incluir a los padres
con inglés limitado, padres con discapacidades y padres de estudiantes migratorios.
Construyendo la Capacidad de los Padres para Participación
Elmhurst Community Prep involucrar a los padres en interacciones significativas con la escuela; apoya una
asociación entre el personal, padres y la comunidad para mejorar el logro académico de los estudiantes. Para llegar
a alcanzar estas metas y construir capacidad para la participación de padres hace lo siguiente:
1) Ofrece una cantidad de reuniones con horas flexibles para padres e involucra a los padres de los estudiantes
de Título I en una manera organizada, continua y oportuna en el planeamiento, revisión y mejora de los
programas del Titulo I Parte A y de la Política de Título I de la Participación de Padres en las Escuelas.
A través de nuestras juntas de SSC / ELAC, ECP hará
o recopilar y difundir a los padres para su revisión de los siguientes materiales: la actual
Política de Participación de Padres, y los padres de la escuela, "derecho de los padres a saber:
el logro del estudiante (evaluación de los resultados del estado), no muy cualificados maestro,
y reunión Anual del Título 1.
La escuela hará
o Asignera responsabilidades para las tareas
o Solicitar tanto escritas como orales la opinión de los padres
o Mantendra varias reuniones para la discusión de los propósitos y el consenso
Además de estar siendo disponible en SSC / ELAC, la política se distribuirán durante
conferencias LED de los estudiantes y durante el registro.
ECP actualizará su política de participación de los padres la escuela según sea necesario sobre
la base de datos académicos, temas de seguridad que puedan surgir, o para el examen
periódico.
2) Ayuda a los padres de Título I en comprender los estándares académicos, evaluaciones y como monitorearlos
y mejorar el logro académico de sus hijos. La escuela, con la ayuda del distrito proporcionará ayuda para los
padres de niños servidos por la escuela en comprender los siguientes temas:




Estándares Académicos del Estado de California
Estándares de Logro Académico Estudiantil del Estado de California
Evaluaciones académicas, incluyendo evaluaciones alternas del Estado de California y del
Distrito Escolar Unificado de Oakland
Niveles de dominio académico que se espera que los estudiantes logren
Oakland Unified School District
Office of State and Federal Programs
SSC Handbook, August, 2010
14


Los requisitos del Programa de Título I
Como monitorear el progreso se su hijo
El principal vehículo para la comunicación de esta información con regularidad será a través
de conferencias dirigidas por los estudiantes. La información también será compartida en SSC
/ ELAC, a través del correo de la escuela, ya través de reuniones individuales con las familias.
3) Proporciona materiales y capacitación para ayudar a los padres del programa de Título I en el trabajo con sus
hijos para mejorar su logro académico.
El principal vehículo para la comunicación de esta información con regularidad será a través
de conferencias dirigidas por los estudiantes. La información también será compartida en SSC
/ ELAC, a través del correo de la escuela, ya través de reuniones individuales con las familias.
4) Educa a su personal, con la ayuda de los padres de Título I, sobre el valor de la contribución de los padres y
como trabajar con padres como socios equitativos.
A través de conferencias dirigidas por los estudiantes, la información compartida en juntas de
SSC / ELAC, envíos por correo de la escuela, y reuniones individuales con las familias.
5) Coordina e integra las actividades del Programa de Participación de Padres de Título I con otras actividades
que animan y apoyan a los padres a participar con más plenitud en la educación de sus hijos.
A través de conferencias dirigidas por los estudiantes, la información compartida en juntas de
SSC / ELAC, envíos por correo de la escuela, y reuniones individuales con las familias.
6) Distribuye puntualmente a los padres de Programa de Título I, información del programa relacionada a la
escuela y a los programas para padres, reuniones y otras actividades en la manera e idioma que los padres
comprenden.
A través de conferencias dirigidas por los estudiantes, la información compartida en juntas de
SSC / ELAC, envíos por correo de la escuela, y reuniones individuales con las familias.
7) Proporciona apoyo, durante las reuniones regulares, para actividades para padres requeridas por el Programa
para Padres de Título I.
A través de conferencias dirigidas por los estudiantes, la información compartida en juntas de
SSC / ELAC, envíos por correo de la escuela, y reuniones individuales con las familias.
8) Proporciona a los padres de los estudiantes de Título I, si es solicitado, oportunidades para reuniones
regulares para participar en decisiones relacionada a la educación de sus niños.
Oakland Unified School District
Office of State and Federal Programs
SSC Handbook, August, 2010
15
School – Parent Compact
Elmhurst Community Prep and the parents of the students agree that this compact outlines how the parents, entire
school staff, and students will share the responsibility for improved student academic achievement and the means by
which the school and parents will build and develop a partnership that will help children achieve the State of
California’s high academic standards.
This School-Parent Compact is in effect during the 2010-2011 school year.
School Responsibilities – Elmhurst Community Prep will:
1) Provide high-quality curriculum and instruction in a supportive and effective learning environment that
enable the participating students to meet the State of California’s student academic achievement standards as
follows:
The school will provide a standards-based curriculum for all students and intervention and support for
students who need extra support.
2) Hold parent-teacher conferences (at least annually) during which this compact will be discussed as it relates
to the individual child’s achievement.
Families will attend Student Led Conferences in October and March and a Student Work Expo in June.
3) Provide parents with frequent reports on their children’s progress.
Teachers send home weekly progress reports that give basic information on student skills.
Teachers also send home regular grade reports to update families on the progress of the child.
4) Provide parents reasonable access to staff.
In addition to the avenues listed above, families may make appointments to speak with individual teachers
during prep periods or after school
5) Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom
activities.
Families are encouraged to volunteer and help for many of our school and family events. In addition, families
may help in our salad bar at lunch or other school day activities. Families may make arrangements to visit
classrooms as needed.
Parent Responsibilities –
We, as parents will support our children’s learning in the following ways:
Describe the ways in which parents will support their children’s learning, such as:
 Monitor attendance
 Make sure homework is completed
 Sign the Weekly Progress Report
 Attend Student Led Conferences
 Monitoring amount of television viewing time
 Promoting positive use of child’s out of school time
Student Responsibilities –
We, as students, will share the responsibility to improve out academic achievement and achieve the
State of California’s academic standards. We will:
Describe the ways in which students will support their academic achievement, such as:
 Do my homework every day
 Ask for help when I need it
 Read for at least 30 minutes every day outside of school
Oakland Unified School District
Office of State and Federal Programs
SSC Handbook, August, 2010
16
Convenio entre Escuela y Padres
Elmhurst Community Prep y los padres de los estudiantes convienen que este convenio delinea como los padres, todo
el personal escolar, y los estudiantes comparten la responsabilidad de mejorar el rendimiento académico del
estudiante y los medios por los cuales la escuela y los padres van a crear y desarrollar una sociedad que le ayude a
los niños a lograr los altos estándares académicos del Estado de California.
Este Convenio Entre Escuela y padres está en efecto durante el año escolar Elmhurst Community Prep.
Responsabilidades de la Escuela – (nombre de la escuela) va a:
1) Proveer un currículo e instrucción de alta calidad en un ambiente de aprendizaje que provea apoyo y sea
efectivo que le permita a los estudiantes participantes satisfacer los estándares de rendimiento del Estado de
California para Estudiantes de la manera siguiente:
Describa como la escuela va a proveer currículo e instrucción de alta calidad, y hacerlo en un ambiente de
aprendizaje que provea apoyo y sea efectivo.
2.) Llevar a cabo conferencias entre padres-maestros (por lo menos anualmente en las escuelas primarias)
durante las cuales se discutirá éste convenio en lo que se relaciona con el rendimiento individual del niño.
Describa cuando se llevará a cabo la conferencia entre padre-maestro
3.) Déle a los padres con reportes frecuentes del progreso de sus niños.
Describa cuando y como le dará la escuela reportes a los padres
4.) Proveer a los padres con un acceso razonable a los maestros.
Describa cuando, donde y como el personal estará disponible para consultas con los padres.
5.) Proveer a los padres con oportunidades para ser voluntarios y participar en la clase de su hijo, y observar
las actividades del salón.
Describa como y cuando los padres pueden ser voluntarios, participar y observar las actividades del salón.
Responsabilidad de los Padres –
Nosotros, como padres apoyaremos el aprendizaje de nuestros niños en las formas siguientes:
Describa las formas en los cuales los padres apoyarán el aprendizaje de sus niños tales como:
o Monitorear asistencia
o Asegurarse que la tarea esté completa
o Firmar el Informe de Progreso Semanal
o Asista a las conferencias dirigidas por estudiantes
o Monitorear la cantidad de tiempo que se vea televisión
o Promover el uso positivo del tiempo fuera de clases.
Responsabilidades del Estudiante –
Nosotros, como estudiantes, compartiremos la responsabilidad de mejorar el rendimiento académico y
lograr los estándares académicos del Estado de California. Nosotros:
Describa las formas en las cuales los estudiantes apoyarán su rendimiento académico, tales como:
 Haremos la tarea cada día
 Pedir ayuda cuando lo necesite
 Leer por lo menos 30 minutos cada día fuera de la escuela.
Oakland Unified School District
Office of State and Federal Programs
SSC Handbook, August, 2010
17
Appendix C: Academic Program Survey
All PI and SAIT schools must attach the APS, which should already be completed, here.
attached
Appendix D: Description of LEA Support for PI Schools
This document will be provided by central office for all PI schools.
Oakland Unified School District
Office of State and Federal Programs
SSC Handbook, August, 2010
18

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