smaller learning community plan fernando/mtca.pdfsan fernando high school slc plan approximately 400...

San Fernando High School SLC Plan

San Fernando High School Smaller Learning Community Plan

Multilingual Teacher Career Academy

Submitted by: Approved by School Site Council:

Bernardo Ramos, Lead Teacher Kenneth Lee, Principal

Angelyque Jensen Cachon, Redesign Team Martin Barajas, SSC President

Valerie Madrigal, Redesign Team Robert Stromoski, UTLA Chapter Chair

Dana Neill, Redesign Team

Lourdes Ramos Quevedo, Redesign Team



Unifying Vision and Identity

The Multilingual Teacher Career Academy’s vision is turning today’s youth into

tomorrow’s teachers and leaders by providing a rigorous academic program that

provides students with honors and advanced courses to bridge the gap between high

school and college expectations. Ultimately, we would like to have our students

graduate and enter the teaching profession within their local community. We

especially emphasize those areas of high needs such as science, math, and special

education.

In order for us to accomplish this vision our students need to gain tutoring and

teaching experiences as early as their freshman year. All our students are required to

learn, practice, and teach the Twelve Steps of Tutoring, see Appendix A, throughout

their high school experience. Our rigorous curriculum is developed to meet the A‐G

requirements so that all our students are eligible to enter into the UC system of colleges

upon graduation. Our program also extends support to our students during their first

year of their postsecondary education to ensure a smooth transition and success. Our

budget provides for educational experiences, curriculum development, and

professional development in order to meet the needs of our program. In addition,

community partners, postsecondary institutions, students, and parents are active

stakeholders in the development and annual revision of our program.

In July of 1996, the Multiligual Teacher Career Academy began with four

teachers and eighty students. Ten years later, we have 21 teachers and over 400

students. This growth would not have occurred without the cohesive faculty team

making decisions on curriculum, instruction, assessment, budget, personnel, student

conduct, safety, and facilities.

Our MTCA staff is united in the belief that all students are capable of learning

and succeeding in our rigorous curriculum. This is why students have the freedom to

self select our academy from among nine academies schoolwide. There are



approximately 400 students across all four grade levels currently in our academy. We

have a 3:1 ratio of females to males but are looking for venues to increase our male

enrollment. This gender ratio is consistent with all 14 MTCAs within LAUSD.

The specific courses integrated into the master schedule for the MTCA include

the World of Education (9th grade), AP Biology (10th grade), Tutor SH, and Exploratory

Teacher Training (11th & 12thgrade). See Appendix B for the syllabi of these courses and

Appendix C for the specific course offerings/sequence of classes for each grade level

(SFHS MTCA Course of Study.) As our school’s population decreases with new high

schools opening, we also plan to develop a college preparedness class as a requirement

for our students. Currently, we are presenting this information during our advisory

class.

MTCA is able to make decisions regarding student conduct and budget. Student

conduct‐ including grades, attendance, advising, personalization, and recognition‐ is

addressed in our advisory class where students develop a personalized relationship

with one of our MTCA teachers. Our community partner is the Career Ladder program

which allocates a budget of approximately $20,000.00 to meet our program’s needs.

Our lead teacher, Bernardo Ramos, facilitates the budget and allows for input and

requests from the teachers in our program. In addition to overseeing the budget, the

lead teacher’s responsibilities include providing leadership to the MTCA members and

overseeing the implementation of our philosophy, recruiting and maintaining student

and staff membership, collaborating with community partners, communicating with the

other lead teachers and administrators, and delegating work through the

subcommittees. The various subcommittees are redesign, fundraising, grant writing,

and recruitment.

Currently we do not have direct control over the personnel within our academy;

however, our future plan is to implement a more proactive approach by developing a

MTCA teacher contract for selecting and retaining new and current staff. In regards to



facilities, we are currently developing a plan to house our MTCA teachers within close

proximity of each other to establish a better sense of identity and closeness. Some

facilities such as the science classrooms, technical arts, cafeteria, library, auditorium,

and P.E. field will be shared among the various academies due to physical restraints.

And in conjunction with our Dean’s office and campus aides, we are working on a

service‐learning project to incorporate a “granny patrol” on campus to ensure our

students safety in and around our campus. The “granny patrol” would consist of

community‐based volunteers who would assist in supervising high traffic areas to

increase visibility of campus security and encourage a safer environment. An increased

stake in the decision making process will assist us in establishing a true identity as a

smaller school and boost morale.



Rigorous Standards‐Based Curriculum, Instruction, and Assessment

All of our MTCA teachers are highly qualified and hold degrees in their

respective fields. All teachers hold a CLAD/BCLAD or are in the process of obtaining

such certification. Several teachers within our academy hold master’s degrees in a

variety of fields. And currently some are in the process of being nationally board

certified. All AP teachers are required to obtain training in order to teach their

respective course.

Not only do we meet the A‐G requirements as shown in Appendix C, but we also

offer two strands of curriculum: one for regular and the other for advanced students.

Our goal is to work with students in the regular strand and enable them to enroll and

succeed in the honors and AP classes. We take great care to ensure all students are

properly enrolled in the correct course level based on their strengths, demonstrated

ability, parent requests, and teacher recommendations.

Our academy has developed close ties with our feeder schools such as San

Fernando, Maclay, and Pacoima Middle Schools. We are looking into expanding our

recruitment efforts to include private and charter schools in our vicinity.

Representatives of MTCA including students, parents, teachers, and counselors, will

make arrangements to visit these middle schools during parent conferencing, back‐to‐

school night, and other articulation opportunities that may arise at the middle schools.

Brochures, powerpoint presentations, and student speakers will be used to educate and

inform students and parents about our program. Prospective students and their

families will be invited to our campus for a MTCA family orientation scheduled for late

spring in addition to Family nights planned for our current MTCA students. Upon

graduation, students are invited to return as guest speakers in advisory classes, World

of Education classes, and family night functions.

In an effort to maintain communication with alumni, the recruitment committee

will be responsible for contacting our students during their first year at their



postsecondary experience via e‐mail, telephone, or a mass mailing to follow up on their

progress and status in their new surroundings. Emphasis will be placed on those

graduates that entered the teaching profession to coordinate student teaching

opportunities, observations, and job placement at our school site.

Multiple assessments will be used throughout our student’s high school

experience. Standardized tests will be the norm due to the California Standards Test,

California High School Exit Exam, District Assessments for all core subjects, and pre‐

post tests within our departments. Other forms of assessment address different

modalities of learning. Research papers and critical book reviews enhance students

writing and critical thinking skills. Service learning and project‐based tasks, and other

cooperative learning activities require students to rely on their interpersonal skills,

linguistic abillities, and logical thinking. Portfolios, including interactive notebooks,

and poster sessions allow students to express themselves creatively. Public speaking

presentations, powerpoints, lab practicals, and student‐centered assessments

encompass various forms of expression.

In keeping with our philosophy of “all students are capable of learning and

succeeding,” we have made numerous accommodations for English learners, Special

education students, and other students with special needs. Sheltered courses are

offered in all departments where students are integrated with proficient English

speakers. SDAIE strategies are also implemented throughout all courses including

honors and advanced placement classes. We actively collaborate with the resource

specialist that is within our academy to learn about IEPs, coordinate team teaching, and

develop specific modifications to assist our students with special needs. For our

struggling students, we also provide structured academic interventions such as the

Science Tutoring Lab staffed by our science teachers, a math Tutoring Lab staffed by

CSUN students provided by Project GRAD, Extended Learning Academy, and



intersession is offered twice within our academic school year to provide remediation as

needed.

To ensure that our students are comfortable and proficient in the use of a variety

of technology, we emphasize using the computer programs offered at school such as

Carnegie Learning Systems, Thinking Maps©, Microsoft, Excel, Powerpoint, Word,

Access, and Vanguard. Computers are used to develop powerpoints, videos,

webpages, and for interactive tutorials. We are working on developing a specific

webpage for our academy so that our teachers, students, parents, and community

partners will be able to communicate more effectively with each other.



Equity and Access

Students can self select our academy among all those offered at our school.

During the recruitment process, students are introduced to the different academies and

their missions and the different opportunities each SLC provides. Students then select

an SLC and are programmed accordingly. We would like to offer open enrollment to

diversify our academy and school population.

The MTCA small learning community strives to be all‐inclusive by offering a

variety of courses to support our students varied proficiencies. In order to achieve this

we offer courses at varying levels such as sheltered, regular, honors, and advanced

placement. Whereas ninth and tenth grade are very structured to keep our students

academically focused and increase their skills, the eleventh and twelveth grade allow

for flexibility in their program to accommodate student interests and parental desires.

The choices may range from electives (computers, tutoring, journalism, yearbook,

leadership, student government, academic decathalon, athletics, foreign languages, fine

and technical arts) to academic courses such as AP Calculus, AP Environmental Science,

Physiology, AP Chemistry, AP English Language, AP English literature, AP

Government, AP Economics, and AP US History. An average MTCA class would be

reflective of the campus community encompassing a mixture of English learners,

sheltered students, special needs students, and gifted students. We are conscious of the

male‐female ratio in regular and advanced placement classes and encourage students to

take more challenging courses in the subject area of their strengths. In accordance with

the district policy, our academy maintains high expectations for all students to be

exposed to culturally relevant and linguistically responsive teaching. We strive to

provide students with real world and current role models ranging from Rosa Parks to

Alex Padilla that highlight achievements made by people of diverse cultural

backgrounds.



For our struggling students we also provide structured academic interventions in

a safe and supportive environment such as the Science Tutoring Lab staffed by our

science teachers, a math Tutoring Lab staffed by CSUN students provided by Project

GRAD, the Extended Learning Academy, and intersession offered twice within our

academic school year to provide remediation as needed.



Personalization

Personalization is necessary to ensure success and retention of our students. We

address this concept in our advisories. Each MTCA teacher is assigned a group of 20‐25

students in a particular grade level and advises, mentors, and supports those students

during their high school career. Within these advisories, teachers develop a mutually

respectful and personal relationship with each individual student. The MTCA

Redesign team has developed grade specific advisory curriculum, see Appendix D:

MTCA Advisory schedule. Each grade level focuses on relevant topics to increase our

students’ personal growth and success. Topics range from addressing schoolwide

instructional strategies and study skills to goal setting and team building. Advisories

meet daily for approximately thirty minutes to allow for increased contact between

teacher and student. Our advisories are designed so that the teacher spends personal

time with each student at least once a week to discuss grades, attendance, and to

identify potential problems or any need for intervention. Within our advisory

curriculum, we have incorporated a Character Counts component. Character Counts is

a national program that addresses ethical values referred to as The Six Pillars of Character

which include: trustworthiness, respect, responsibility, fairness, caring and citizenship.

As an extension of our advisories, student representatives meet monthly with our lead

teacher to provide input on student advisory needs and the overall MTCA program. At

the end of each year, advisories will be assessed and revisions will be made based on

student needs.

In an effort to increase personalization and identity, all ninth graders are enrolled

in the World of Education and attend a ninth grade orientation. The World of

Education course introduces the students to the academy and provides academic,

personal, and social support. It is a class designed specifically to meet the needs of our

students and our academy. It is in this class where our students develop support

groups, get their first glimpse into the teaching profession, and develop skills necessary



to be successful. The ninth grade orientation occurs prior to high school attendance to

familiarize them and their families with the MTCA/high school community.

To support the teacher‐student relationship, our curriculum plan allows for

students to spend multiple years with the same teacher within a content area. For

example, our ninth grade Honors Biology students will transition into the AP Biology

course in the tenth grade taught by the same teacher. This allows for increased

personalization and a more caring and supportive environment. In an effort to address

our students’ diverse learning styles and multiple intelligences, a variety of strategies

are employed by our MTCA faculty. In addition to direct instruction, technology is

used to bridge the learning gap with current technological trends. School wide

strategies such as cooperative learning and Thinking Maps© allow for verbal and visual

stimulation and processing of information. Cornell notes are used to emphasize

organization and linguistic thinking. Kinesthetic learners are given the opportunity to

actively formulate their own understanding of concepts through inquiry‐based

learning, use of manipulatives, and role playing.

In addition to our students’ accomplishments during their instructional day, they

have opportunities for learning that extend into afterschool and intersession programs.

During vacation students are given a variety of opportunities to enrich their learning

experience. Such opportunities include the College Institutes sponsored by Project

GRAD, the Extended Learning Academy offered on Saturdays, internships through the

Career Ladder program focusing on science and special education, and educational

camps in math and science. Afterschool, students can participate in math and science

tutoring provided by Project GRAD and our science teachers, college courses offered

through Mission College, and additional courses provided through the Adult School on

our campus.

Individual MTCA teachers are required to conduct parent outreach and

conference with parents to ensure student needs are being met. In addition, we hold



Back‐to‐School Night, parent conferences, and Open House to highlight our goals,

objectives, and accomplishments. A monthly Family Night will be established to

further parent and community participation.



Distributed Leadership and Accountability

Our academy is united in promoting our vision of “turning today’s youth into

tomorrow’s teachers and leaders” and ensuring the success of all our students. To make

us accountable, we have set up a governance structure that holds teachers and students

to a high level of expectations.

The academy has a lead teacher that is elected by his/her colleagues every two

years. Currently Bernardo Ramos is our lead teacher and in addition to his

mathematics responsibilities he also gives our academy direction. Some of his

responsibilities include providing leadership to the MTCA members and overseeing the

implementation of our philosophy, recruiting and maintaining student and staff

membership, collaborating with community partners, communicating with the other

lead teachers and administrators, and delegating work through the subcommittees. The

various subcommittees are redesign, fundraising, grant writing, and recruitment.

Additionally, student representatives meet monthly with our lead teacher to provide

input on student advisory needs and the overall MTCA program. We plan to include

parent representatives and community partners in these essential discussions.

Our SLC conducts bi‐monthly meetings where professional development is

shared and plans to implement are devised. Committees also report back on progress

and needs to ensure that our direction and our goals will be achieved. In attendance at

these meetings are the entire MTCA faculty, our assigned Assistant Principal,

counselor, and Principal. This ensures the administration is aware and an active

participant in the direction of our small learning community. In addition, once a

week, Bernardo Ramos, our lead teacher, meets with other lead teachers in order to

communicate the MTCA vision and implementation plan for our proposed SLC to the

rest of the school’s faculty.

Faculty works together to analyze internal and external school/student data in

order to make decisions regarding our students’ achievement. Once analyzed and the



appropriate reflection occurs, changes in curriculum and teaching strategies can be

made to increase students’ success. Sources of data include internal pre/post

assessments given in core departments and district assessments. External sources

include statistics reported by the Career Ladder (see Appendix E: Characteristics and

Outcomes Measures Among Students in the Teacher Career Academies), CST and AYP results

are provided by the California Department of Education. Individual student progress is

then monitored through our ISIS and SIS computer systems.

MTCA believes that our proposal is a living document that requires a yearly

revision as new data is available, as student needs change, and as we continue to

improve instructional strategies. Success can only be achieved through a partnership

between the district, San Fernando High School and MTCA. Within this partnership,

the MTCA would require administrative, monetary, clerical, technical, and logistical

support. With the aforementioned support, this will enable our own SLC to attain

autonomy.



Collaboration, Parent and Community Engagement

Collaboration within the MTCA not only includes students and teachers, but

rather a variety of partnerships including, but not limited to, community members,

employers, postsecondary institutions, district resources, and parents.

We maintain an ongoing collaborative relationship with various community

organizations including Pacoima Beautiful, Project GRAD, Generation Earth, Project

Citizen, O’Melveny Elementary, and the city of San Fernando. These organizations are

essential in providing internships, service‐learning opportunities, enriched educational

programs, and real‐life applications of curriculum.

MTCA also collaborates with potential employers in our community such as the

city of San Fernando Public Works, Clean and Green, Metropolitan Water District, and

Career Ladder. These partnerships provide activities that aid in the development of

curriculum while simultaneously exposing the students to various career paths. For

example, the Metropolitian Water District hosts the Annual Solar Cup Boat Race.

Teams are recruited from a number of schools and are given the opportunity to design,

build, and race a solar powered boat. This participation exposes students to a variety of

career paths within their workforce as students work with their engineers, electricians,

and scientists. Furthermore another collaboration exists between the MTCA and the

Career Ladder. This organization provides paid internships giving students exposure

to numerous educational fields. They are placed in secondary classrooms as

paraprofessionals where their duties can range from grading papers to teaching a

lesson.

Not only does this organization offer our students career opportunities, it is also

a district resource that helps in guiding our curriculum. One example is the “EdTrip”

offered exclusively to our MTCA students. Recently they participated in a hands‐on

ecological excursion and surveyed a natural habitat. Through this experience they

gained first hand knowledge in conducting field experiments and analyzing data. For



their culminating event, students presented their scientific findings, evaluated peers,

and participated in a reflective discussion on their experiences and data presented.

Postsecondary collaborations include our work with CSUN, Mission College,

and CSULA. Through these institutions our students are provided opportunities to

enroll in college courses and further their educational goals while still in high school.

Professional development and tutoring is provided through CSUN and CSULA. In the

future, we plan to expand our partnerships to include, but not limited to, numerous

postsecondary institutions such as Loyola Marymount University, Mount Saint Mary’s,

Pepperdine, UCLA, and USC. At some of these universities, Phi Delta Kappa‐ the

Professional Fraternity in Education‐ is active and strong and would be an invaluable

partner. In past years, they have invited our students to attend their Future Educators’

Institute in an effort to excite young people about the field of education by offering

relevant information and activities.

Last but not least, it is key to the success of our SLC to have a strong partnership

with parents. Currently, parents are invited to a freshmen orientation that provides an

opportunity for them to become acquainted with our academy. This first introduction

allows them time to ask questions, address concerns, and meet the teachers. Other

events include Open House, Parent Conferencing, and Back To School Night, where

parents can interact with members of MTCA to discuss student progress, concerns, and

future plans as they relate to MTCA and their child. In an effort to increase parental

collaboration and participation, meetings are planned to accommodate our community

partners and parents hectic and demanding schedules. All meetings are conducted at

San Fernando High School in the evenings during the week.

In the future, we plan to strengthen our collaboration with parents by working

directly with the Parent Center housed on our campus. We will co‐sponsor workshops

that will educated and inform parents on ways to actively be involved in their child’s

educational experience. To further increase parental collaboration, parents will be an



integral part of the Advisory Board. Other members of the Advisory Board with

represent the faculty, students, and community members. Within this Board of

stakeholders, they will be involved in evaluating curriculum, planning student

activities, and setting future goals.



Professional Development

In addition to the bi‐monthly meetings, an additional meeting is scheduled each

month to discuss MTCA business. At these meetings, we discuss progress and address

concerns regarding our advisories. We also share ideas on current or future projects

and propose collaboration opportunities between different disciplines. We have

developed subcommittees and are working on developing an advisory board.

Appendix F, Professional Development Plan, shows this year’s goals and objectives to

work collaboratively as a smaller school.

Currently most curriculum development is done through departments rather

than SLCs. However, our goal is to gradually develop cross‐curricular experiences

specific to MTCA. Within these cross‐curricular experiences, instruction will be aligned

with academic standards and differentiated instruction. This would include using our

school wide strategies‐ Thinking Maps©, Cornell Notetaking, Cooperative Learning,

and Peer Observations‐ to inform instruction and lead to further personalization. We

also hope to collect student data within the SLC to monitor and assess their progress

and make revisions to instructional strategies and curriculum as needed to improve

student achievement.



Appendix A:

12 Steps of Tutoring

1. GREET 2. IDENTIFICATION OF TASK 3. BREAKING THE TASK INTO PARTS 4. IDENTIFY THOUGHT PROCESS 5. SETTING THE AGENDA 6. ADDRESS THE TASK 7. TUTEE SUMMARY OF CONTENT 8. TUTEE SUMMARY OF UNDERLYING PROCESS 9. CONFIRMATION 10. WHAT’S NEXT? 11. ARRANGE AND PLAN NEXT SESSION 12. CLOSING AND GOODBYE!



12 PASSOS de ENSENA

1. Presentation 2. Identification de proyecto 3. Separando los proyectos entre partes 4. Identification de el prosseso 5. Estudiando la agenda 6. Directar el poyecto 7. El contenido de reporte del estudiante 8. Reporte del estudiante de Entendimiento 9. Confirmacion 10. Lo que siege? 11. Aregla y plane la siguiente leccion 12. Cerrar y despedir!



Appendix B: Course Syllabi of MTCA specific courses



Remember: You will get out of this class what you put into it. This class requires dedication and an immense amount of study time. In an effort to make studying more effective and fun, I suggest that you form study groups of at least 4 students. Do not let yourself get behind. This class is very fast paced and keeping up is essential.

Extra Help: I will be available for tutoring every Thursday’s from 3:30pm to 5:00pm in the Science Tutoring Lab in room 216. If this is not convenient, please make an appointment to meet with me during nutrition, lunch, or at the conclusion of the school day.

Classwork and Homework: All classwork and homework is to be completed in your interactive notebook. This notebook will be collected prior to the end of each grading period.

Labs: You will be required to complete twelve (12) labs set forth by The College Board Advanced Placement Program. A pre-lab write up will be due prior to the start of the lab. If pre-lab is not completed, you may not participate in the lab activity. All pre-labs and Lab Reports will be completed in your Laboratory Notebook. Due to the large amount of time required for laboratory set-up, it is essential that you are always present on lab days. If lab report is not completed on time, it must be completed in the Science Homework Lab on Thursday’s from 3:30pm to 5:00pm.

Exams and Quizzes: Exams will be administered at the conclusion of the unit. They will include a multiple choice section and a free response question. Quizzes will be given when necessary and appropriate. All make-ups for exams and quizzes will be completed in the Science Homework Lab on Thursday’s from 3:30pm to 5:00pm.

Grading Policy: 60% Exams and Quizzes, 20% Lab Activities, 20% Classwork and Homework.

Text: Biology, Campbell & Reese 6th ed. Textbook provided by SFHS

Summary: Advanced Placement Biology is designed to be equivalent to a two semester college introductory biology course. The class is conducted at the college level and students are expected to work accordingly. AP Biology differs significantly from a traditional high school biology course due to text content, depth of material covered, lab work, and time and effort required to achieve mastery in subject area. This course is designed to be taken by students after successful completion of high school biology (or biology honors) and high school chemistry (or chemistry honors).

Contact Info: Email: [email protected]


AP Biology Course Syllabus Mrs. D. Neill

http://mrskingsbioweb.com/APBioText.html



Fernando High School SLC Plan


Appendix C

San Fernando High School Multilingual Teacher Career Academy

Course Of Study

GRADE 9 GRADE 10 GRADE 11 GRADE 12 Fall Spring Fall Spring Fall Spring Fall Spring

H. Eng. 9A Or Eng 9A

H. Eng. 9B Or Eng 9B

H. Eng. 10A Or Eng 10A

H. Eng. 10B Or Eng 10B

H. Cont.Comp. or AP Eng. Lang.

H. Am. Lit. or AP Eng. Lang.

H. Adv. Comp. or AP Eng. Lit.

H. World. Lit. or AP Eng. Lit.

Alg 1A or Geom. A

Alg 1B or Geom. B

Geom. A or Alg.2A

Geom. B or Alg.2B

Alg.2A or Math Analysis

Alg.2B or Math Analysis

Math Analysis or Calculus

Math Analysis or Calculus

Biology A Or ICS

Biology B Or ICS

AP Bio A Or Bio A

AP Bio B Or Bio B

H Chem or Chem A

H Chem B or Chem B

AP Science or electives

AP science or electives

World of Education

Life Skills H. World History A

Or World Hist A

H. World History B

Or World Hist B

H. US Hist. or AP US Hist.

H. US Hist. or AP US Hist.

H. Gov’t. or AP Gov’t.

H. Econ. or AP Econ.

Span. 1A Span. 1B Span. 2A Span. 2B AP Span. Lang. AP Span. Lang. AP Span. Lit. AP Span. Lit. Physical Ed. Physical Ed. Physical Ed. Physical Ed. Computer

Technology Health Exploratory

Teacher or Elective

Exploratory Teacher or

Elective NOTE: Two 40 hour volunteer tutoring assignments are required in the World of Education class while off track. Project GRAD requires two Intersession Institutes during the four years of high school. Exceptions to the course of study will be made for those students who are interested in Leadership, Student Government, band, sports, etc. and for those students who need to repeat classes due to D’s or F’s.

San


Appendix D: MTCA Advisory schedule MTCA Advisory schedule 2006-07 Overview of schedule (in no particular order):

9th grade 10th grade 11th grade 12th grade

Thinking maps College prep/ A-G College prep/ A-G College prep/ A-G

Interactive notebook Interactive notebook Interactive notebook Portfolios

Character Counts Character Counts Character Counts Character Counts

Team building Team building Team building Team building

Time Management Time Management Time Management Time Management

School policies Etiquette (social) Financial Aid/ planning

Etiquette (professional)

Goal setting Goal setting/ family planning

Goal setting Goal setting

Conflict/resolution Conflict/resolution Mentorship of 9th grade

Mentorship of 10th grade

Peer relations Peer, gender, parental relations

Volunteer opportunities

Job hunting

Study skills SSR /study hall SSR /study hall SSR /study hall

Standardized testing Standardized testing Standardized testing Resume

Public Speaking Applying to college Interview skills

SLC Identity SLC Identity School policy (attendance)



9th grade advisory (weekly topics)

Week Fall Spring 1 Interactive notebook

Thinking maps Character Counts

2 Character Counts Thinking maps

Standardized testing Character Counts Team building

3 Character Counts School Policies Time Management

Character Counts Time Management

4 Character Counts Team building

Character Counts Team building

5 Character Counts Goal setting (related to progress reports) Study Skills

Character Counts Goal setting (related to progress reports) Study Skills

6 Character Counts Team building Study Skills


7 Character Counts Study Skills

Character Counts Study Skills

8 Character Counts Character Counts Team building Review goal setting

Standardized testing Team building

9 Character Counts Conflict resolution: Peer relations

Character Counts



11 Character Counts Character Counts MTCA grade level competitions

12 Character Counts Character Counts Team building Team building

13 Character Counts Character Counts Review goal setting Review goal setting


15 Character Counts Character Counts





Week Fall Spring 1 Interactive notebook Character Counts

Goal setting Public Speaking 2 Character Counts

College prep/ A-G Standardized testing Character Counts Team building Time Management

3 Character Counts Character Counts MTCA Orientation Time Management

Public Speaking SSR /Study Hall 4 Character Counts Character Counts

Team building Team building SSR /Study Hall

5 Character Counts Goal setting (related to progress reports)

Character Counts Goal setting (related to progress reports) Family Planning, Public Speaking Family Planning, SSR /Study Hall

6 Character Counts Character Counts Team building SSR /Study Hall

Team building

7 Character Counts Character Counts Public Speaking Conflict resolution: Peer, gender, parent

relations 8 Character Counts Character Counts

Team building Standardized testing Team building SSR /Study Hall

9 Character Counts Character Counts Goal setting SSR /Study Hall

Public Speaking

10 Character Counts Character Counts Team building College prep/A-G, Team building

11 Character Counts, Etiquette (social) Character Counts SSR /Study Hall MTCA grade level competitions

Public Speaking

12 Character Counts Character Counts Team building, SSR /Study Hall Team building

13 Character Counts Character Counts Review goal setting, SSR /Study Hall Review goal setting, Public Speaking

14 Character Counts Character Counts Team building, SSR /Study Hall Team building

15 Character Counts Character Counts Public Speaking SSR /Study Hall

16 Character Counts Character Counts Team building SSR /Study Hall

Team building




Week Fall Spring 1 Interactive notebook Character Counts

College prep/ A-G Financial Aid/ Planning 2 Character Counts Character Counts

Goal Setting Team building

3 Character Counts Character Counts Public speaking MTCA Orientation

4 Character Counts Character Counts Team building Team building Research colleges

5 Character Counts Character Counts Goal setting (related to progress reports) Goal setting (related to progress reports)

Public speaking 6 Character Counts Character Counts

Team building Team building 7 Character Counts Character Counts

Volunteer Opportunities Study Skills Public speaking

8 Character Counts Character Counts Team building Standardized testing Team building

9 Character Counts Character Counts Public speaking Review goal setting


Applying to college 11 Character Counts Character Counts

Mentorship of 9th graders MTCA grade level competitions

Public speaking


13 Character Counts Character Counts Review goal setting Review goal setting

Public speaking 14 Character Counts

Team building Character Counts Team building

15 Character Counts Character Counts Public speaking






Week Fall Spring 1 Portfolios

School Policies (attendance) Character Counts School Policies (graduation policy)

2 Character Counts College prep/ A-G Resume

Standardized testing Character Counts Team building or mentorship

3 Character Counts MTCA orientation

Character Counts Time Management

4 Character Counts Team building or mentorship

Character Counts Team building or mentorship

5 Character Counts Goal setting (related to progress reports)

Character Counts Goal setting (related to progress reports)

6 Character Counts Character Counts Team building or mentorship Team building or mentorship

7 Character Counts Character Counts Job Hunting


9 Character Counts Character Counts Review goal setting/ school policies Review school policies


11 Character Counts Character Counts Interview Skills/ Etiquette (prof.) MTCA grade level competitions


13 Character Counts Review goal setting

Character Counts Review goal setting

14 Character Counts Team building or mentorship

Character Counts Team building or mentorship

15 Character Counts Character Counts

16 Character Counts Character Counts Team building or mentorship

Team building



Appendix E: Career Ladder data



Appendix F: Professional Development Plan 2006-07

LAUSD DISTRICT 2 San Fernando High School

MTCA Professional Development Plan 2006-2007

Date Topic/Objective 11/22/06 • Advisory: provide best practices, and share ideas to be

included in the advisories. • Reflection and review of pedagogy

11/28/06 • Advisory: provide best practices, and share ideas to be included in the advisories.

• Collaborate with staff to design lessons across the curriculum.




• Review student work and performance data. • Reflect on lessons, and redesign if needed.






• Review student work and performance data. • Reflect on lessons, and redesign if needed.

03/02/07 • Advisory: Reflect on progress in advisories. What works, and what doesn’t. Discuss needed changes.

• Reflect on professional development.



• Discuss vacation needs and goals.



LAUSD DISTRICT 2 San Fernando High School

MTCA Professional Development Plan 2006-2007

Date Topic/Objective 05/01/07 • Advisory: provide best practices, and share ideas to be

included in the advisories. • Collaborate with staff to design lessons across the

curriculum. 05/04/07 • Advisory: provide best practices, and share ideas to be

included in the advisories. • Collaborate with staff to design lessons across the

curriculum. 05/15/07 • Advisory: provide best practices, and share ideas to be

included in the advisories. • Review student work and performance data. • Reflect on lessons, and redesign if needed.


• Reflect on professional development. • Assess professional development effectiveness and

develop a new PD plan for the 2007-2008 school year. 06/12/07 • Assess professional development effectiveness and

develop a new PD plan for the 2007-2008 school year. • Collaborate with staff on academic plan for 2006-2007

school year.


smaller learning community plan fernando/mtca.pdfsan fernando high school slc plan approximately 400...

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