Dear Parents/Guardians:

Title I law, No Child Left Behind (NCLB), requires the State and District to review annually the academic progress of Title I schools and to identify schools in need of improvement as Program Improvement (PI) schools after 2 consecutive years of not making adequate yearly progress (AYP). California revised the criteria of adequate yearly progress for alignment with the requirements of No Child Left Behind. California measures AYP by determining whether a Title 1 school has met the following 4 components of adequate yearly progress:

Percent "proficient or above" on the statewide assessments. For elementary and middle schools, the assessments are the grade 2-8 administration of the California Standards Test (CST) and the California Alternate Performance Assessment (CAPA). For senior high schools, the assessments are the 10th grade administration of the California High School Exit Exam (CAHSEE) and the California Alternate Performance Assessment (CAPA). The targets for all schools and subgroups (ethnic, socioeconomically disadvantaged, English learners, and students with disabilities) for the Spring 2004 assessments were as follows:



Level of School	English/Language Arts	Mathematics
Elementary and Middle School	13.6	16.0
Senior High School	11.2	9.6




Participation rate in the statewide assessments of 95% for each subgroup. Failure to test 95% of students in any subgroup will result in the school not making adequate yearly progress.

An Academic Performance Index score of 560 or at least one point of growth.

Graduation rate (for high schools). The graduation rate must increase one tenth of one percent each year until the school reaches 100% or demonstrate an increase of 0.2% over 2 years using averaged rates or demonstrate a completion rate of 82.8% or higher.

Reason for Identification: Based on data from 2002-03 and 2003-04, the school did not make two consecutive years of adequate yearly progress and will continue to be identified as a Program Improvement school.

What the school will do to address the problem of low achievement: Program Improvement schools must revise the school plan to address:

10% of the site-based Title 1 funding is used for professional development,

students are offered public school choice, and

annual notice of supplemental educational services is provided in a uniform format and to the extent practicable, in a language parents can understand.

What the District and state are doing to help the school: Program Improvement schools will receive District and/or state technical assistance in:

analyzing data

analyzing student work to identify problems in instruction

implementing professional development and parental involvement requirements, and

aligning instructional practices to scientifically based research

How parents can become involved: Parents interested in participating at the local school level may contact the school for additional information regarding:

parental involvement policy

school-parent contact

ongoing parent/community meetings, and

advisory committee/school site council meetings

parent volunteer opportunities, and

ensuring student participation in the state assessments

The option to transfer students to another school in the District that is not PI (Public School Choice): As a result of NCLB, students at Program Improvement schools are offered the voluntary opportunity to attend non-Program Improvement schools with available spaces (Public School Choice.)For parents who select this option, the District will provide transportation to the student's new school for as long as the home school continues to be identified as a Program Improvement school. Parents received information on the Public School Choice option in the 2004-05 CHOICES brochure. Questions regarding Public School Choice may be addressed to the Specially Funded Programs Branch at 213-229-2000 or access the Specially Funded Programs Branch website at http://www.lausd.k12.ca.us/lausd/offices/insturct/sfp.

The availability of supplemental educational services for the child: Eligible, low-achieving students from low-income families (at continuing Program Improvement schools only), who did not select a public school choice option, may qualify for supplemental educational services. These services are classes or tutoring which occur outside the regular school day with educational providers approved by the California Department of Education. This means your child may be eligible to receive tutoring from either the district staff or private companies. Parents received information on supplemental educational services in the Beyond the Bell Supplemental Educational Services brochure that included a list of state-approved providers which provide service to LAUSD. Questions regarding Supplemental Educational Services may be addresses to the Beyond the Bell Branch at 213-241-7900 or access the Beyond the Bell Branch website at http://www.lausd.k12.ca.us/lausd/offices/btb/ses.

Options for parent and teacher comment regarding Restructuring Plans: Schools entering Year 4 of Program Improvement are to prepare a restructuring plan that is approved by the Board of Education. Parents will receive notification of a scheduled Board of Education meeting in which the District's process for preparing a restructuring plan is outlined. Stake holders will be provided the opportunity provide input and give public comment. Following the Board of Education meeting, local school sites will hold a pubic meeting to allow parents and teachers the opportunity to comment on the Year 4 identification and options before the District takes any restructuring action.

Exit requirements for Program Improvement: A school may exit Program Improvement if the school makes all components of adequate yearly progress (AYP) for 2 consecutive years. However, if less than 95% of the students attending the school (in second grade and above) participate in the assessment process the school cannot make adequate yearly progress and may b subject to additional sanctions. Therefore, the school needs your help to ensure that all students participate in the assessment process.

The school's 2003-04 Accountability Progress Report (APR) has been attached to this letter. This report shows the school's adequate yearly progress achievement and compares the school's academic performance index to the District and the State's performance. Additional information on the school's student achievement and the upcoming 2005 testing schedule will be provided to parents/guardians.

The school principal or designated staff will be available to discuss the meaning of this letter.