Mónica Garcia - BERENDO MS (1805701) Implementation
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BERENDO MS (1805701) 2021-2022
Los Angeles Unified School District
School Plan for Student Achievement
2021-2022
Implementation
BERENDO MS (1805701)
Interim Superintendent
Megan K. Reilly
Board Members
Kelly Gonez
Dr. George McKenna III
Mónica Garcia
Scott M. Schmerelson
Nick Melvoin
Jackie Goldberg
Tanya Ortiz Franklin
Page 1 of 57BERENDO MS (1805701) 2021-2022
TABLE OF CONTENTS Section
District and School Information 1
School Identification 1
SPSA Review Tracker 2
Recommendations and Assurances 3
Funding Allocated to this School 4
District Mission Statement 5
School Mission, Vision, and Profile Description 7
Comprehensive Needs Assessment 9
School Accountability Report Card 9
School Experience Survey 9
School Quality Improvement Index Report Card 9
School Report Card 9
Smarter Balanced Assessment 9
Comprehensive Needs Assessment / Self-Review Process 9
GOALS 10
Academic Goal—100% Graduation and Beyond 10
Academic Goal—English Language Arts 11
Academic Goal—Mathematics 12
Academic Goal—English Learner Programs 13
Parent, Community, and Student Engagement 14
100% Attendance, Suspensions, School Safety, and Other Supports 15
Resource Inequities and Evidence-Based Interventions 16
Title I Required Components for Implementation 17
Schoolwide Program (SWP) / ESSA1114 17
Local District Monitoring 18
Budget Summary 19
Attachments 20
Page 2 of 57BERENDO MS (1805701) 2021-2022 Section 1
SCHOOL IDENTIFICATION
School Name: BERENDO MS (1805701) Local District: C
CDS County District School
Code
1 9 6 4 7 3 3 6 0 6 1 4 0 2
For additional information on our school programs contact the following:
Principal: YOM, ANTHONY S E-mail address: say0263@lausd.net
SPSA Designee: NEGROE, ROGER Position: ASMT,NONCLSRM,PREP E-mail address: rin8531@lausd.net
School Address: 1157 S BERENDO ST, LOS ANGELES, CA 90006 School Telephone Number: 2137395600
I have reviewed the School Plan Achievement (SPSA) and Targeted Student Population (TSP) plan and recommend both for implementation.
Typed name of Local District Superintendent or designee E-Signature of Local District Date
Superintendent or designee
Page 3 of 57BERENDO MS (1805701) 2021-2022 Section 2
SPSA Review Tracker
Directions to SPSA Reviewers: Review the applicable sections of the School Plan for Student Achievement (SPSA) and mark the appropriate
button. Type your name and date when completed.
Local District Superintendent or Revision Required Approved
designee
Typed Name Signed Date
Local District EL Compliance YADHIRA HERNANDEZ Revision Required Meets Federal Requirements N/A 05/20/2021
Coordinator
Typed Name Signed Date
Local District PACE Administrator THERESA ARREGUIN Revision Required Meets Federal Requirements N/A 07/27/2021
Typed Name Signed Date
Local District Title I Coordinator OSCAR SALAS Revision Required Meets Federal Requirements N/A 08/02/2021
Typed Name Signed Date
Page 4 of 57BERENDO MS (1805701) 2021-2022 Section 3
RECOMMENDATIONS AND ASSURANCES
The School Site Council recommends this school plan and its proposed expenditures to the district governing board for approval and assures the board of the following:
1. School Site Council has developed and approved, and will monitor the plan, to be known as the School Plan for Student Achievement for schools participating in
programs funded through the consolidated application process.
2. School plan was developed “with the review, certification, and advice of any applicable school advisory committees.”
The School Site Council sought and considered all recommendations from the following groups or committees before adopting this plan. Signatures are requested for
those advisory committees/groups providing input in the development of this plan.
Date(s) of Chairperson
Committees recommendation Typed Name
English Learner Advisory Committee (ELAC) 02/10/2021 Domingo Oxlaj
ELAC has delegated authority to SSC
Not applicable (if a school has less than 21 English learners,
ELAC is not required)
3. The content of the plan is aligned with school goals for improving student achievement.
4. The plan is reviewed annually and updated, including proposed categorical expenditures of funds allocated to the school through the consolidated application, by the
School Site Council.
5. Plans are reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic programs
for students covered by programs” funded through the consolidated application.
6. The school minimizes the removal of identified children during regular school hours for supplemental Title I instruction (Targeted Assistance Schools only).
This school plan was adopted by the School Site Council on the following date: 03/03/2021
School plan approval appears in SSC Minutes. Date
Attested:
Ron Escarsega 03/12/2021
Typed name of SSC chairperson E-Signature of Date
SSC chairperson
TRUJILLO, ROSA M 03/12/2021
Typed name of school principal E-Signature of Date
School principal
Page 5 of 57BERENDO MS (1805701) 2021-2022 Section 4
2021-2022 FUNDING ALLOCATED TO THIS SCHOOL
The following categorical funds were allocated to this school through the Consolidated Application and Reporting System (“CARS”). Additional funds were
allocated to this school through the Local Control Funding Formula. Funds (listed under “Other”) may be allocated to the school in accordance with District
policy. If the school is operating as a Schoolwide Program (SWP), the following programs are consolidated in this plan:
Federal Programs
Elementary and Secondary Education Act:
Allocation: Original Second Third
Title I: Schoolwide Program (7S046) Amount: $ 619,450 0
Purpose: To upgrade the entire educational program of the school.
Title I: Coll&Career Coach [Cent Funds] (7T124) Amount: $ 61,957 0
Purpose: 7T124 IS REFERING HERE
Title I: Parent Involvement Allocation (7E046) Amount: $ 7,150 0
Purpose: To promote family literacy, parenting skills, and parent involvement
activities.
Title III: English Language Development (7T197) Amount: $ 0 0
Purpose: 7T197
Title I: Comprehensive Sup & Improv (7T691) Amount: $ 0 0
Purpose: 7T691
Total amount of categorical funds allocated to this school: $ 688,557
Total shown does not include the second and third allocation.
Other Programs to be consolidated under Schoolwide Program
NOTE: Allocations for Other Program do not transfer to Budget Summary Report Allocation
Page 6 of 57BERENDO MS (1805701) 2021-2022 Section 5
District Mission Statement
The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all
students to their maximum potential.
https://achieve.lausd.net/Page/473
Page 7 of 57BERENDO MS (1805701) 2021-2022 Section 7
SCHOOL VISION, MISSION, AND PROFILE DESCRIPTION
School Vision
Directions: State your school’s vision. (Describe what your school intends to become in the future.)
Beautiful Berendo will inspire and support students to be college and career ready, connected to community, and contributors globally.
School Mission
Directions: State your school’s mission. (What is your school’s purpose, i.e., why does the school exist and what is it here to do?)
Beautiful Berendo will provide every student experiences to grow creatively, ethically and academically.
School Profile Description
Directions: Provide a brief description of your school community (the boxes below expand as needed).
1. Describe your school’s geographical, demographic, educational and economic community base:
The following websites contain useful data: http://www.census.gov/ , http://www.zip-codes.com/ , http://www.city-data.com/
Located west of downtown Los Angeles in the Pico-Union district in a heavily populated Latino/Korean immigrant area, approximately 95.57% of total students receives
free/reduced price meal program.
2. Indicate grade levels and, if applicable, school configuration (e.g., Continuation School, Sp. Ed. Center, etc.):
Berendo Middle School operates on 180-day traditional calendar with 10 minimum days per year. The school day operates on a 100-minute block schedule with students
attending periods 1, 3, and 5 on Mondays and Thursdays, 2, 4, and 6 Wednesdays and Fridays. Tuesdays are Professional Development days, so students attend all 6
periods for 45 minutes. Students have the option of attending beforeschool and/or afterschool tutoring.
3. Indicate student enrollment figures:
Berendo Middle School provides services for 804 students in grades 6-8 (6th grade- 27.3%, 7th grade 37.9% and 8th grade 34.8%). Hispanic/Latino students make up the
majority of the school’s population, 94.8%, Asians 1.1%, African American students comprise 3%, Filipino 0.4% and White 0.7%. 15.7% of the student population receives
special educational services. 15.7% of our students with mild to moderate disabilities participate in the General Education Program at least 80% of the school day. 5
Foster Youth students are enrolled at this school. English Learners (EL) includes 27.4% of total students. Gifted students include 7.9%.
4. Indicate poverty level (i.e., percentage of low-income students identified on the Title I ranking):
LAUSD 2021-2022 Title I Ranking is 95.57%
5. Identify language, racial and ethnic make-up of the student body:
As of March 2020, Hispanic/Latino students make up the majority of the school’s population, 93.5%, Asians 1.7%, African American students comprise 3.5%, White 1.0%,
American Indian/Alaska Native 1.0%, and two or more 0.1%. The language classification follows, EO 9.9%, IFEP 7.8%, LEP 27.4% and RFEP 54.9%.14.9% of the
student population receives special educational services. The majority of the students speak Spanish, and few students speak Bengali, Gujarati, Hindi, Korean, or other
non-English Language.
6. Provide a description of how the school will share individual student academic assessment results in a language the parents understand,
including an interpretation of those results:
Page 8 of 57BERENDO MS (1805701) 2021-2022 Section 7
Parents receive individual academic assessment results in their home language sent by the district. We also offer translation to general (through the translation unit) or
individual meetings so parents can understand the interpretation of different assessment results. Counselors, coaches, coordinators, teachers and parent representatives
are trained and available to meet and answer any questions or concerns parents may have regarding their children’s academic progress.
Page 9 of 57BERENDO MS (1805701) 2021-2022 Section 8
7. Describe other important characteristics of the school (e.g., SLC, PLC):
Directions: Check the box(es) next to the program(s) in which your school participates.
Title I Schoolwide Program (SWP)
Title I Targeted Assistance School (TAS)
Title III English Language Acquisition, Language Enhancement, and Academic Achievement
Extended School-Based Management Model (ESBMM)
Local Initiative School (LIS)
Pilot School
Public School Choice (PSC)
Partnership for Los Angeles Schools (PLAS)
L.A.’s Promise
Professional Learning Community (PLC)
Small Learning Community (SLC)
Additional Targeted Support and Improvement (ATSI)
Comprehensive Support and Improvement (CSI)
Targeted Support and Improvement (TSI)
Other important characteristics of the school:
We continue offering a culture of high expectations (students are required to earn a grade of C or better in their content areas, including Physical Education and Electives)
that reward effort, caring, supportive, welcoming, and respect to all students and staff.
Page 10 of 57BERENDO MS (1805701) 2021-2022 Section 9
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. Recommendations
derived from the SPSA Evaluation, LAUSD School Review Process(es), and review and analysis of the data below comprise the LAUSD
Comprehensive Needs Assessment for the SPSA.
Directions: Review and analyze the data below, along with the SPSA Evaluation results, and determine actions that will help improve teaching
and increase student achievement.
• LAUSD School Review Process Recommendations (if applicable)
• School Accountability Report Card
• School Experience Survey
• School Quality Improvement Index (SQII) Report Card
• School Report Card
• Smarter Balanced Assessment Criteria (SBAC) Examination
Page 11 of 57BERENDO MS (1805701) 2021-2022 Section 9
COMPREHENSIVE NEEDS ASSESSMENT / SELF-REVIEW PROCESS
DIRECTIONS: Check the groups or committees that participated in the plan writing process. Who was involved in the self-review/needs assessment process
(e.g., SSC, teachers, advisory committees, parents, students)? Describe the school’s process for identifying areas in need of improvement and determining
actions, strategies, and interventions to be implemented, i.e., what happened during the process (analysis of data, review of intervention results, examination
of strategies proven to be effective). When did the process occur (dates)?
Who was involved? What happened? Date(s)
School Site Council The School Site Council emphasizes that funding must be targeted toward instructional improvement 10/21/2020,
and aligned with the Single Plan for Student Achievement and monitors to meet or exceed annual 02/02/2021,
targets. The School Site Council, with input and advice from the advisory committee(s) as needed: 11/18/2020,
Reviews student performance data, analyzes current educational practices to update School Plan for 03/03/2021,
Student Achievement, establishes school goals and evaluates the effectiveness of the goals and 12/16/2020,
activities/strategies found in the plan. Two more meetings may be added for budget purposes. 2019- 01/27/2021
2020 SPSA Evaluation was discussed on October 21, 2020.
English Learner Advisory Committee he ELAC provides written recommendations to the SSC regarding programs and services for English 10/14/2020,
Learner (EL) students and the use of EIA-LEP funding to support their academic needs. The ELAC 02/10/2021,
reviews student and parent involvement data prior to submitting its written recommendations to the 11/04/2020,
SSC. The ELAC also advises on the development of the School Plan for Student Achievement and 03/10/2021,
the budget related to programs/services for ELs. 2019-2020 SPSA Evaluation was discussed on 12/09/2020,
October 14, 2020. 01/20/2021
Other: Academic and Administrative Leadership Academic and Administrative Leadership Team meets on Tuesdays after school to support at-risk 09/22/2020,
Team students and reinforce Tuesday Professional Development, Coordination of Departments, and 12/01/2020,
School-wide Instructional Professional. AALT is responsible for the Professional Development Cycle: 10/06/2020,
AVID Connections, Content Differentiation, and Content: Student Work Analysis and Community and 12/08/2020,
Culture. AALT also provides recommendations on the development of the School Plan for Student 10/27/2020,
Achievement. 12/15/2020,
2019-2020 SPSA Evaluation was discussed on October 27, 2020. 11/03/2020,
01/12/2021
Page 12 of 57BERENDO MS (1805701) 2021-2022
Los Angeles Unified School District Section 10.1
2021-2022 School Plan for Student Achievement
100% GRADUATION AND BEYOND
LAUSD Goal: All students will graduate from high school. Indicate all data reviewed to address this Academic Goal:
ELPAC
Whole Child Integrated Data System
MyData
Student Grades
IEP Goals Data
DIBELS Math
DIBELS
School Accountability Report Card (SARC)
CA Dashboard
Smarter Balanced Assessment Criteria (SBAC)
Interim Comprehensive Assessment (ICA)
Interim Assessment Blocks (IAB)
School Experience Survey
Publisher’s Assessments
Reading Inventory (RI)
N/A
Page 13 of 57BERENDO MS (1805701) 2021-2022 Section 10.2 - Academic : 100% Graduation
1. List key findings related to 100% Graduation based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus
groups, etc.).CA Dashboard data must be included when available. *Required
Based on the 2019 SBAC ELA data, the school is yellow on the CA Dashboard. It shows that all students scored 65.5 points below standard on the ELA Smarter
Balanced Assessment, which was an increase of 6.7 points from the previous year. The equality report indicates that 2 subgroups (English Learners increased 4.1 points
and Students with Disabilities increased 12.9 points) are orange and 2 subgroups (Hispanic increased 6.9 points and Socioeconomically Disadvantaged increased 6.9
points) are yellow.
2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required
Regardless of the language classification (EL or SEL) of the students, more than half of our students are in need of support in mastering ELA standards. About 50% of
students in Berendo are RFEP students who reclassified no more than 4 years. In addition, we get an average of 60 Newcomers throughout the school year. Some issues
affecting ELA proficiency include a need for increased practice with Critical Reading and Writing strategies, exposure to engaging, rigorous expository texts across
content areas, exposure to narrative texts and author's strategies to convey their message, intervention instruction in fundamental literacy skills, more reading at home (at
least 30 minutes a night), practice with constructive conversation skills and academic language with the assistance of academic language scripts, practice with higher
level questioning and inquiry with the assistance of Costa's Levels of Thinking and Bloom's Taxonomy, as well as increase in collaboration and organization skills. Some
issues affecting Math proficiency include a need for intervention on a consistent basis and ongoing academic language support services across all grade levels to adapt
the increased demands of higher level questioning on California State Standards.
3. If the school met its measurable objective(s) or is on track to meet its measurable objective(s) in the current school year, what strategies contributed to the school’s
success? If this question does not apply, please type N/A in the box below. *Required
N/A
4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do
differently (next Steps). If this question does not apply, please type N/A in the box below. *Required
N/A
5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required
Page 14 of 57BERENDO MS (1805701) 2021-2022 Section 10.2 - Academic : 100% Graduation
California School Dashboard Indicators:
The activities outlined in 100% Graduation and Beyond Goal pages are to support the following indicators on the CA Dashboard.
Improving Performance in (select all that apply)
Academic Indicator ELA, Academic Indicator Math, EL Progress Indicator, Chronic Absenteeism, Suspensions, College/Career Indicator, Graduation
Based on the findings, select the student groups that will be the primary focus of progress monitoring. You must include student groups with red or orange indicators.
English Learners, Foster Youth, Homeless, Socioeconomically Disadvantaged, Student with Disabilities, African American, American Indian or Alaska Native, Asian,
Filipino, Hispanic or Latino, Native Hawaiian or Pacific Islander, White, Two or More Races, All Students
Schools must write at least one Measurable Implementation Objective
State the school's Measurable Implementation Objective(s) for 2021-2022. * Required if this Goal is addressed.
N/A
Schools must write at least one Measurable Improvement Objective
State the school's Measurable Improvement Objective(s) for 2021-2022. If the school is in "Red" or "Orange" status on the CA Dashboard, you must include at least one
Measurable Improvement Objective that addresses this status. * Required if this Goal is addressed.
N/A
*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified).
Page 15 of 57BERENDO MS (1805701) 2021-2022 Section 10.3 - Academic : 100% Graduation
When addressing this Goal, include Integrated ELD in one or more Focus Areas.
Focus Academic : 100% Graduation
Lesson Planning, Data Analysis, and Professional Development
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Focus Academic : 100% Graduation
Effective Classroom Instruction
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Focus Academic : 100% Graduation
Interventions During and After the School Day and Other Supports
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Page 16 of 57BERENDO MS (1805701) 2021-2022 Section 10.3 - Academic : 100% Graduation
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Page 17 of 57BERENDO MS (1805701) 2021-2022
Los Angeles Unified School District Section 11.1
2021-2022 School Plan for Student Achievement
ACADEMIC GOAL — ENGLISH LANGUAGE ARTS
LAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics. Indicate all data reviewed to address this
Academic Goal:
ELPAC
Whole Child Integrated Data System
MyData
Student Grades
IEP Goals Data
DIBELS Math
DIBELS
School Accountability Report Card (SARC)
CA Dashboard
Smarter Balanced Assessment Criteria (SBAC)
Interim Comprehensive Assessment (ICA)
Interim Assessment Blocks (IAB)
School Experience Survey
Publisher’s Assessments
Reading Inventory (RI)
N/A
Page 18 of 57BERENDO MS (1805701) 2021-2022 Section 11.2 - Academic : English Language Arts
1. List key findings related to English Language Arts based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys,
focus groups, etc.).CA Dashboard data must be included when available. *Required
Based on the 2019 SBAC ELA data, the school is yellow on the CA Dashboard. It shows that all students scored 65.5 points below standard on the ELA Smarter
Balanced Assessment, which was an increase of 6.7 points from the previous year. The equality report indicates that 2 subgroups (English Learners and Students with
Disabilities)
Based on common formative assessments from the Clever platform three exams demonstrates student performance:
6th Grade Unit 1: 21% Unit 2: 9% Unit 3: 14%
7th Grade Unit 1: 15% Unit 2: 4% Unit 3: 10%
8th Grade Unit 1: 17% Unit 2 15% Unit 3: 3%
Findings:
The average score for each grade level is below the “standard not met” category.
The three grade levels have decreased from the initial exam of assessment 1
6th grade is the only level to increase after assessment 2
8th grade has the lowest percent and is currently under the double digit
2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required
Regardless of the language classification (EL or SEL) of the students, more than half of our students are in need of support in mastering ELA standards. About 50% of
students in Berendo are RFEP students who reclassified no more than 4 years. Some issues affecting ELA proficiency include a need for increased practice with Critical
Reading and Writing strategies, exposure to engaging, rigorous informational and literary texts across content areas, intervention instruction in fundamental literacy skills,
more reading at home (at least 30 minutes a night), practice with constructive conversation skills and academic language with the assistance of academic language
scripts, practice with higher level questioning and inquiry with the assistance of Costa's Levels of Thinking and Bloom's Taxonomy, as well as increase in collaboration
and organization skills.
The ELA department at Berendo will continue to revise its pacing plan that includes 4 major units of study sequentially throughout the school year. The department
collectively identified both the power standards which students must master along with any supporting standards that might appear in the formative common assessments
and SBAC. At the end of each assessment window, the department will review the data following a pre-established protocol that disaggregates the data and identifies
best practices achieved during the data analysis. The department will then formulate three best research driven classroom strategies for implementation in all ELA
classes. Teachers will share student work samples analyzing their strengths and areas for improvement. Further common agreements will be made when prescribed to
advance student learning as well as preparation for the ongoing unit of study and subsequent assessments.
3. If the school met its measurable objective(s) or is on track to meet its measurable objective(s) in the current school year, what strategies contributed to the school’s
success? If this question does not apply, please type N/A in the box below. *Required
The school met its measurable objectives for all students and subgroups of Students with Disabilities, Hispanic students, and Socioeconomically Disadvantaged students.
Strategies that contributed to the school meeting its measurable objectives were school wide professional development focusing on the building interactive word walls
where essential academic vocabulary was posted on bulletin boards with content specific vocabulary. Student ownership was emphasized in creating the word wall,
which contributed to acquisition of recurring vocabulary words. The professional development cycle provided teachers with strategies to incorporate in content areas,
which emphasized critical reading strategies and resulted in teaching the strategy and meeting in departments to do a student work analysis.
4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do
differently (next Steps). If this question does not apply, please type N/A in the box below. *Required
The school is on track to meet the 2020-2021 measurable objective for English Learner students. Even though our EL students did not meet our goal to increase by 7
points, they still demonstrated and increase of 4.1 points The next steps to increase the measurable objective is to provide English Learner students extra support during
the period seven Intervention period, which focuses on increasing vocabulary and acquisition of using and identifying high frequency words, engaging in discussions, and
increasing reading comprehension. English Learners will be offered tutoring before and after school to receive additional support.
Page 19 of 57BERENDO MS (1805701) 2021-2022 Section 11.2 - Academic : English Language Arts
5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required
California School Dashboard Indicators:
The activities outlined in ELA Goal pages are to support the following indicators on the CA Dashboard.
Improving Performance in (select all that apply)
Academic Indicator ELA
Based on the findings, select the student groups that will be the primary focus of progress monitoring. You must include student groups with red or orange indicators.
English Learners, Student with Disabilities, All Students
Schools must write at least one Measurable Implementation Objective
State the school's Measurable Implementation Objective(s) for 2021-2022. * Required if this Goal is addressed.
At the beginning of the school year, the ELA department will implement the Renaissance Star Reading Assessment as a benchmark, utilizing the data to program
students for direct intervention in Period 7. The department will continuously review data as part of data sets during its quarterly departmental data reviews. The
assessment will also be administered at the beginning of Second Semester to assess progress made in the intervention program and to inform decision making when
programming for Period 7 intervention.
Schools must write at least one Measurable Improvement Objective
State the school's Measurable Improvement Objective(s) for 2021-2022. If the school is in "Red" or "Orange" status on the CA Dashboard, you must include at least one
Measurable Improvement Objective that addresses this status. * Required if this Goal is addressed.
By the end of June 2022, schoolwide there will be an increase of 3 points, moving from 64.9 points below standards to 61.9 points below standards, maintaining the color
of orange, according to the California Five-by-Five Color Placement.
By the end of June 2022, the English Learner students will be an increase of 3 points, moving from 100 points below standards to 97 points below standards, maintaining
the color of orange, according to the California Five-by-Five Color Placement.
By the end of June 2022, the Students with Disabilities will be an increase of 3 points, moving from 122.1 points below standards to 119.1 points below standards,
maintaining the color of orange, according to the California Five-by-Five Color Placement.
*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified).
Page 20 of 57BERENDO MS (1805701) 2021-2022 Section 11.3 - Academic : English Language Arts
When addressing this Goal, include Integrated ELD in one or more Focus Areas.
Focus Academic : English Language Arts
Lesson Planning, Data Analysis, and Professional Development
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Instructional Coach continues providing ongoing professional development, designed specifically towards 07/01/2021 Administrator and Instructional Coach review
improving college eligibility and career readiness. Continue offering differentiated, evidence-based data of Standard Analysis Report from 5
instructional support and professional development that address the unique learning needs of our diverse 06/30/2022 Assessment through out the school year provided
learners, including at-risk students, and, as appropriate, provide interventions that respond to factors that may by SchoolCity. Also students academic marks
negatively impact student learning and achievement and impede their graduating from high school college- every 5 weeks including the final marks and
prepared and career-ready. Use AVID Critical Reading Strategies school-wide that supports college readiness SBAC Data on CA Dashboard.
in the areas of change to writing, inquiry, collaboration, organization, and reading (WICOR). In order to
achieve AVID school wide, four critical areas in the Systems domain are recruitment of both staff and
students, interview all potential students, recruit tutors and have them attend the 16 hour training, and have all
AVID students take the pre-collegiate college exams. These actions will assist students in becoming prepared
for post-secondary success.
School will implement school wide incorporation of technology in instruction and learning both in class and 07/01/2021 Administrator and Instructional Coach review
home. The school have received a Verizon grant that allows students to take use the device in class and at data of Standard Analysis Report from 5
home with internet. The core content teachers will receive professional development on how to implement the 06/30/2022 Assessment through out the school year provided
technology in their teaching practices and student learning. (Teacher X time for PD for 490 hours at $85/hour) by SchoolCity. Also students academic marks
every 5 weeks including the final marks and
SBAC Data on CA Dashboard.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools 1000 13297 - INSTRL COACH SEC C1T (6 Hrs / 5 Days) 30445455 N/A 13297 122,357 1.00 100
(7S046)
CE-ESSA T1 Schools 1000 14693 - TCHR X (NON-TUTOR) N/A N/A 14693 59,422 100
(7S046)
Focus Academic : English Language Arts
Effective Classroom Instruction
Area:
Strategies
Page 21 of 57BERENDO MS (1805701) 2021-2022 Section 11.3 - Academic : English Language Arts
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Using Toshiba Contracts, teachers make duplications of reading materials for students to use the school wide 07/01/2021 Administrator and ELA Instructional Coach review
strategies. All teachers use the following strategies/activities/instructional materials to enhance learning which data of Standard Analysis Report from 5
incorporates teaching/learning methodologies in the following critical areas: 06/30/2022 Assessment through out the school year provided
• AVID: Writing (Marking/Charting the text-writing in the margin), Inquiry, Collaboration, Organizational, by SchoolCity. Also students academic marks
Reading to Learn (CUBS-close reading), Cornell Notes, Philosophical Chairs, Socratic Seminars, 3 Part every 5 weeks including the final marks and
Source Integration, teacher created prompts supported by templates, Student Organizational Binder, and SBAC Data on CA Dashboard. In addition, peer
planner. Students receive intensive support with tutorials and strong student/teacher relationships. internal observation as well as formal observation
• Habits of Mind: Persisting, Managing Impulsivity, Listening to Others with Understanding and Empathy, by administrators.
Thinking Flexibly, Thinking about our Thinking, and Striving for Accuracy and Precision, Questioning and
Posing Problems, Applying Past Knowledge to New Situations, Thinking and Communicating with Clarity and
Precision, Gathering Data Through all Senses, Creating, Imagining and Innovating, Responding with
Wonderment and Awe, Taking Responsible Risks, Finding Humor, Thinking Interdependently, and Learning
Continuously. Students enhance their skills to work through real life situations that equip students to respond
using awareness, thought, and intentional strategy in order to gain a positive outcome.
• Project Based Learning: Big idea, Inquiry, Investigate and Support Arguments with Evidence, Sustained
Effort Through in Depth Investigation, Integrate reading, writing, speaking, listening, and language into a long-
term unit plan to understand the relevance of what is taught, and learn how to use the evidence for claims,
draw meaning and evaluate other’s reasonings to possible answers to driving questions. Students learn to
build knowledge and expertise through careful reading of complex text about the same topic of investigation
In ELA Integrated ELD instruction, teachers ask questions to check for understanding, provide cause-and 07/01/2021 Administrator and ELA Instructional Coach review
effect clue words and vocabulary definitions. Writing and Reading Across the Curriculum is the current focus data of Standard Analysis Report from 5
school wide to ensure our students are able to meet the demands of Common Core and to improve 06/30/2022 Assessment through out the school year provided
performance on the SBAC assessments and to support integrated ELD instruction. by SchoolCity. Also students academic marks
every 5 weeks including the final marks and
SBAC Data on CA Dashboard. In addition, peer
internal observation as well as formal observation
by administrators.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools 2100 50003 - OTH NON INSTRL CONT N/A Toshiba 50003 9,972 100
(7S046)
Focus Academic : English Language Arts
Interventions During and After the School Day and Other Supports
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Berendo continues offering courses that are to be academically challenging: involving challenging reading, 07/01/2021 Administrator and ELA Instructional Coach
writing, problem solving and laboratory work (as appropriate). These courses show serious attention to reviews data of Standard Analysis Report from 5
analytical content and developing students’ oral and listening skills, provide intense instructional practice with 06/30/2022 Assessment through out the school year provided
literacy devices such as theme and external factor, sustained silent reading to strengthen literacy skills, by SchoolCity. Also students academic marks
provide quick write opportunities to strengthen writing skills as well as content specific writing that every 5 weeks including the final marks and
demonstrates proficiencies in developing evidence-based and reasoned claims in the classrooms. SBAC Data on CA Dashboard.
Page 22 of 57BERENDO MS (1805701) 2021-2022 Section 11.3 - Academic : English Language Arts
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Page 23 of 57BERENDO MS (1805701) 2021-2022
Los Angeles Unified School District Section 12.1
2021-2022 School Plan for Student Achievement
ACADEMIC GOAL — MATHEMATICS
LAUSD Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics. Indicate all data reviewed to address this
Academic Goal:
ELPAC
Whole Child Integrated Data System
MyData
Student Grades
IEP Goals Data
DIBELS Math
DIBELS
School Accountability Report Card (SARC)
CA Dashboard
Smarter Balanced Assessment Criteria (SBAC)
Interim Comprehensive Assessment (ICA)
Interim Assessment Blocks (IAB)
School Experience Survey
Publisher’s Assessments
Reading Inventory (RI)
N/A
Page 24 of 57BERENDO MS (1805701) 2021-2022 Section 12.2 - Academic : Mathematics
1. List key findings related to Mathematics based on objective, factual data drawn from the current school year (e.g., student outcome data, observations, surveys, focus
groups, etc.).CA Dashboard data must be included when available. *Required
Based on the 2019 SBAC ELA data, the school is red on the CA Dashboard. It shows that all students scored 120.5 points below standard on the ELA Smarter Balanced
Assessment, which was a decline of 7.7 points from the previous year. The equality report indicates that 3 subgroups (English Learners declined 11 points, Hispanic
declined 8.1 points and Socioeconomically Disadvantaged declined 7.5 points) are red and 1 subgroup (Students with Disabilities increased 9.4 points) are orange.
2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required
The SBAC Math is language heavy/driven which may have resulted in more EL students not meeting the math standard. About 50% of students in Berendo are RFEP.
In addition, we get an average of 60 Newcomers throughout the school year. Some issues affecting Math proficiency include a need for intervention on a consistent basis
and ongoing academic language support services across all grade levels to adapt the increased demands of higher level questioning on California State Standards.
3. If the school met its measurable objective(s) or is on track to meet its measurable objective(s) in the current school year, what strategies contributed to the school’s
success? If this question does not apply, please type N/A in the box below. *Required
The school met its measurable objective for a subgroup of Students with Disabilities. The Math department continues to implement department created pacing plans that
includes 4 unit assessments (two each semester) in each grade level. Teachers focus on specific power standards along with the necessary supporting standards in order
to drive instruction and promote student success in the assessments as a result of their learning. Furthermore, teachers work as a team and discuss strategies that were
successful at helping students understand the math concepts taught as well as areas for further improvement. Teachers also use data from any teacher created
assessments in the Clever platform under School City along with other software programs that target student learning. Additionally, students are highly encouraged to
attend morning or afterschool tutoring.
4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do
differently (next Steps). If this question does not apply, please type N/A in the box below. *Required
The school did not meet its measurable objectives for all students and subgroups of English Learners, Hispanic and Socioeconomically Disadvantaged students. The
teachers will continue to meet in grade levels to plan and focus on targeted mathematical standards. Through observations, the administrators, coaches, and teachers
will provide actionable feedback to enhance student learning and engagements in the class. Also analyzing and reviewing student work and common assessment data
would inform teachers to reteach and review the standards that students did not fully grasp.
5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required
Page 25 of 57BERENDO MS (1805701) 2021-2022 Section 12.2 - Academic : Mathematics
California School Dashboard Indicators:
The activities outlined in Mathematics Goal pages are to support the following indicators on the CA Dashboard.
Improving Performance in (select all that apply)
Academic Indicator Math
Based on the findings, select the student groups that will be the primary focus of progress monitoring. You must include student groups with red or orange indicators.
English Learners, Socioeconomically Disadvantaged, Student with Disabilities, Hispanic or Latino, All Students
Schools must write at least one Measurable Implementation Objective
State the school's Measurable Implementation Objective(s) for 2021-2022. * Required if this Goal is addressed.
At the beginning of the school year, the Math department will implement the Renaissance Star Reading Assessment as a benchmark, utilizing the data to program
students for direct intervention in Period 7. The department will continuously review data as part of data sets during its quarterly departmental data reviews. The
assessment will also be administered at the beginning of Second Semester to assess progress made in the intervention program and to inform decision making when
programming for Period 7 intervention.
Schools must write at least one Measurable Improvement Objective
State the school's Measurable Improvement Objective(s) for 2021-2022. If the school is in "Red" or "Orange" status on the CA Dashboard, you must include at least one
Measurable Improvement Objective that addresses this status. * Required if this Goal is addressed.
By the end of June 2022, schoolwide there will be an increase of 3 points, moving from 120.5 points below standards to 117.5 points below standards, and move from
red to orange according to the California Five-by-Five Color Placement.
By the end of June 2022, the English Learner students will be an increase of 3 points, moving from 152.4 points below standards to 149.4 points below standards, and
move from red to orange according to the California Five-by-Five Color Placement.
By the end of June 2022, the Hispanic students will be an increase of 3 points, moving from 118.5 points below standards to 115.5 points below standards, and move
from red to orange according to the California Five-by-Five Color Placement.
By the end of June 2022, the Socioeconomically Disadvantaged students will be an increase of 3 points, moving from 120.1 points below standards to 117.1 points
below standards, and move from red to orange according to the California Five-by-Five Color Placement.
By the end of June 2022, the Students with Disabilities will be an increase of 3 points, moving from 177.9 points below standards to 174.9 points below standards,
maintaining the color of orange, according to the California Five-by-Five Color Placement
*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified).
Page 26 of 57BERENDO MS (1805701) 2021-2022 Section 12.3 - Academic : Mathematics
When addressing this Goal, include Integrated ELD in one or more Focus Areas.
Focus Academic : Mathematics
Lesson Planning, Data Analysis, and Professional Development
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Focus Academic : Mathematics
Effective Classroom Instruction
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
In Math Integrated ELD instruction, it is critical that mathematic lessons include language support and 07/01/2021 Administrator and Instructional Coach review
vocabulary development due to math test being very test-based with more word problems and mathematic data of Standard Analysis Report from 5
vocabulary. Writing and Reading Across the Curriculum is the current focus school wide to ensure our 06/30/2022 Assessment through out the school year provided
students are able to meet the demands of Common Core and to improve performance on the SBAC by SchoolCity. Also students academic marks
assessments and to support integrated ELD instruction. every 5 weeks including the final marks and
SBAC Data on CA Dashboard.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Focus Academic : Mathematics
Interventions During and After the School Day and Other Supports
Area:
Strategies
Page 27 of 57BERENDO MS (1805701) 2021-2022 Section 12.3 - Academic : Mathematics
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Berendo continues offering courses that are to be academically challenging: involving challenging reading, 07/01/2021 Administrator and Math Instructional Coach
writing, problem solving and laboratory work (as appropriate). These courses show serious attention to review data of Standard Analysis Report from 5
analytical content and developing students’ oral and listening skills, as well as content specific writing that 06/30/2022 Assessment through out the school year provided
demonstrates proficiencies in developing evidence-based and reasoned claims in the classrooms. by SchoolCity. Also students academic marks
every 5 weeks including the final marks and
SBAC Data on CA Dashboard.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Page 28 of 57BERENDO MS (1805701) 2021-2022
Los Angeles Unified School District Section 13.1
2021-2022 School Plan for Student Achievement
ACADEMIC GOAL — ENGLISH LEARNER PROGRAMS
Designated English Language Development (ELD)
LAUSD Goal: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining
proficiency or better in reading/language arts and mathematics. Indicate all data reviewed to address this Academic Goal:
ELPAC
Whole Child Integrated Data System
MyData
Student Grades
IEP Goals Data
DIBELS Math
DIBELS
School Accountability Report Card (SARC)
CA Dashboard
Smarter Balanced Assessment Criteria (SBAC)
Interim Comprehensive Assessment (ICA)
Interim Assessment Blocks (IAB)
School Experience Survey
Publisher’s Assessments
Reading Inventory (RI)
N/A
Page 29 of 57BERENDO MS (1805701) 2021-2022 Section 13.2 - Academic : English Learner Programs
1. List key findings related to English Learner Programs based on objective, factual data drawn from the current school year (e.g., student outcome data, observations,
surveys, focus groups, etc.).CA Dashboard data must be included when available. *Required
Based on the 2019 CA Dashboard, 26.5 % of students are English Learners (ELs) and 52.1% of the ELs are making progress towards English language proficiency,
which is Medium Progress Levels on the CA Dashboard. Based on LAUSD Mydata, student performance on Summative ELPAC are the following: 9.6% Well Developed,
25.5% Moderately Developed, 30.4% Somewhat Developed, 34.8% Minimally Developed. According to CA Dashboard, Student English Acquisition Results are following:
ELs who Decreased at Least One ELPI Level- 11%, ELs who Maintained ELPI Levels- 38.8%. ELs who Maintainted ELPI Level 4- 1% and ELs who Progressed at Least
one ELPI Level- 51%. The current reclassification rate is 5.51%.
2. For areas in need of improvement, identify the root causes/underlying issues related to key findings. *Required
Based on the 2019-2020 enrollment, 28.8% of English Learner students are newcomers or have been in the U.S. less than 3 years. In addition, 30.5% of the English
Learner students are participating in the Special Education Program. Moreover, the ELPAC possess higher-level thinking/processing questions which go beyond the four
domains of listening, speaking, reading, and writing geared toward self-expression. Based on MyData and Focus the current enrollment of English Learners (ELs) is of
239, 35% of the school students. currently there are 40 Newcomers or 17% of the ELs students, 19 PLTELs or 8% of the ELs students, and 171 LTELs or 72% of the ELs
students.
3. If the school met its measurable objective(s) or is on track to meet its measurable objective(s) in the current school year, what strategies contributed to the school’s
success? If this question does not apply, please type N/A in the box below. *Required
The school met its measurable objectives due to an integrated ELD focus across content areas. Strategies that contributed to the school meeting its measurable
objectives were school wide professional development focusing on the building interactive word walls where essential academic vocabulary was posted on bulletin boards
with content specific vocabulary. Student ownership was emphasized in creating the word wall, which contributed to acquisition of recurring vocabulary words. The
professional development cycle provided teachers with strategies to incorporate in content areas, which emphasized critical reading strategies and resulted in teaching
the strategy and meeting in departments to do a student work analysis.
4. If the school did not meet its measurable objective(s) or is not on track to meet its measurable objective(s) in the current school year, describe what the school intends to do
differently (next Steps). If this question does not apply, please type N/A in the box below. *Required
N/A
5. If you are not addressing this goal, explain why. If you are addressing this goal, write N/A in the box below. *Required
Page 30 of 57BERENDO MS (1805701) 2021-2022 Section 13.2 - Academic : English Learner Programs
California School Dashboard Indicators:
The activities outlined in EL Programs Goal pages are to support the following indicators on the CA Dashboard.
Improving Performance in (select all that apply)
EL Progress Indicator
Based on the findings, select the student groups that will be the primary focus of progress monitoring. You must include student groups with red or orange indicators.
English Learners
Schools must write at least one Measurable Implementation Objective
State the school's Measurable Implementation Objective(s) for 2021-2022. * Required if this Goal is addressed.
At the beginning of the school year, EL teachers will implement the Renaissance Star Reading Assessment as a benchmark, utilizing the data to program students for
direct intervention in Period 7. The department will continuously review data as part of data sets during its quarterly departmental data reviews. The assessment will also
be administered at the beginning of Second Semester to assess progress made in the intervention program and to inform decision making when programming for Period
7 intervention.
Schools must write at least one Measurable Improvement Objective
State the school's Measurable Improvement Objective(s) for 2021-2022. If the school is in "Red" or "Orange" status on the CA Dashboard, you must include at least one
Measurable Improvement Objective that addresses this status. * Required if this Goal is addressed.
By June 2022, English Learner students making progress towards English language proficiency will increase 2.9%, moving from 52.1% to 55% and move from Medium
Progress Level to High Progress Levels.
By June 2022, reclassification rates of English Learners will meet or exceed 22%.
*The School’s Measurable Objective(s) must be specific, measurable, attainable, results-based, and time-bound (SMART), focused on identified student learning needs, and prioritized (if more than one Measurable Objective is identified).
Page 31 of 57BERENDO MS (1805701) 2021-2022 Section 13.3 - Academic : English Learner Programs
Must complete at least two Focus Areas, including Building Parent Capacity and Partnership to Support the Academic Goal.
When addressing this Goal, include Designated ELD in one or more Focus Areas.
Focus Academic : English Learner Programs
Lesson Planning, Data Analysis, and Professional Development
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
The Instructional Coach consults and plans with the Academic Leadership team to provide professional 07/01/2021 Administrator,Instructional Coach, and EL
development to teachers on the needs of English Learners. The Coach provides PD and support to EL designee review data of Standard Analysis
teachers on ELD Standards and the Master Plan, and the implementation of SIOP strategies for Designated 06/30/2022 Report from 5 Assessment through out the
ELD. The Coach and EL designee meet individually with LTEL students to review reclassification criteria, school year provided by SchoolCity. Also
individual assessment results, and set goals to make progress. The Coach provides demo lessons, work with students academic marks every 5 weeks
individual teachers to differentiate instruction for ELs, particularly LTELs, and help teachers to integrate including the final marks and SBAC Data on CA
scaffolding strategies into their lessons and how to incorporate language objectives and academic vocabulary Dashboard. In addition, data from RI, and ELPAC
into daily lesson. ELD teachers attend district trainings that focus on instruction for long-term English Learners is reviewed.
(LTELs).
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
N/A N/A
Focus Academic : English Learner Programs
Effective Classroom Instruction
Area:
Strategies
Action Begin
Identify the title of position/staff responsible
Strategies, Actions and Tasks & End Date
for monitoring the strategy
Status
Teacher Assistant is assigned to ELD 1 class to provide one-on-one tutoring, assist with organizing 07/01/2021 Administrator,Instructional Coach, EL designee,
instructional and other materials, provide instructional assistance with computer devices, assist with parent and classified classroom teacher review data of
and family engagement involvement activities and act as translator under the direct supervision of a state 06/30/2022 Standard Analysis Report from 5 Assessment
certified classroom teacher. New through out the school year provided by
SchoolCity. Also students academic marks every
5 weeks including the final marks and SBAC Data
on CA Dashboard. In addition, data from RI, and
ELPAC is reviewed.
Budget
Budget Funding
Funding Source SACS Function Budget Description Position No Vendor Total Cost FTE
Item No %
CE-ESSA T1 Schools 1000 107763 - TCHR AST 0955/2 (6 Hrs / 5 Days) N2079185 N/A 107763 19,690 1.00 100
(7S046)
Focus Academic : English Learner Programs
Interventions During and After the School Day and Other Supports
Area:
Strategies
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