TSP: Targeted Student Population

 

Los Angeles Unified School District

2020-2021 School-level Plan for Use of Targeted Student Population (TSP) Program Funds

 

Program Budget Codes:

10552

 

 

Name of School

LD

Principal

 

Woodland Hills Elementary Charter for Enriched Studies

LDNW

Christina Desiderio

 

Total Student Enrollment

Total Amount of TSP Funds Allocated to the School

 

10397

$ ___0_____

10552

$35762.00__

Total:

$ 35762.00__

 

 

Directions:

  1. (If applicable) Review the School Plan for Student Achievement “Goals and Objectives” sections questions 1 and 2.
  2. Complete the Comprehensive Needs Assessment section (page 2 of this document) for English learners, foster youth and low-income students in your school.
  3. Complete the Funding Allocations Section and briefly explain:
    1. The title and description of the resource, focusing on how this resource is increasing/improving services for English learner, foster youth and/or low-income students.
    2. Whether the resource is directed to support English learners, foster youth and/or low-income students or is a school-wide resource.
    3. Description of how the resource is the most effective use of funds to meet the school’s goals for English learners, foster youth and/or low-income students.
    4. The list of one or more LCAP indicators that are most connected with each Goal and resource.
    5. The amount of TSP funds that will support each resource.

 


 

Comprehensive Needs Assessment

 

A comprehensive needs assessment incorporates several components, including data analysis related to student achievement, professional development, school-family relationships, school culture/climate, attendance, suspensions/expulsions, and non-cognitive skills. Note: Decisions on funding allocations using TSP funds should also be informed by the School Plan for Student Achievement needs assessment.

 

Student Group

Needs Assessment

        List key findings in the data analysis related to this student group. CA Dashboard data must be included when available)

        For areas in need of improvement, identify the root causes/underlying issues related to key findings.

       Explain whether the school is meeting its measurable objectives for these student groups and what strategies contributed or will be implemented to improve the performance of these student groups

18.6% of Low-Income Students:

 

 

According to the CA Dashboard for the 2018-19 school year our Socioeconomically Disadvantaged Students increased 9% in Language Arts and decreased 7.9% in Math, but remain in the green, proficient, area.

WHECES currently has 126 students on free or reduced lunch.

 

We will continue to differentiate instruction in language arts to meet our measurable objectives of proficiency or higher. We will attend professional development in the area of math and change our math curriculum from MyMath to Eureka Math to increase our proficiency in math, even though we scored in the proficient area. In the 2019-20 school year we began offering teachers professional development in arts integration, math practice strategies and social emotional learning.

4.6% of English Learner Students:

 

According to the California Dashboard for the 2018-19 school year our reclassification rate is 53.1% which is above standard. We increased our reclassification last year by 33%.

WHECES currently has 25 ELL students. We continue to quickly and efficiently reclassify our students this year. 71.4% of our ELL learners progressed toward proficiency.

There was 14.2% of the ELL students who decreased their ELPI level, 21.3% maintained their ELPI level, and 64.2% increased their ELPI level. In 2018-19 we had one PLTEL who reclassified. Currently two of our new ELL students are PLTEL. Our strategy for them is to create individual reclassification plans. We will monitor their progress throughout the year using EL monitoring rosters.

 

We will continue to differentiate instruction in language arts to meet our measurable objectives of proficiency or higher. We will attend professional development in the area of math and change our math curriculum from MyMath to Eureka Math to increase our proficiency in math, even though we scored in the proficient area. In the 2019-20 school year we began offering ELL teachers professional development in best practices and strategies which has helped to improve their designated ELD instruction.

0.2 % of Foster Youth Students:

 

 

According to the CA Dashboard for the 2018-19 school year the 0.2% students increased by 9 points in Language Arts and declined 7.9% in math, but remain in the green, proficient, area. WHECES currently has zero foster youth.

 

We will continue to differentiate instruction in language arts to meet our measurable objectives of proficiency or higher. We will attend professional development in the area of math and change our math curriculum from MyMath to Eureka to increase our proficiency in math, even though we scored in the proficient area. This year, 2019-20, we do not have any Foster Youth.

 


 

Funding Allocations

 

100% Graduation

Name of Resource

Targeted Student Group(s)

Description of Resource and How It Is Used Primarily to Benefit English Learners, Foster Youth or Low-Income Students

 

Description of Effectiveness

Related District-Wide SY20-21 LCAP Targets (proposed)

Amount of TSP Funds

Use a different row for each separate resource. Create new rows as needed.

List whether this resource is supporting English learners, foster youth and/or low-income students OR whether this is a school-wide strategy

Describe the resource and explain how this resource increases or improves services for English learners, foster youth and/or low-income students.

Describe how this resource is the most effective use of funds to meet the school’s goals for English learners, foster youth and/or low-income students.

        If this resource is a continuing resource, describe outcomes (qualitative and/or quantitative) from prior years.

        If this is a new resource, provide the basis for selecting this resource, including any supporting research, experience or educational theory.

RESOURCES FOR IDENTIFYING EVIDENCE-BASED INTERVENTIONS

List one or more LCAP indicators that are most connected with this Goal and resource.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Proficiency for All

Name of Resource

Targeted Student Group(s)

Description of Resource and How It Is Used Primarily to Benefit English Learners, Foster Youth or Low-Income Students

 

Description of Effectiveness

Related District-Wide SY20-21 LCAP Targets (proposed)

Amount of TSP Funds

Use a different row for each separate resource. Create new rows as needed.

List whether this resource is supporting English learners, foster youth and/or low-income students OR whether this is a school-wide strategy

Describe the resource and explain how this resource increases or improves services for English learners, foster youth and/or low-income students.

Describe how this resource is the most effective use of funds to meet the school’s goals for English learners, foster youth and/or low-income students.

        If this resource is a continuing resource, describe outcomes (qualitative and/or quantitative) from prior years.

        If this is a new resource, provide the basis for selecting this resource, including any supporting research, experience or educational theory.

RESOURCES FOR IDENTIFYING EVIDENCE-BASED INTERVENTIONS

List one or more LCAP indicators that are most connected with this Goal and resource.

 

PD Teacher Regular

 

 

Assistant Principal, Elem

English learners

Teachers of EL students will be given the time to train and plan for the new ELPAC. They will also have time to share strategies they use and implement in their classrooms. These trainings will happen three times per year.

 

The Assistant principal EL coordinator. He supports the teachers and students by sharing researched strategies and his knowledge and experience working with EL students.

 

Giving ELL teachers time to train and collaborate this year has been a great use of time. Substitutes were paid for out of this fund to enable these meetings to happen during school hours. This is a new resource this year and will continue next year.

Research shows that teachers who plan and collaborate are more successful than those who are not given the opportunity to do so.

We believe the money used to support this goal has made a difference in the success of our English learners and their growth on the ELPAC as well as reclassification. Our reclassification rate increased this year and we believe this is due to our teachers having a better understanding of the ELPAC.

 

Increase reclassification rate by 2.5%, from 35.5 % to 38%.

PD Teacher Regular

2930.00

 

Assistant Principal, Elem

3068.00

Instructional materials

English learners, foster youth, low income students

Teachers of English learners, low income students, and foster youth look for a variety of ways to meet the needs of their students different learning styles. We have provided teachers a budget for flexible seating furniture and instructional materials. These differentiated materials have given these targeted student populations multiple opportunities to increase their academic achievement.

Having the ability to support teachers with purchasing appropriate and effective instructional materials and classroom furniture is a continuing resource we will carry over to next year. The CA Dashboard reflects that we are meeting the academic needs of our students and having the ability to purchase materials and flexible seating furniture to differentiate instruction and support different learning styles was a contributing factor in that success. This is a new resource that we will continue supporting.

Increase SBAC proficient rate in ELA by 2.1%, from 65.9% to 68%.

 

Increase SBAC proficient rate in Math by 2.0%, from 57% to 59%.

IMA

4542.00

21021 - Library Aide

English learners, foster youth, low income students

The library aide provides our English learners, low-income students and foster youth the opportunity to visit the library with their class as well as during recess and lunch. 

Having access to books and creating a love for reading will help these students become successful learners.

Paying the additional three hours for the library aide gives our targeted students an opportunity to visit the library daily. The face-to-face contact with the librarian is an additional resource these students have access to when looking for support.

 

The library and a librarian have proven to be an effective and efficient resource for student success. Our high test scores, especially in language arts, have been partly attributed to the love of reading our school promotes. We will continue to budget the additional librarian time as it is proven to support academic success.

English learners are given the opportunity to check out books on their academic level. They hear books read to them by the librarian once a week. Her themed approach teaches them about many of our American holidays, heroes and traditions. 

Students from low-income homes and foster youth are given the opportunity to check out books for research and pleasure reading. Some of these students do not have access to the internet so these books can help them with essays and projects.

 

Increase SBAC proficient rate in ELA by 2.1%, from 65.9% to 68%.

 

13,870.00

 

100% Attendance

Name of Resource

Targeted Student Group(s)

Description of Resource and How It Is Used Primarily to Benefit English Learners, Foster Youth or Low-Income Students

 

Description of Effectiveness

Related District-Wide SY20-21 LCAP Targets (proposed)

Amount of TSP Funds

Use a different row for each separate resource. Create new rows as needed.

List whether this resource is supporting English learners, foster youth and/or low-income students OR whether this is a school-wide strategy

Describe the resource and explain how this resource increases or improves services for English learners, foster youth and/or low-income students.

Describe how this resource is the most effective use of funds to meet the school’s goals for English learners, foster youth and/or low-income students.

        If this resource is a continuing resource, describe outcomes (qualitative and/or quantitative) from prior years.

        If this is a new resource, provide the basis for selecting this resource, including any supporting research, experience or educational theory.

RESOURCES FOR IDENTIFYING EVIDENCE-BASED INTERVENTIONS

List one or more LCAP indicators that are most connected with this Goal and resource.

 

General supplies

English learners, foster youth, low income students

We started a Junior Yard Duty Supervisor program. Students must get their teacher’s approval to be chosen. Part of the approval is attendance. This is a new resource and will be continued next year.  We purchased fanny packs, orange vests, pens, and band aids for the students to have during their time as a Junior Yard Duty Supervisor.

We are hopeful our targeted students and their parents will be motivated by this program and see how important attendance is to our school.

 

Attendance incentives will help encourage our students to attend school regularly. Many of our EL families miss school to visit their families in their home countries. These incentives motivate students to be in school.

We are hopeful this incentive will help our Dashboard attendance marker. It is currently in the red. This will be continued next year.

Being a yard duty supervisor gives students confidence and builds leadership skills. These are important skills for our targeted students to acquire. 

 

Reduce the percent of students who are chronically absent by 3% from 10% to 7%

473.00

 

 

 

 

 

 

 

 

 

 

 

 

 

Parent, Community and Student Engagement

Name of Resource

Targeted Student Group(s)

Description of Resource and How It Is Used Primarily to Benefit English Learners, Foster Youth or Low-Income Students

 

Description of Effectiveness

Related District-Wide SY20-21 LCAP Targets (proposed)

Amount of TSP Funds

Use a different row for each separate resource. Create new rows as needed.

List whether this resource is supporting English learners, foster youth and/or low-income students OR whether this is a school-wide strategy

Describe the resource and explain how this resource increases or improves services for English learners, foster youth and/or low-income students.

Describe how this resource is the most effective use of funds to meet the school’s goals for English learners, foster youth and/or low-income students.

        If this resource is a continuing resource, describe outcomes (qualitative and/or quantitative) from prior years.

        If this is a new resource, provide the basis for selecting this resource, including any supporting research, experience or educational theory.

RESOURCES FOR IDENTIFYING EVIDENCE-BASED INTERVENTIONS

List one or more LCAP indicators that are most connected with this Goal and resource.

 

Instructional materials

English learners

Materials such as Rosetta Stone and Duolingo support students who are English Learners. These materials will be used in class, the computer lab and at home. Parents will be given the log in so students can have access to the programs after school. These programs provide English learners fun activities to help them acquire basic academic language skills and cognitive academic skills.

These funds will be used to purchase materials to share with parents at EL parent meetings, such as books.

 

Purchasing on-line programs to help our EL learners is a new resource and strategy to help support both students and their families. Having access to these resources at home will give our students additional support in acquiring the basic and cognitive academic skills to become proficient English speakers, readers, and writers. 

These funds will continue to support EL parent meetings by funding books and materials they can use at home.

 

Increase the Percentage of parents who state, “My school provides resources to help me support my child’s education.” to 97%

879.00

 

 

 

 

 

 

 

 

 

 

 

 

 

School Safety

Name of Resource

Targeted Student Group(s)

Description of Resource and How It Is Used Primarily to Benefit English Learners, Foster Youth or Low-Income Students

 

Description of Effectiveness

Related District-Wide SY20-21 LCAP Targets (proposed)

Amount of TSP Funds

Use a different row for each separate resource. Create new rows as needed.

List whether this resource is supporting English learners, foster youth and/or low-income students OR whether this is a school-wide strategy

Describe the resource and explain how this resource increases or improves services for English learners, foster youth and/or low-income students.

Describe how this resource is the most effective use of funds to meet the school’s goals for English learners, foster youth and/or low-income students.

        If this resource is a continuing resource, describe outcomes (qualitative and/or quantitative) from prior years.

        If this is a new resource, provide the basis for selecting this resource, including any supporting research, experience or educational theory.

RESOURCES FOR IDENTIFYING EVIDENCE-BASED INTERVENTIONS

List one or more LCAP indicators that are most connected with this Goal and resource.

 

Assistant Principal, Elem

English Learners

Low -Income

Foster Youth

The assistant principal will oversee supervision aides and campus supervisors.

He will have direct contact with our targeted students during recess and lunch.

He will enforce our Positive Behavior Support system by training staff and aides. He will oversee our school safety. 

 

Evidence has proven that the more support a child has at school the safer they feel and the more successful they will be both socially and academically. The assistant principal provides academic and social and emotional support for our targeted population. We will continue to budget for this position.

Increase the percentage of Students who feel safe at school to 95%

 

10,000.00

.1 FTE

 

 

 

 

 

 

 

 

 

 

 

 


 

TSP Approval

 

School Name: Woodland Hills Elementary School Charter for Enriched Studies    Local District: Northwest

 

 

For additional information on our TSP programs, contact the following:

 

Principal: Christina Desiderio                                                              Email Address: desiderio@lausd.net

 

School Address: 22201 San Miguel Street Woodland Hills, CA 91364          School Telephone Number: (818) 347-9220

 

 

I have shared the Targeted Student Population (TSP) school allocation resources with councils, advisory committees, and other stakeholders as appropriate, and have sought stakeholder input regarding the use of these funds.

 

             Christina Desiderio                               __________________________________          __________

         Typed Name of Principal                                                  Signature of Principal                                    Date

 

 

I have reviewed the Targeted Student Population (TSP) plan and recommend the plan for implementation

 

__________________________________          __________________________________          __________

    Typed Name of Local District Director                   Signature of Local District Director                        Date