Marianna Avenue is located in the East Los Angeles area and is located in the 90063 zip code. Within this location, 47.3% of the population has a high school diploma and 7.3% of the community has a bachelor's degree, with 10.2% of the population being unemployed. 97% of the population is Latino. Our school offers the Dual Language Program in Kindergarten through 3rd grade using the 50/50 Spanish/English Model. Marianna ES offers an After-school program: Beyond the Bell.

Marianna Avenue school has one Extended Transitional Kindergarten class, one Transitional Kindergarten class, and grades Kindergarten through 6th Grade. Our school also includes four Spanish dual-language classes, a Special Day Class (SDC), and two Pre-School for All Learners (PAL) classrooms.

Marianna Avenue Elementary School has an enrollment of approximately 320 students in ETK, TK, SDC, PAL and Kindergarten through Grade 6 combined in the 2020- 2021 school year. The number of students in each grade level consist of the following: ETK=17 TK=6 K=42 1st=54 2nd=40 3rd=46 4th=44 5th=40 6th=44 Special Ed Enrollment = 59

93.53% percent of students qualify as economically disadvantaged. Our school consists of 97.48 percent Latino, 1.2 percent are African American, and 1.2 percent are white. Of these students, 24 percent are English Learners (ELs), 17 percent are Reclassified ELs (RFEP), and 1% are considered Long-Term English Learners (LTELs). Also, 17 percent of the student population qualifies for special education services as Students with Disabilities (SWD), and 8 percent of the student population has been identified as Gifted and Talented (GATE).

The Mission of Marianna Avenue Elementary School is to provide all students with a challenging, quality education that fosters cultural awareness and promotes high standards of academic achievement for life-long learning. All students will achieve grade-level mastery of common core standards as measured by SBA, ELPAC, CAST, Edulastic, and DIBELS.

Marianna Avenue is located in the East Los Angeles area and is located in the 90063 zip code. Within this location, 47.3% of the population has a high school diploma and 7.3% of the community has a bachelor's degree, with 10.2% of the population being unemployed. 97% of the population is Latino.

Although we continue to make steady progress, as measured on the California Dashboard. some of the factors that prevent us from meeting our goals have been the inconsistent implementation of professional development as well as the analysis of math data. The periodic analysis of the data has been inconsistent during the course of the school year. In order to improve student achievement, teachers will need to be given more opportunities to meet by grade levels so that they can analyze student work samples as well as carefully reviewing assessment results. This careful review of student work and student data will lead to a better understanding of where knowledge gaps exist and how to remedy them. Moreover, our TK-6th grade students need additional practice with the priority standards in mathematics.

Marianna Avenue will continue participate in the Cognitively Guided Instruction (CGI) professional development. Fidelity of implementation of the CGI strategies will be monitored by the administrative team. The Instructional Supprt Team (admins and coach) will conduct teacher observations and provide actionable feedback, based on the strategies learned in CGI, as well as the standards identified in the lessons. During grade-level planning time teachers will bring student math journals to ascertain if students are conceptually understanding the lessons being presented. A careful analysis of IAB data will need to be conducted on a regular basis. Teachers will be given time during weekly professional development time as well as gradelevel planning time to review tests results, identify knowledge gaps, and implement lessons designed to address those gaps.

These 4 goals are supported strategically through four program components:

1. The development and use of grade-specific instructional mathematical practices.

2. The use of teacher experts, school site coaches and local district leadership to guide professional development.

3. The use and analysis of formative periodic assessments.

4. The use of assessment data to focus and implement immediate intervention where students most need help.