Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in Reading/Language Arts,

Mathematics, Science, and History/Social Science by 2013 – 2014.

Adequate Yearly Progress (AYP) and Academic Performance Index (API)
Description of Specific Activity to
Resources, Funding,
Support the Local Education Current Performance
Action Staff Development, Responsibility
Agency Plan (LEAP) and Other Indicators
and/or Committees
State and Federal Mandates
Pursuant to No Child Left Behind 2006-2007 Indicators Schools and District EduSoft (IMFRP) Chief Academic Officer
(NCLB), the District and Schools review data in the Fall to
will set targets to obtain the District API 819 determine targets for 2008 – STAR Reports Director – Curriculum
ultimate goal of 100% proficiency School API 865 2009 school year
for all students in 2014, Participation Rate 99% API Growth and Base Director – State and Federal
including numerically significant Graduation Rate 99% Conduct Area Achievement Reports Projects
subgroups. Primary indicators Nights in each geographic
are English/Language Arts (ELA) District AYP area for parents and AYP Reports Senior Directors –
and Mathematics “percent % Proficient community Elementary & Secondary
proficient” and participation Reading/Language Arts 62% Testing and
rates. Additional indicators Mathematics 53% Targets: Assessment Office Site Administrators
include API and high school API – 900 for all schools and
graduation rates. 2007-2008 Indicators Numerically Significant
Subgroups
District API 831
School API 890 2007-2008 Indicators
Participation Rate 99.5% Schoolwide API 890 MET
Graduation Rate 97.7% Target goal: 5 points
NSS Growth was 25 pts
• African American 752
• Amer. Indian/Alaska NSS
Native 804 • Asian 937 MET
• Asian 888 Target goal: N/A.
• Filipino 843 Growth was 30 pts
• Hispanic/Latino 753 • White 873 MET
• Pacific Islander 768 Growth target goal: 7 pts.
Growth was 24 pts
• White 831
• Socioecon. Met overall target and all NSS
Disadvantaged 760 groups
• English Learner 787
• Students w/Disabilities 664 AYP Target Language Arts
Schoolwide 4.6 MET
% Proficient NSS
Reading/Language Arts •Asian 3.4 MET
District AYP 67.9% •White 5.1 MET
Met overall target and all NSS
School AYP 73% Groups
NSS AYP Target Mathematics
• African American 53.8% Schoolwide 5.0 MET
• Amer. Indian/Alaska NSS
Native 66.3% •Asian 2.9 MET
• Asian 76.8% •White 5.9 MET
• Filipino 68.4% Met overall target and all NSS
• Hispanic/Latino 50.8% Groups
Description of Specific Activity to
Resources, Funding,
Support the Local Education Current Performance
Action Staff Development, Responsibility
Agency Plan (LEAP) and Other Indicators
and/or Committees
State and Federal Mandates
• Pacific Islander 61.0%
• White 70.5%
• Socioecon. 2008-2009 Targets
Disadvantaged 50.4% API Schoolwide Target 1.7
• English Learner 52.3% NSS Targets
• Students w/ • Asian N/A
Disabilities 42.9%
• White 4.5
Mathematics
District AYP 68.1%
AYP Target Language Arts
School AYP 71% Schoolwide target 74.5%/4 pts
NSS NSS
• African American 45.6% •Asian 83.2%/3 pts
• American Indian/Alaska •White 70.9%/5 pts
Native 57.4% •EL 65%/6 pts
• Asian 84.0%
• Filipino 67.0% AYP Target Mathematics
• Hispanic/Latino 46.8% Schoolwide target 71%/5 pts
• Pacific Islander 58.7% NSS
• White 68.2% •Asian 85.8%/2 pts
• Socioecon. •White 66%/6 pts
Disadvantaged 50.5% •EL 69.2%/5 pts
• English Learner 65.8%
• Students w/
Disabilities 45.1%
Administrators attended Administrators will attend International Center for Chief Academic Officer
year-long professional yearlong professional Leadership in
development “Improving development. Education materials Director – Curriculum
Student Achievement
Through Supervision for Director – State and Federal
Best Teaching Practices.” Projects

Senior Directors –
Elementary & Secondary
Standards Based Report Begin the process of Standards Based Chief Academic Officer
Cards (SBRC) Committee studying and implementing Report Card Committee
studied and analyzed SBRC Standards Senior Director - Elementary
in preparation for 2008 – Based Report Cards
2009 pilot at four elementary
schools. (Anza, Carr, Fern,
Hickory) Committee of
teachers and staff revised
the Curriculum Handbook.

Description of Specific Activity to
Support the Local Education Current Performance
Agency Plan (LEAP) and Other Indicators
State and Federal Mandates
Professional development in District CST
strategies to improve instruction % Advanced 26%
in: % Proficient 29%
• Conceptual understanding % Basic 23%
and problem solving (CUPS) % Below Basic 17%
• Redesign Algebra Institute to % Far Below Basic 5%
include pre-algebra and
continue training
• Submit an Algebra graphing 18 teachers participate in
calculator grant for Algebra II the Algebra Institute and 18
teachers, based on the teachers participated in
success of Algebra I training graphing calculator training
Refine Curriculum Maps K-8 and Improved formative
course specific, including power assessments were used in
standards, benchmark K – 6 mathematics including
assessments, and standards- an open ended higher order
based report cards question for each
assessment
Mathematics
Action
Increase in Mathematics
performance.
Ongoing updates to
Curriculum Maps
Develop and administer
benchmark assessments
based on the CA Content
Standards
Resources, Funding,
Staff Development, Responsibility
and/or Committees
Substitute release days Chief Academic Officer
for participating
elementary and high Director – Curriculum
school teachers by
quadrant Senior Directors –
Elementary & Middle Elementary & Secondary
School Professional
Learning Communities Site Administrators
collaboration
EduSoft Chief Academic Officer
Mathematics Director – Curriculum
Achievement
Committee (MAC) Director – State and Federal
Projects

Upload assessments to
EduSoft

Teachers articulate with

grade alike colleagues the
analysis of assessments to
determine instructional
needs.

Teachers participate in
vertical articulation to
identify endurance and
readiness standards for each
grade level.

Mickelson ExxonMobil Math and
Science Academy
Sent 4th team of elementary
educators to the Academy to
increase our cadre trained.
2008 – Anza, Torrance
Elementary, Wood
Developing and Sustaining Chief Academic Officer
stage
Director of Curriculum
Teams continue to meet
Participants
 Description of Specific Activity to
Resources, Funding,
Support the Local Education Current Performance
Action Staff Development, Responsibility
Agency Plan (LEAP) and Other Indicators
and/or Committees
State and Federal Mandates
2007 – Carr, Hickory,
Seaside
2006 – Adams, Arlington,
Walteria
2005 – Arnold, Towers,
Victor
Steering Committee Adopted High School Initiation Stage Chief Academic Officer
Geometry (Pearson Prentice
Hall) Course Revisions Director – Curriculum
Curriculum Mapping
Benchmark Assessment Director – State and Federal
Development Projects
Preinitiation Stage CA adoption cycle Preinitiation Stage CA Content Standards Chief Academic Officer

Mathematics textbooks Kdg – 8th Math Steering Committee CA Blueprints Director – Curriculum
grade continues to gather data
Identify power standards, and from school sites and makes EduSoft Director – State and Federal
formative (benchmark) recommendation to the Projects
assessments. Board of Education in Spring Substitute Release
Begin preliminary work on 2009 Days (District Title II Senior Director - Elementary
Curriculum Maps and SLIBG)
Senior Director - Secondary
Board Adoption
Deputy Superintendent
IMFRP
Fiscal Services Officer

Algebra II, Trigonometry. Pre-
Calculus, and Statistics
CA Adoption Cycle Preinitiation Stage
Math Steering Committee
gathers data from school
sites and makes
recommendation to the
Board of Education in Spring
2009
Director - Purchasing
CA Content Standards Chief Academic Officer
CA Blueprints Director – Curriculum
EduSoft Director – State and Federal
Projects
Substitute Release
Days (District Title II Senior Director - Elementary
and SLIBG)
Senior Director - Secondary
Board Adoption
Deputy Superintendent
IMFRP
Fiscal Services Officer

Director - Purchasing
 Reading/Language Arts
Description of Specific Activity to
Support the Local Education Current Performance
Agency Plan (LEAP) and Other Indicators
State and Federal Mandates
Refine Curriculum Map K- 12, District CS
including power standards, % Advanced 31%
benchmark assessments, and % Proficient 34%
standards-based report cards % Basic 24%
% Below Basic 7%
% Far Below Basic 4%
Reading/Language Arts (R/LA) CA adoption cycle
Steering Committee begins the
adoption study cycle for 2010 -
2011
Provide inservice and support to All schools have participated
schools in: Writer’s Workshop, in trainings.
Reader’s Workshop, ARIVE/RIAP,
and Differentiated Instruction More in-depth rigor will be
provided as needed and
requested.
Action
Increase in R/LA
performance
Preinitiation Stage
R/LA Steering Committee
gathers data from school
sites and makes
recommendation to the
Board of Education in Spring
2011
Continue to offer training(s)
for interested schools based
on school needs.
Application of principles in
the classroom
Evaluation from teachers
Teachers analyze
assessments and articulate
to determine instructional
needs.
Teachers participate in
vertical articulation to
improve instruction.
Resources/Funding,
Staff Development Responsibility
and/or Committees
CA Content Standards Chief Academic Officer
CA Blueprints Director – Curriculum
EduSoft Staff Development Resource
Teachers
Substitute Release
Days for Design Team Senior Directors -
(Title I, Title II, SLIBG) Elementary & Secondary
Site Administrators
CA Content Standards Chief Academic Officer
CA Blueprints Director – Curriculum
EduSoft Staff Development Resource
Teachers
Substitute Release
Days (District Title II
and SLIBG)
8 days (Site Title I, Chief Academic Officer
SLIBG)
Director – Curriculum
Resources (Site Title 1,
SLIBG) Staff Development Resource
Teachers
Senior Director - Elementary
Senior Director – Secondary
Site Administrators

Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Developing Stage
Use of new textbooks
Refine and assess History Social
Science with Curriculum Maps
Kdg – 12, including power
standards, benchmark
assessments
History/Social Science
Current Performance
Indicators
Awareness and beginning
implementation training for
teachers conducted in the
Spring 2007 through 2008
Continued to provide
professional development for
interested schools
District CST
% Advanced 26%
% Proficient 29%
% Basic 26%
% Below Basic 11%
% Far Below Basic 8%
Power standards identified
in the adoption process
Schools used the ExamView
provided by the publisher to
create standards-based
assessments
Action
Provide professional
development for sites and
grade levels as requested
Articulation and assessment
Improve teachers’ ability to
use ExamView for formative
and summative
assessments.
Teachers analyze
assessments and articulate
to determine instructional
needs.
Teachers participate in
vertical articulation to
improve instruction.
Explore having elected
officials present to
personalize the political
process.
Resources/Funding,
Staff Development, Responsibility
and/or Committees
Student-Free Staff Chief Academic Officer
Development Days
Director – Curriculum
Professional Learning
Communities Senior Directors -
Elementary & Secondary
Site Administrators
H/SS Steering Committee
CA Content Standards Chief Academic Officer
CA Blueprints Director Curriculum
Substitute Release Senior Directors –
Days for Design Team Elementary & Secondary
(Title I, Title II, SLIBG)
Staff Development Resource
Training/support from Teachers
Technology Lead
Teachers

Description of Specific Activity to
Support the Local Education Current Performance
Agency Plan (LEAP) and Other Indicators
State and Federal Mandates
Develop curriculum maps for Curriculum maps and
Chemistry and Physics. Write formative assessments in
and implement formative PSE and Biology were
(benchmark) assessments for completed in 2007 – 2008.
Chemistry and Physics
District CST
% Advanced 32%
% Proficient 36%
% Basic 21%
% Below Basic 7%
% Far Below Basic 4%
Complete formative assessments Curriculum maps were
and implement new textbook completed in 2007 – 2008.
adoption for middle school Teachers identified core labs
science and have begun formative
assessments.
Begin curriculum mapping and Initiation Stage
formative assessments in
elementary Science Board adoption in 2007 –
2008
Implement new textbook adoption
for elementary schools
Science
Action
Increase in the % of students
scoring proficient or better
on course specific Science
CSTs
Core lab training
Technology training
Data analysis
Technology training
Curricular content training
Resources/Funding,
Staff Development, Responsibility
and/or Committees
Textbook adoption Chief Academic Officer
(IMFRP)
Director - Curriculum
Substitute release time
for Chemistry, Physics, Director – State and Federal
Science Leadership Projects
Teachers (Title II and
SLIBG) Science Leadership Team
Textbook adoption Chief Academic Officer
(IMFRP)
Director - Curriculum
Substitute release time
for middle school Director – State and Federal
Science teachers and Projects
middle school Science
Leadership team. (Title
II and SLIBG)
Textbook adoption Chief Academic Officer
(IMFRP)
Director – Curriculum
Substitute release time
for elementary Science Director – State and Federal
Leadership Team (Title Projects
II and SLIBG)
Site Administrators

Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
General Education and Special
Education collaboration for
establishing an implementation
plan for Response to Intervention
(RtI)
Improve behavior and inclusion
services (ASSISTT) to increase
defensibility, efficacy, and parent
satisfaction with District
program.
Reduce the number of students
that qualify for special education
by providing direct, small group
instruction in the Learning
Center Model; focused monitoring
of SST practices at all school
sites; and implementation of RtI
Current Performance
Indicators
New federal mandates in
IDEIA require Districts to
move from a discrepancy
model of identification to RtI
Since 2004 – 2005, the
Special Education and
Educational Services have
purchased over $500,000.00
in intervention curriculum to
work with special education
and general education
students in a preventative
model.
Reformed and realigned
ASSISTT program based on
survey data and full
evaluation in August 2007
ASSISTT Advisory
Committee created and met
three times.
2006 – 2007 had a 20%
decrease in referrals for
Special Education
assessment.
Number of special education
students has dropped by 61
students over the previous
year Districtwide.
Learning Center Model has
allowed staff to provide
intervention without using
the assessment process.
Special Education
Action
Observation
Surveys
A Districtwide committee will
develop an RtI.
Implementation Plan and
adopt guidelines for RtI
practices.
RtI Committee at the District
level must be established.
Set goals and make inroads
in all areas, particularly
those identified in the full
ASSISTT evaluation of
August 2007.
Professional development for
teachers and EAs, with
ongoing assessment will be
provided.
Assessment analysis
showing numbers of initial
assessment completed
Utilize the SELPA Director of
Eligibility and Assessment
for guidance on best
practices for SST
Resources/Funding,
Staff Development, Responsibility
and/or Committees
Substitute release days Chief Academic Officer
(Title II and SLIBG)
Director – Special Education
PLC time committed by
administrators Senior Directors -
Elementary & Secondary
Site Administrators
Staff assignment of Chief Academic Officer
shared responsibility
for ASSISTT Director – Special Education
supervision between
LAUNCH Principal and Senior Directors -
Special Education Elementary & Secondary
Coordinator
Site Administrators
Training time has been
made a priority. EA
training needs have
been assessed.
Collaboration with Director – Special Education
general education
during PLCs. Senior Directors –
Elementary & Secondary
Site Administrators
 Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Exit students that no longer
qualify for special education
Provide training to staff in the
intervention curriculum
equipment, and resources to
successfully educate special
education students
Improve communication to
ensure smooth transitions for
special education students
moving from Middle School
Learning Center to High School
programming
Current Performance
Indicators
Currently 10.7% of TUSD
students are identified as
Special Education students.
Number should be under
10%.
The Reintegration Protocol
developed and shared last
year has been moderately
utilized.
High school teachers were
trained in the use of Kaplan
CAHSEE intervention
curriculum.
Saxon Math training was
provided for 8 special
education high school math
teachers
Special education teachers
were involved in the process
of mapping their own
curricular areas to make for
a more strategically planned
delivery model.
DIS Counseling and
Articulation Committee
developed protocol and
guidelines to establish
appropriate articulation at
transition and appropriate
recommendations for
counseling services.
Action
Where the model is working
well, we can expect a
reduction in the number of
students qualifying for
special education. Bert Lynn
Middle School and Anza
Elementary combined for a
reduction of 9 students
Implement and monitor
curriculum pacing and rigor
in special education classes
Monitor services throughout
the year
Resources/Funding,
Staff Development, Responsibility
and/or Committees
Training at monthly Chief Academic Officer
meetings
Director – Special Education
Committee formed to
assess the Senior Directors –
Reintegration Protocol Elementary & Secondary
for simplification and
monitoring use Site Administrators
Substitute release days Chief Academic Officer
(Title II, SLIBG, and
Special Education) Director – Special Education
Senior Directors –
Elementary & Secondary
Site Administrators
Staff training Chief Academic Officer
Collaboration and Director – Special Education
communication
between school levels Senior Directors –
Elementary & Secondary
Site Administrators

Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Develop long term technology
plan, including hardware,
software, copiers, communication
and projection equipment
Develop a long term funding
mechanism to address securing
future hardware, software,
communication and projection
equipment, including a
districtwide phone system.
Technology Lead Teachers will
work with schools on:
• Standards Based Report
Cards
• EduSoft
• Exam View (Curriculum
Support)
• SIMS (Teacher Connect)
• Technology Integration
o SmartBoards
o United Streaming
• Moodle and Google Apps Pilot
Current Performance
Indicators
Specifications for the
classroom of the 21st
Century identified in 2007 –
2008
Ongoing need to refresh all
technology throughout the
District
Tracking inventory of
District technology elements
One Technology Lead
Teacher (TLT) and two
retired teachers provided
“Intel Teach to the Future”
and other training
opportunities for interested
teachers.
TLT assisted in District and
school presentations, trouble
shot problems at schools
and District and was a
member of the District
technology Committee.
TLT maintained all teacher
email accounts.
TLT maintained the Toyota
Technology Training Center.
Technology
Action
Conduct committee
meetings, once a month with
the intent of developing
implementation of new
technologies
Develop funding method and
priority
Redesign of Technology for
learning to meet the current
needs and concerns at the
school sites
Moodle pilot project
Teachers will test, provide
feedback,
communicate/collaborate
with each other
Technology Lead Teachers
will complete an overview of
services available to school
sites and district office.
Resources/Funding,
Staff Development, Responsibility
and/or Committees
Continue to utilize the Deputy Superintendent
Districtwide committee
to develop the Director – Information
“Classroom for the 21st Technologies
Century”
Chief Academic Officer
Director – Purchasing
Director – State and Federal
Projects
Technology Lead Teachers
Utilize the Districtwide Deputy Superintendent
committee to research
and develop criteria for Director – Information
necessary technology Technologies
refresh
Chief Academic Officer
Technology Lead Teachers
District and Site Chief Academic Officer
Categorical funds
Director – Information
Technologies
Director – Curriculum
Director – State and Federal
Projects
Senior Directors Elementary
& Secondary
Performance Goal 2: All English Language Learners (ELL) will become proficient in English and reach high academic standards, at a minimum
attaining proficiency or better in Reading/Language Arts and Mathematics.
Description of Specific Activity to
Resources, Funding,
Support the Local Education Current Performance
Action Staff Development, Responsibility
Agency Plan (LEAP) and Other Indicators
and/or Committees
State and Federal Mandates
All ELLs who have participated in 2007 – 2008 CELDT Annual Increase the % of students’ Title III Chief Academic Officer
ELD will become proficient in Assessment Results level of proficiency
English. Advanced 19% ELAP Director – State and Federal
Early Advanced 34% CELDT training and Projects
Intermediate 30% administration EIA/LEP
Early Intermediate 11% Senior Directors -
Beginning 5% Continue awareness training Elementary & Secondary

ELD Standards Review (2008 Site Administrators

– 2009)
ELD Program Specialists
ELD Curriculum Review
(2009 – 2010) Site Administrators

SIOP Training ELD Site Coordinators

All ELLs, who have participated CELDT Increase the % of students Title III Chief Academic Officer
in English Language Development ELD Benchmarks being redesignated
for five years, will be at or above SOLOM ELAP Director – State and Federal
the proficient level in ELA and Progress Reports Awareness Training Projects
Math on the CSTs. Reaching or exceeding: EIA/LEP
AMAO 1 - 66.4% Site specific SIOP training Senior Directors -
AMAO 2 - 51.3% Elementary & Secondary
AMAO 3 – YES
Site Administrators

ELD Program Specialists and

Site Coordinators

Parents of ELL students will DELMACs
attend educational workshops. ELMACs
DELMAC – 10% increase in
overall attendance
Attendance Sheets
Evaluation
Increase programs offered at
ELMAC meetings (Site
responsibility)
Substitute release day Chief Academic Officer
for participating
teachers at Mini- Director – State and Federal
conference Projects
(Title III)
Senior Directors -
Elementary & Secondary

Site Administrators

ELD Program Specialists and

Site Coordinators
Performance Goal 3: All students will be taught by highly qualified professionals.
Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Teachers with Provisional and
Waiver Credentials will complete
college course work and/or
appropriate exams to enter an
Intern Program to earn a
Preliminary Credential.
Teachers with a Preliminary
Single or Multiple Subject
Credential will complete BTSA
Induction. Program Teachers
with an Education Specialist
Level I Credential will enter a
University Level II Program.
All teachers will be highly
qualified under No Child Left
Behind (NCLB) requirements.
Current Performance
Indicators
2007 – 2008
11 teachers currently have a participating in an Intern
Provisional or Waiver Permit program
2006 – 2007
17 teachers had a
Provisional or Waiver Permit Preliminary or Professional
31 teachers are working
through a contract approved
University Internship
program and are considered
Highly Qualified per NCLB
2007 – 2008
14 teachers were not NCLB
compliant
2006 – 2007
29 teachers were not NCLB
compliant
2005 – 2006
51 teachers were not NCLB
compliant
2007 – 2008
77 teachers were not
CLAD/CTEL certified
2006 – 2007
132 teachers were not
CLAD/CTEL certified
Teachers
Action
Percent of teachers
Percent of teachers who
have completed a
Clear Credential
Annual Fall comparison of
NCLB and CLAD/CTEL
qualified teachers
Review of Master Schedules
Formal Evaluation Process
Resources, Funding, Staff
Development, and/or Responsibility
Committees
Teachers in their 1st 2nd Chief Academic Officer
and 3rd year with a
Preliminary Credential Director - State and Federal
will participate in the Projects
BTSA Induction Program
with support from Director - Curriculum
Human Resources
(TCBG, Title II) Deputy Superintendent
4th and 5th year teachers Senior Director – Human
with a Preliminary Resources
Credential will receive
support from the BTSA
Induction Program with
support from Human
Resources
Human Resources Deputy Superintendent
Department
Senior Director –
Certificated Human
Resources
Chief Academic Officer
Director – State and Federal
Projects
 Staff Development
Description of Specific Activity to
Resources, Funding, Staff
Support the Local Education Current Performance
Action Development, and/or Responsibility
Agency Plan (LEAP) and Other Indicators
Committees
State and Federal Mandates
All staff development, including CSTs Record of staff development Title I Chief Academic Officer
Professional Learning CAHSEE activities and their Title II
Communities, will conform to Advance Placement corresponding standards Title III Senior Directors –
the State’s Content Standards, API (Staff Development EIA/LEP Elementary & Secondary
curriculum, academic AYP Calendar) SLIBG
achievement, and assessment Director - Curriculum
standards
Director – State and Federal
Projects

Director – Special Education

Professional Learning Middle school began PLCs Build and sustain PLCs “Learning by Doing” Chief Academic Officer
Communities (PLC) will continue 2006 – 2007. through collaborative DuFour, DuFour, Eaker,
for elementary schools (early out decision-making, regular Many Senior Directors –
Wednesday) and middle school Elementary schools began data analysis, and Elementary & Secondary
(late start Tuesday) at their PLCs in January 2008 distributive leadership to Title I
current times/days. realize and sustain a vision Title II
focused on learning and EIA/LEP
continuous improvement SLIBG
Staff Development for classified Review data from the most Conduct staff development Human Resources Deputy Superintendent
personnel will support the recent survey workshops, including job-a- Department
District expectations of State and like and job training skills Director – Employee
Federally mandated programs Resources
Instructional Assistants and Para-Educators
Description of Specific Activity to
Resources, Funding, Staff
Support the Local Education Current Performance
Action Development, and Responsibility
Agency Plan (LEAP) and Other Indicators
Committees
State and Federal Mandates
All Instructional Assistants (IAs) 100% of IAs and PEs meet Annual Fall comparison of Human Resources Deputy Superintendent
and Para-Educators (PEs) will be NCLB compliance compliance Department
highly qualified under No Child Senior Director – Human
Left Behind (NCLB) requirements Resources

Chief Academic Officer

Director – State and Federal

Projects
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Each school will continue to
implement the Wellness Policy.
Each school will keep staff,
students, and parents informed
regarding the requirements of
the Wellness Policy.
Wellness Policy
Resources, Funding, Staff
Current Performance
Action Development, and/or Responsibility
Indicators
Committees
Adopted by Board of Wellness Policy – full Title I Chief Academic Officer
Education on May 15, 2006 implementation at all sites Title II
SLIBG Director – Curriculum
BP and AR adopted June 5, Agendas from staff, PTA, DATE/TUPE
2006 SSC, ASB and meetings Health Resource Teacher
Policies completed by each Agendas from Parent Director - State and Federal
site April 2007 Education Opportunities Projects

Continue to provide staff
development of the Wellness
Policy requirements:
• School Health and Safety
Policies and Environment
• Health Education, Physical
Education and Other
Physical Activity Programs
• Nutrition Services
• School Health Services
• School Counseling
• Psychological and Social
Services
• Family and Community
Involvement, and
• Health Promotion for Staff
Train food services employees at
the beginning of each school
year to keep current on Wellness
Policies
Provide 1) monthly training with
food service staff on safety and
sanitation and 2) each school
cafeteria with a copy of the new
California Retail Food Code(s)
Provide nutritional support
and menu information to
school nurses and health
assistants for students with
special dietary needs
See new food items and
update nutrition base to
offer variety of food for
students that meet Federal
and State guidelines;
provide menu and nutrition
information via Internet
Provide nutritional support
and menu information to
school nurses and health
aids for students with
special dietary needs
Senior Directors -
Elementary & Secondary
Director – Child Welfare and
Attendance
Site Administrators
Deputy Superintendent
Director – Food Services
See new food items and Deputy Superintendent
update nutrition base to
offer variety of food for Director – Food Services
students that meet
Federal and State
guidelines; provide menu
and nutrition information
via internet to parents,
students, and community

Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Activities and training will be
provided to improve emergency
response and crisis management
plans, from both a physical and
emotional recovery perspective
and improvement of training
programs
Participate in the Great
Southern California “Shake Out”
Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Continuation of Character
Education, Conflict
Resolution/Peer Mediation and
Anti-bullying Instruction
Emergency Preparedness
Current Performance
Indicators
Safe School Plans updated
yearly
Current Performance
Indicators
Current suspension and
expulsion data (07 – 08)
Bullying Prevention
Curriculum including lesson
plans, activities and
materials was developed to
support the Bully-Proofing
Your School Teachers’
Manual
Disability Awareness
Curriculum was developed
to support the learning
environment for students
with special needs and to
increase understanding in
the general education
student.
Action
Continue to collaborate with
the Torrance Council of
PTAs
Continue to seek ways to
keep students and staff safe
Participate in the “Shake
Out Drill” on November 13,
2008
• Explore the impacts of a
major earthquake on
schools and district
• Identify disaster
vulnerabilities and
develop solutions to
minimize injuries and
interruptions
Character Education
Action
Decrease in suspension and
expulsion rates
Distribute Bullying
Prevention Curriculum to
schools. Train counselors to
work with students and staff
Distribute the Disability
Awareness Curriculum to
schools. Train and provide
resources to schools
Results of CHKS
Resources, Funding, Staff
Development, and/or Responsibility
Committees
South Bay Cities Council Chief Academic Officer
of Governments
(SBCCOG) Deputy Superintendent
South Bay K-12 Crisis Fiscal Services Officer
Management Program
Director – Food Services
City of Torrance
Manager - Material Support
Torrance Council of PTAs Services
www.ShakeOut.org Director – Maintenance,
Operations and
Transportation
Senior Directors –
Elementary & Secondary
Resources, Funding, Staff
Development, and/or Responsibility
Committees
Site Title I and SLIBG Senior Directors -
Elementary & Secondary
Director – Special Education
Director – Child Welfare and
Attendance
Site Administrators

Description of Specific Activity to
Support the Local Education
Agency plan (LEAP) and Other
State and Federal Mandates
Continue to evaluate and
implement changes as needed to
the District’s health-welfare
programs that provide quality
programs at a cost that is
beneficial to employees and the
District
Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Elimination of the “Mobile” night
custodial crew. Assign (22) full-
time employees to elementary
and middle schools under new
allocation plan. Under this plan
the supervision will be under the
direct authority of a newly
revised position, District
Custodian Supervisor, providing
oversite of all evening custodial
staff at elementary and middle
schools.
Current Performance
Indicators
Monthly meetings with the
Insurance Advisory
Committee (representatives
from the consultant firm
employee groups and
District staff)
Comprehensive Custodial Improvement Program
Current Performance
Indicators
Current conditions
Staffing responsibilities
Identification of products
Williams requirements
Health/Welfare Benefits
Resources, Funding, Staff
Action Development, and Responsibility
Committees
Review data from health Insurance Advisory Deputy Superintendent
vendors and monitor Committee
Fiscal Services Officer
Consultant
Director – Employee
Claims Administrators Resources
Resources, Funding, Staff
Action Development, and Responsibility
Committees
Development of training Comprehensive Deputy Superintendent
program evaluation of improved
cleaning materials Senior Director – Secondary
Approval of new cleaning
materials and standards Implement High School Principals
comprehensive training
Development of improved program Director – M/O Facilities
scheduling models
Vendor participation in Director - Purchasing
Development of evaluation training joint High School
system M/O Committee
Review all high school
restrooms as to condition

Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Continue to ensure safety and
security at middle schools by
funding .5 FTE assistant
principal at each site from Carl
Washington School Safety and
Violence Prevention Act
Safe Learning Environment
Current Performance
Indicators
1 FTE Assistant Principal
was assigned to each middle
school in years prior to
2008 - 2009
Action
Record and data collection
of safety activities, including
conferences with students,
parents, teachers,
suspension/expulsion
records, and academic
performance
Resources, Funding, Staff
Development, and Responsibility
Committees
Carl Washington School Chief Academic Officer
Safety and Violence
Prevention Act funds Senior Director – Secondary
Middle School Principals
Director – Child Welfare,
and Attendance

Ensure safety and security, Number of suspensions and Record log of discipline Torrance Police Chief Academic Officer
adhere to a common Discipline expulsions related incidents Department
Policy, as well as uniform Senior Directors –
standards for discipline in Elementary and Secondary
grades K – 12, while still giving
site administrators latitude to Director – Child Welfare and
best decide consequences at Attendance
their site, using the District
Discipline Policy and Matrix as a
guide

Energy Conservation Policy

Description of Specific Activity to
Resources, Funding, Staff
Support the Local Education Current Performance
Action Development, and Responsibility
Agency Plan (LEAP) and Other Indicators
Committees
State and Federal Mandates
Due to the ever-increasing Energy Management Continued training for: Energy Education, Inc. Superintendent
concern for natural resources Conservation Policy and Energy Manager Educator
and high cost of energy, the Building Management School Principals South Bay Energy Deputy Superintendent
District continues implementing Guidelines, adopted on Teachers Savings Center
an Energy Management Program January 16, 2007 Custodians Senior Directors –
Others that use District Southern California Elementary & Secondary
In addition to other benefits, this Weekly meetings with facilities Edison
program contributes, by way of Deputy Superintendent Manager – Energy
savings to the General Fund. Continue visiting sites for The Gas Company Education
Savings generative from energy policy compliance
August 2007 – May 2008 City of Torrance, Water School Principals
$529,274.40 Continue resolving energy Department
related concerns.
Continued gathering of California Water Service
information on available Company
energy saving programs
Performance Goal 5: All students will graduate high school.
Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Each High School will increase
the % passing the CAHSEE on
the first administration for 10th
graders
Increase the number of
intervention and support
activities for students identified
in danger of not passing the
CAHSEE at each high school
Communicate with students who
have not passed one or both
parts of the CAHSEE their
entitlement to receive intensive
instruction and services for up to
two consecutive academic years
after completion of grade 12 or
until they pass both parts of the
CAHSEE, whichever comes first
Students will participate in the
Early Assessment Program (EAP)
Students who score well are
exempt from taking College
Admissions Tests.
Description of Specific Activity to
Support the Local Education
Agency Plan (LEAP) and Other
State and Federal Mandates
Research and explore the
possibility of securing grants and
financial support for expanding
Foreign Language classes
(Specifically Chinese)
Explore the possibility of
securing funds to have a
computer laboratory dedicated to
administering College Board
online examinations.
Current Performance
Indicators
Class of 2010
First administration pass
rate
English 90%
Math 92%
Schools offered before/after
school support classes (all
levels)
District supported sections
at each high school
Valenzuela/CAHSEE
Intensive Instruction and
Services Program Lawsuit
Settlement is new
requirement
Class of 2008
Not exempt from Admission
Tests:
ELA
Math
Current Performance
Indicators
Current number of classes
offered
Technology specifications
have prohibited our ability
to administer Chinese AP
exam.
Assessment
Action
Increase % pass rate 1st
administration, Class of
2011 in English and Math
Records of student
participation
Articulation of best practices
Implementation of Failure Is
Not An Option, Principle #2
– Assuring Achievement for
ALL students: Systems for
Prevention and Intervention
Improve the exempt from
Admissions Tests rate by 5%
Foreign Language
Action
Grant applications, as
appropriate
Grant applications and
community donations as
appropriate.
Resources, Funding, Staff
Development, and/or Responsibility
Committees
Testing and Assessment Chief Academic Officer
Office
Senior Director - Secondary
Site Administrators
Testing and Assessment Chief Academic Officer
Office
Senior Director - Secondary
AB 1802 Counselors
Site Administrators
CAHSEE Intensive
Instruction and Services
Apportionment (AB1811)
CAHSEE Intervention
Materials Apportionment
Testing and Assessment Chief Academic Officer
Office
Senior Director -Secondary
Site Administrators
Resources, Funding, Staff
Development, and/or Responsibility
Committees
Educational Services Chief Academic Officer
resource teachers
Director – Curriculum
Chief Academic Officer
Director – Curriculum

Description of Specific Activity to
Support the Local Education
Agency Plan and Other State and
Federal Mandates
Equalize the number of
opportunities for students to
take honors and advanced
placement courses at all high
schools
Increase the number of
graduates completing all courses
required for UC/CSU entrance
(A-G) by 10%
High Schools and Middle Schools
will participate in the
Supplemental School Counseling
Program
Post-Secondary Opportunities
Current Performance
Indicators
Open enrollment in Honors
and AP Classes began in the
2004 – 2005 school year
2007 – 2008 89 AP classes
offered in 7 subject areas
GATE Resource position
eliminated with 2007 – 2008
budget reductions
Course completion UC/CSU
requirements Class of 2007
TUSD 53%
NHS 59.1%
Shery 0.0%
SHS 55.2%
THS 41.1%
WHS 59.2%
TCDS 0.0%
Class of 2008
Information to be added
9counselors and 1 head
counselor were added
during the 2006 – 2007
school year and continued
in 2007 – 2008. Budget
reductions for the 2008 –
2009 school year reduces
this to 8counselors and 1
head counselor.
Counseling handbook was
completed and Board
approved.
Articulation meetings were
held throughout the year.
Action
Continue monitoring high
school progress
Course selection
Grades
Longitudinal comparison of
data
Work to align ASCA
standards for school
counseling by grade level
into current program.
Provide parent information
nights, participate in
Choices pilot, and increase
student preparation for and
participation in college and
career planning
Secondary counselors will
participate in “Creating
College Going Culture”
training.
Resources, Funding, Staff
Development, and/or Responsibility
Committees
GATE Chief Academic Officer
Director – Curriculum
GATE HS Coordinators
Senior Director - Secondary
Site Administrators
Testing and Assessment Chief Academic Officer
Office
Senior Director - Secondary
Site Administrators
Counselors
Supplemental School Chief Academic Officer
Counseling Program
Block Grant Director – State and Federal
Irvine Foundation Grant Projects
Senior Director - Secondary
Performance Goal 6: Other District Priorities
Description of Specific Activity to
Support the Local Education
Agency Plan and Other State and
Federal Mandates
Evaluate the Physical Education
Teacher Incentive Block Grant
(PETIBG) to align and support
the Physical Fitness Test and the
requirements of AB265, SB78
and SB601
Directly align required physical
education minutes to the
Physical Education Model
Content Standards
Continue to provide professional
development to enhance and
support the SPARK curriculum
in grades k – 12.
Continue to provide alternative
fitness opportunities to
encourage lifelong activity
Current Performance
Indicators
PFT – Scoring in the Health
Fitness Zone
2008
5 of 6 and 6 of 6
Grade 5 - 66%
Grade 7 – 66%
Grade 9 – 75%
All high schools have
established Health Clubs
with student participation
directed at Standards 1 – 3
of the Physical Education
Model Content Standards
for High School Course I
and II.
All high school general
physical education teachers
have attended 28 hours of
professional development in
SPARK curriculum,
including the use of
individual student collection
of physical fitness growth
data.
6 elementary schools
participated in the Pilates in
the Classroom pilot funded
in part by Kaiser
Permanente.
Physical Education
Action
Determine the distribution
of funding to best meet the
requirements of successfully
meeting the expectations of
SB78 and SB601
Determine the degree of
content standard alignment
at the high school level.
Evaluate the need for
alignment at the K – 8 level.
Continue to provide
professional development in
physical education as
needed to sustain the
SPARK curriculum and a
high degree of student
physical activity.
Continue the Pilates
program at 6 more
elementary schools.
Resources, Funding, Staff
Development, and/or Responsibility
Committees
PETIG Chief Academic Officer
MS/HS Physical Senior Directors –
Education Leadership Elementary & Secondary
Team
Director State & Federal
Projects
Director - Curriculum
Title I Chief Academic Officer
Title II Senior Directors –
Elementary & Secondary
SLIBG
Director State & Federal
DATE/TUPE Projects
PEP Grant Director – Curriculum
MS/HS Physical Site Administrators
Education Leadership
Team
Health Resource Teacher
Title II Chief Academic Officer
SLIBG Senior Directors –
Elementary & Secondary
PEP Grant
Director State & Federal
MS/HS Physical Projects
Education Leadership
Team Director – Curriculum
Site Administrators
Kaiser Permanente Chief Academic Officer
Senior Director –
Elementary
 Career Technical Education
Description of Specific Activity to
Resources, Funding, Staff
Support the Local Education Current Performance
Action Development, and/or Responsibility
Agency Plan and Other State and Indicators
Committees
Federal Mandates
Work to improve, enhance, and CTE Surveys of graduates. Collaborate with the Career Perkins Funding Chief Academic Officer
expand opportunities for Technical Education
students in Career Technical Annual Perkins Report Steering Committee. Senior Director – Secondary
Education
Graduation rates Provide release time for Director – State and Federal
teachers within a discipline Projects
Completion rates to work together to
implement career High School AP (CTE)
sequencing.
Complete Perkins IV plan to Perkins III Plan Collaborate with Perkins Funding Chief Academic Officer
improve the size, scope, quality postsecondary and
and delivery of our CTE program. 2007 – 08 Transition Plan representatives from Senior Director – Secondary
business and industry.
Promote the development of Improvement Plan for Director – State and Federal
courses that link secondary and Completers Projects
postsecondary education for
participating CTE students High School AP (CTE)
Categorical Program Monitoring
Description of Specific Activity to
Resources, Funding, Staff
Support the Local Education Current Performance
Action Development, and/or Responsibility
Agency Plan and Other State and Indicators
Committees
Federal Mandates
Conduct ongoing self-evaluation Single Plan for Student Provide school sites and All Categorical Funding Chief Academic Officer
throughout the 2008 – 2009 Achievement departments with monthly
school year to prepare for 2009- instruments to help monitor Senior Directors –
2010 Categorical Program School Site Council and assess school and Elementary & Secondary
Monitoring (CPM) CDE review. district programs.
ELMAC Director – State and Federal
Design support for creating and Enhance communication Projects
maintaining effective school DDC with all stakeholders.
programs. Director – Curriculum
DELMAC
Restoration of Budget Reductions
Description of Specific Activity to
Resources, Funding, Staff
Support the Local Education Current Performance
Action Development, and/or Responsibility
Agency Plan and Other State and Indicators
Committees
Federal Mandates
Restore budget cuts made during TUSD made 9.4 million Board Priorities: State Budget Board of Education
the 2007 – 2008 school year, dollars in budget reductions 1. Class size Allocation to
contingent on the State budget. in the 2007 – 2008 school 2007 – 2008 Superintendent
year. 2. Custodial Support
3. Campus Security Deputy Superintendent
 Bert Lynn Middle School Site Specific Planned Improvements in Student Performance

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in
Reading/Language Arts, Mathematics, Science, and History/Social Science by 2013 – 2014.

Description of Specific
Activity to Support the
Current Action Resources, Funding,
Local Education Agency
Performance Staff Development, Responsibility
Plan (LEAP) and Other
Indicators and/or Committees
State and Federal
Mandates
To improve student writing, 26% or 196 out of Revisit school wide focus on Reading and Writing Journals Administration
there will be a school wide 754 students are Writing (WARP) period and assign effort SLIPG ELA dept
focus on writing and literacy. performing below grades. WARP is held 4x a week.
Proficient in English
Language Arts.

After analyzing CST Implement schoolwide writing day and grade Staff Development Day Administration
reporting clusters, prompts on a staff development day to build and PLC time Teachers
Writing Strategies consensus and consistency in writing General Fund
(66.9%) and Literary standards and expectations. Students will
Response and revisit the graded prompt to improve the
Analysis (71.38%), writing product.
scored the lowest.
Administration
Teachers will revisit the literary response and Staff Development Day Teachers
writing as it ties to standards across grade- Or PLC time
level. Guest speaker will be brought in to General Fund
assist in this process. Guest speaker- Title II or
SLIPG

Implement an after school class focusing on Writing Teacher Administration

the writing process. Selected students will be SLIPG ELA dept chair
invited based on CST scores and teacher
recommendation.

Implement Creative Writing intervention 1 section Adminsitration

class. General Fund LC teacher

Purchase Read Naturally Data Collection and Learning Center teacher Administration
Analysis CD-Rom to chart fluency levels on a SLIPG LC Teacher
weekly basis.
 Purchase of additional core literature books, Literature books and CD- Teacher
audio books, and core text (One Stop Roms
Resource) CD-Roms for the classrooms. SLIPG
Librarian
Purchase of literature books, non-fiction Library books
books, science and American history books SLIPG
for the library
Administration
Purchase classroom materials to enhance Dept chairs
student engagement and cooperative group
stations. Materials such as individual white
boards/markers/eraser, plastic sheet dividers,
plastic display stands, colored pencils,
markers,
To improve the percent of Percentage of Send teachers to the California Math Math teachers Math Dept Chair
students performing not students performing Conference or other math related conferences. SLIPG
proficient in mathematics to below proficient is
become proficient in math. 28% Mathematics Use eTUSD website to download Math Math teachers Administration
benchmark exams and pacing. Teachers

After school tutoring M – Th. Classes will be Math teachers Administration

set up by 6th grade math, pre-algebra, and SLIPG Teachers
Algebra groups. Most after school homework
assistance classes are done by volunteer
teachers. Paid teachers will do after school
classes that have targeted students, required
enrollment with specific reteaching/tutoring
goals.

After school program using SuccessMaker Teachers Administration

computer program will focus on Math and Software License Teachers
ELA. Targetted Basic students (54) will be SLIPG
invited to participate 3x a week for 1-hour.

General Math Special After school tutoring for learning center math LC Teacher Administration
Education students students offered 3x a week. Teacher will use Saxon Math Curriculum Teachers
scored at 38% Basic Saxon Math supplementals. SLIPG
38% Below Basic
23% Far Below Basic
Technology equipment will be
used enhancement of all
curricular areas to ensure that
all classrooms have access to
hardware and software to
supplement the learning
environment.
Performance Goal 2: All English Language Learners (ELL) will become proficient in English and reach high academic
standards, at a minimum attaining proficiency or better in Reading/Language Arts and Mathematics.
Description of Specific
Activity to Support the
Local Education Agency
Plan (LEAP) and Other
State and Federal
Mandates
All English Learners (EL) will
become proficient in English.
Percentage of Modernization of obsolete equipment. Technology equipment
students performing Upgrade computers, and purchase additional SLIPG
below proficient: student computers and monitors, purchase
31% History-Social Smart boards, speakers for computers,
Studies document cameras, copy machine lease, laser
19% Science printers, networking systems, LCD projectors,
28% Mathematics and wireless remote control/laser pointer for
26% English- the projection screen.
Language Arts
Microsoft office licenses, curriculum based
CD/DVD licenses, and.
Mounting brackets, video cables, extension
cords, splitters, toner cartridges,
Teachers and administrators will use Edusoft
to generate student data to drive the needs
assessment. During PLC and staff
development days teachers will review student
data to formulate school wide and
departmental goals.
Current Action Resources, Funding,
Performance Staff Development, Responsibility
Indicators and/or Committees
Out of 83 English English Learners (EL) will be targeted to CLAD certified teacher Administration
learners, the overall participate in an afterschool tutoring course ELAP funds CLAD teacher
CST performance one hour M-Th to provide ELD support.
levels are as follows:
10% Advanced
34% Proficient
36% Basic
12% Below Basic
8% Far Below Basic
 56% of EL students Levels 1 and 2 students not proficient in ELA 1 CLAD summer teacher Administration
are not proficient on and have been in the US for less than 3 years out of ELAP or EI funds. CLAD Teacher
the CST will have the opportunity to attend summer
school.

Send all Science and Social Studies teachers 13 teachers/Substitutes Administration

to receive Sheltered Instruction Observation EIA/LEP funds Teachers
Protocol (SIOP) training for 5 days.

One administrator will attend SIOP 1 administrators Administration

conference and the other will visit district Conference fees
SIOP workshops periodically. EIA/LEP

Administration will monitor and encourage Administration

the SIOP model usage in the classrooms.

30% of EL students Identify EL student levels 1 –5 and provide 3 sections of ELD Administration
are not making ELD classes to all levels 1 – 2 as their elective General Fund ELD Coordinator
annual adequate class. In addition identify levels 3-5 students
progress. who are not achieving or progressing in STAR
and/or poor ELA grades. Provide an
intervention class targeting levels 3-5
students.

36% EL and 9% Supplemental materials such as the Supplemental Curriculum ELL teacher
RFEP are performing REWARDS curriculum, Hampton Brown EIA/LEP
at Basic on the CST. curriculum, and Read Naturally to be used in
In order to provide access to the the ELD intervention class
curriculum, all departments
have identified resources and At 3rd Quarter we will again review EL and Substitute day for ELL Administration
technology needed to assist the RFEP students to determine a small target teacher, CLAD teacher
ELL student in each curricular group that are performing Basic in ELA and CLAD/BCLAD teacher
area. receiving C or below. This group will be for after school class
invited to participate in a two-month intensive EIA/LEP
after school program focusing on grade level
ELA and ELD standard.

Supplemental materials to be purchased range Department Chairs

from primary language books, bilingual
dictionaries, primary level English
dictionaries, electronic dictionaries, realia, Supplemental Materials
primary documents, DVDs, software licenses, EIA/LEP
books on tape, etc.

Translation of materials such as summaries for Bilingual IA Translation Department Chairs

the textbook, and core literature books. EIA/LEP

All ELLs, who have
participated in English
Language Development for
five years, will be at or above
the proficient level in ELA
and Math on the CSTs.
Parents will be informed and
participate in student
success.
Performance Goal 3: All students will be taught by highly qualified professionals.
Technology enhancement of all curricular Technology Administration
areas to supplement the learning environment EIA/LEP Department Chairs
for ELL students. This includes laptops,
computers, CD players, LCD projectors, DVD
players, amplification systems, document
cameras, and SMART boards. Additional
supplies to operate technology such as RCA
video cables, splitters, mounting brackets,
extension cords, etc. will be purchased.
Out of 96 R-FEP Approximately 15 R-FEP students were Certificated teachers and Administration
students last year, the identified as not maintaining proficient levels college students with After school Teachers
ELA performance in ELA and/or Math. These students would be appropriate course work.
levels are as follows: targeted for after school enrichment. Actual EIA-LEP funds
9% Basic after school program will be based on student
35% Proficient deficiencies. Some options are, writing Basic supplies and Administration
55% Advanced program, SuccessMaker computer based materials to operate after
Math performance: program, or math support. school intervention.
7% Basic SLIPG funds
38% Proficient
54% Advanced
179 out of 752 Provide translation for important documents Bilingual aide to translate Administration
students are either EL that affect student achievement. (ie PTSA EIA/LEP funds
or R-FEP. handbook, parent connect form, excessive
absent forms, report cards, GOAL program
etc.)
Provide interpreters for ELMAC parent Bilingual aide to interpret Administration
meetings, back to school interpreters, and EIA/LEP
parent conferences as needed.
Invite parents to DELMAC and District ELL EIA/LEP Administration
conference. Copy expenses, materials and ELD Coordinator
food for meetings.
 Description of Specific
Activity to Support the
Current Action Resources, Funding,
Local Education Agency
Performance Staff Development, Responsibility
Plan (LEAP) and Other
Indicators and/or Committees
State and Federal
Mandates
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to
learning.
Description of Specific
Activity to Support the
Local Education Agency
Plan (LEAP) and Other
State and Federal
Mandates
Grade Level Discipline
Assemblies.
Grade Level Anti-Bullying
instruction presented in all
Social Studies Classes.
“Farness” policy introduced
RAND Study (Anti-Drug
Study)
“Red Ribbon” Week
Assigned Faculty Supervision
of students during unstructured
periods of the school day.
1 Assigned Campus
Security
Noon Leagues (Lunch
Time Sports)
Student Council- Noon
Activities
Implementation of
progressive discipline
which includes, after
school detention,
Saturday School, “In-
Current Action Resources, Funding,
Performance Staff Development, Responsibility
Indicators and/or Committees
30 Suspensions All Students attend grade level discipline Principal
0 Expulsions assemblies twice a year. The second assembly Assistant Principal
0 Suspensions for has an emphasis on reducing all forms of School Counselor
Drugs harassment. AB 1802 Counselor
PTSA Volunteers (Red Ribbon Wk)
All suspensions Throughout the school year our School Student Council (Noon Activities)
occurred during Councilor provides mini-lessons that focus on
unstructured time. Anti-bullying strategies. Lessons are
presented in Social Studies Classes.
Survey Monkey
Results indicate 97% RAND “Project Choice” is running an
of our parents report anonymous, drop in program for students
their child feels safe wanting to chat about dugs, every Thursday
at school. after school from 3:15-3:45.
Less than 3 teacher All Teachers are assigned a student
referrals per week. supervision duty.
A small number of Campus Security ensures campus is locked
SPED students during school hours and he monitors students
require behavior and visitors traffic on an off school.
plans. These plans
require input & Student Council: Monthly meetings are used
monitoring from our to plan and implement engaging noon
General Education activities.
teachers.
Noon Leagues are organized and monitored
Students currently by AB 1802 Counselor. Students self select
have limited self- teams and elimination categories are
efficacy skills which established, usually by grade level.
is the root of the
majority of student Staff development to review school-wide
conflict. discipline plan and progressive discipline.
house” Suspension.
Staff development to review SPED Behavior
Implementation of Plans.
Behavior Plans for SPED
students in the General Staff Development to review Non-Sped
Education Setting. Behavior Contracts.
(Behavior Cards &
Reports) 6th Grade Pride & Promise: Focus on issues of
adolescent girls and self efficacy.
Implementation of
Behavior Contracts for
Non-SPED students with
exceptional behaviors.

Pride & Promise: 6th

Grade Girls group.

General Clubs: Teacher

Facilitated.

Performance Goal 5: All Students will Graduate from High School.

Description of Specific
Activity to Support the
Current Action Resources, Funding,
Local Education Agency
Performance Staff Development, Responsibility
Plan (LEAP) and Other
Indicators and/or Committees
State and Federal
Mandates
Performance Goal 6: Other District Priorities

Description of Specific
Activity to Support the
Current Action Resources, Funding,
Local Education Agency
Performance Staff Development, Responsibility
Plan (LEAP) and Other
Indicators and/or Committees
State and Federal
Mandates
Bert Lynn Middle School And Bert Lynn Students Formalize interaction with local businesses Principal
Continental Development (CD) have been provided by building upon the success of our Business Assistant Principal
have a entered a commitment to an opportunity to Partnership program. PTSA Board
ongoing communication perform on the behalf Teachers
through a School to Business of Continental Development of a Master Calendar of all Business Partners
Partnership. This Partner Ship is Development at fundraising events. Local Business- Program Sponsors
built upon securing adequate Torrance Memorial
human and financial resources and Sky Park Continued development of Bert Lynn Middle
Giving recognition to Properties. School’s Business Partner Plan to include our
volunteers, school staff and CD Local Business - Program Sponsors.
Yearly evaluation of the Continental
partnership Development has
donated funds to
support staff
development, student
trips and scholarships
totaling over
$10,000.

Several local
business support our
school informally
through small
donations.
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.
Economic Impact Aid/ English Learner Program
✘ Purpose: Develop fluency in English and academic proficiency $
of English learners
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).
✘ ο GATE $
ο ELAP $

Total amount of state categorical funds allocated to this school $

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
Title I, Part A: Schoolwide Program
Purpose: Upgrade the entire educational program of eligible $
schools in high poverty areas
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):
$

Total amount of federal categorical funds allocated to this school $

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

*Districtwide allocation.

46
 School Site Council Membership
Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds
allocated through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

MemberCommunityParent or
Other School Staff
Principal

TeacherClassroom

Student
Names of Members

LeRoy Jackson X
Eileen Thomas X
Wes Nadel X
Mike Caporaso X
Ed Salguero X
Lynn Lefevre X
Vivian Millet X
Alan Dawson X
Kim Heeger X
Kariene Millet X
Riley Dawson X
Daniel Barratt X
Numbers of members 1 4 1 3 3
of each category

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 Recommendations and Assurances
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):

___ School Advisory Committee for State Compensatory Education Programs

___ 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 LEA 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 at a public meeting on: _______.

Attested:

_________________________ _______________________ ________

Typed name of school principal Signature of school principal Date

_________________________ _______________________ ________

Typed name of SSC chairperson Signature of SSC chairperson Date

48