Culver City Unified: Local Control and Accountability Plan 2017-2020 3 | P a g e GREATEST NEEDS • English Learner progress was orange as our EL students did not progress adequately on the CELDT. • Culver City Middle School, El Rincon and Linwood E. Howe were in the red for EL Progress. • Suspension rates for students with disabilities was orange as was Linwood E. Howe as a school. • Math Progress for Filipino students was orange. We are hiring two Director of Curriculum positions to oversee these student populations and develop intervention programs to ensure future success of these groups and all students in CCUSD. Behavior intervention specialists have been hired to work with our special education students, and PBIS has been instituted at Linwood E. Howe. Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the "all student" performance. What steps is the LEA planning to take to address these performance gaps? PERFORMANCE GAPS The suspension rate for students with Disabilities was the only group in this performance indicator in which student group performance was two or more performance levels below All Students. To address this issue, CCUSD has hired behavior specialists to work with special education students to address the discrepancy. The Mathematics progress of Filipino students was listed as level orange. This student group was the only group in this performance indicator that showed performance that was two or more performance levels below All Students. CCUSD has instituted CGI for math as well as math coaches to increase performance for all students with a focus on students and student groups that are performing below standard.