south la hs #3 (augustus hawkins) school for community … · 2014-06-13 · the responsible...

SouthLAHS#3(AugustusHawkins)

SchoolforCommunityAction#3

ResponsibleIndigenousSocialEntrepreneurship(RISE)School

Appendices

RequiredAppendices:

FinalLetterofIntent 2

CommitmentandExpectationsForm 3

JobDescriptionforPrincipal 4‐6

PerformancePlan 7‐21

ProfessionalDevelopmentandCollaborationTime 22‐25

TentativeRISEPDCurriculumDevelopmentPlan 26‐28

AssessmentDevelopmentTimeline 29‐34

DailySchedule 35‐37

WaiverIdentificationForm 38

WaiverRequestForm 39‐40

AdditionalRISEAppendices:

RISEAdvisoryTrifecta 41

RISECircleofLearning 42

RISEEmpowermentTriangle 43

PartnershipProtocol 44‐45

BehaviorPolicyAttachment 46

4

LosAngelesUnifiedSchoolDistrict

HumanResources

PRINCIPAL

ResponsibleIndigenousSocialEntrepreneurship(RISE)School

LocalDistrict

GeneralDescriptionandGoals:

TheResponsibleIndigenousSocialEntrepreneurshipSchoolisoneofLosAngelesUnifiedSchoolDistrict’sPilotSchoolsinLocalDistrict7createdtoimproveeducationalopportunitiesforyoungpeople.Weseekadynamic,visionaryinstructionalleadertoserveasprincipalbeginninginMay2012.Weareseekinganexperiencedleaderwhoiscommittedtoactualizinghighachievementforadiversepopulationofstudents.Theidealcandidateembracesthehistory,vision,andprinciplesofthePilotSchoolsaswellasadeepunderstandingoftheEnglishlanguagelearnerwhocomprisethemajorityofstudentslivingintheSouthCentralcommunityofLosAngeles.Candidatesforthispositionmustembracethebeliefthatasmallschoolenvironment,wherestudentsandteachersknoweachotherwell,betterservesstudents.Weseekadynamicleaderwhohasexperiencecultivatinglearningthatisdifferentiatedtomeettheneedsofeachindividualwhilestrivingtohelpempoweryoungpeoplewhocareaboutthemselvesandtheirworld.Theinstructionalleadermustbecommittedtoarigorousandchallengingschoolwithhighexpectationsforeveryoneandastrongsupportsystemtohelpstudentssucceedinhighschoolandbeyond.

Responsibilities:

UnderstandandupholdtheMissionStatementoftheCommunityHealthAdvocatesSchool

Ensureasharedvisionacrossthecommunityanddemonstratetheknowledgeandthepromiseofaschool‐widevision

MINIMUMREQUIREMENTSFORPILOTSCHOOLPRINCIPALPOSITION:

CaliforniaAdministrativeCredential Master’sdegree AvalidCaliforniaK‐12TeachingCredential 3.3multiculturalcoursework 6‐8yearsexperienceworkinginUrbanschools

5

Establishandfosterapositiveschoolculture Haveknowledgeandexperiencewithinterdisciplinary,ProjectandInquiryBased

instruction FacilitateimplementationofProjectandInquiryBasedinstruction Facilitateon‐goingcollaborationamongandbetweenstudents,teachers,staff,

families,andcommunity Encourageandsupportteacher‐ledprofessionaldevelopmentopportunities Ensurematerialsandsystemsareinplaceforhighlevelteachingandlearningto

occur Activelycommittoculturaldiversityandequityasreflectedinpoliciesand

implementationofschoolstructuresandinstructionalphilosophy Developandimplementanannualwholeschoolimprovementplanbasedon

analysisofstudentperformancedata.Clearlycommunicateimplementationexpectationsandresponsibilitiesofthewholeschoolimprovementplanwiththeschoolcommunity

Consistentlyholdstaffmutuallyaccountableforimplementingtheschoolmissionandvisionaswellasannualgoals

Appropriatelydelegateresponsibilitiesforsmoothfunctioningoftheschoolinavarietyofoperationalandinstructionalareas

Fosterteacherleadershipthroughdelegation,sharedleadershipanddecision‐making.

Participateinsupervisionofstudentsbefore,duringandafterschool Collaboratewithschoolteamtocreateaprofessionaldevelopmentprogramaligned

toarticulatedschoolprioritiesthatsupportsinstructionandcurriculumdevelopmenttowardsstudentachievement

Aligntheuseoftime,people,money,andmaterialstotheschool’sinstructionalpriorities

Supportandsupervisestaffthroughroutineandformalevaluationsdesignedtosupportinstruction.Modelexpectationsforstaff.

Overseeefficientfunctioningandsafetyofschoolfacilitiesandoperations

DesirableQualifications:

Priorexperienceasasuccessfulschoolleader 8+yearssuccessfulurbanteachingexperienceinvolvedincollaborative,

interdisciplinaryeducation ExperienceworkinginurbanBlackandLatinocommunities KnowledgeofthePilotSchoolshistory,vision,principlesandpractices Experienceworkinginandwithsmallschools UnderstandingandexperiencewiththeCoalitionofEssentialSchoolsphilosophy

andpractices

6

Demonstratedeffectiveinterpersonalandcommunicationskillswithawidevarietyofgroups,forexample,students,staff,families,communityorganizationsanddistrict

Demonstratedabilitytomanageaschoolbudgetalignedtoschoolpriorities Priorexperienceasaprincipal Bilingual(Spanishhighlypreferred) Acurrentcareerportfolio

SalaryGrade:CommensuratewithexperienceonLAUSDpayscale

ToApply:Submitaletterofintent,aphilosophyofeducation,aresumewithprofessionalandacademicpreparationandfourlettersofrecommendation,onefromyourcurrentadministrator,ateacher,classifiedstaffmember,andaparent/communitymember.

7

PSCSchoolSite:SouthRegionNewAreaHighSchool#3 DesignTeamName:RISE

Indicators

Bas

eline

(09‐10)

Baseline

(10‐11)

Year1:

Goal/

Target

Year1:

StrategiesforAchievingGoal

Year1:

Measuresfor

EvaluatingSuccess

Year2:

Goal/Target

Year

3:Goal/

Target

CSTELA

1 %ofall

studentsscoringFBB/BB

56% 48% 40% Programmingthatsupportsallstudents

withafocusonacollegegoingculture.

Writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryActionResearch(studentinquiry),Linked

Learning,ComplexInstruction(collaborativelearning),EquityandAccess,integrationof

interactivetechnology,criticalmedia/21stCenturyLiteracyskillsdevelopment,contentareaand

academicvocabularyinstruction,differentiatedinstruction,continualdatamonitoring,MorningLab,

ExplorationLab,Advisory,useofthinkingmaps,usingexplicitrubrics,qualityformativeandsummative

assessments,UnderstandingByDesigncurriculardevelopment,regularlyanalyzestudentdataduringstaff

meetingstoinforminstruction;regularcommunicationandtimelyfeedbackwithparentsandstudentsabout

academicperformanceandworkhabits;teachstudentspersonalgoalsetting,testtakingstrategies,note

taking,andstudyskills.

School‐wide

standards‐basedassessments,

CSTscores

30% 20%

EnglishLearners

81% 76% 40% Programmingthatsupportsallstudentswithafocusonacollegegoingculture.

ImplementELD,SIOPandSDAIE

strategies,inclusionofEnglishLearners

School‐widestandards‐

basedassessments,

30% 20%

8

intheleastrestrictiveenvironment,afterschoolinterventionand/or

interventionduringtheregularschoolday,trainteachersinusingtheTeacher/ApprenticeInstructional

Model,writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryActionResearch(studentinquiry),

LinkedLearning,ComplexInstruction(collaborativelearning),EquityandAccess,integrationof




assessments,UnderstandingByDesigncurriculardevelopment,regularly

analyzestudentdataduringstaffmeetingstoinforminstruction;regularcommunicationandtimelyfeedback

withparentsandstudentsaboutacademicperformanceandworkhabits;teachstudentspersonalgoal

setting,testtakingstrategies,notetaking,andstudyskills.

CSTscores

SpecialEducation


StudentprogrammingwillbebasedontheirIEPorteacherrecommendation.Differentiatedinstruction,afterschool

interventionand/orinterventionduringtheregularschoolday,useofSDAIE,InteractiveNotebooks,Socratic

Seminars;formativeassessments,summativeassessments,andUnderstandingByDesigncurricular

development;regularlyanalyzestudentdataduringprofessionaldevelopmenttoinforminstruction;regularly


basedassessments,CST/CAPA

scores

30% 20%

AfricanAmerican


Culturallyresponsivecurriculum,writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryAction

Research(studentinquiry),LinkedLearning,ComplexInstruction(collaborativelearning),

EquityandAccess,integrationofinteractivetechnology,criticalmedia/21stCenturyLiteracyskills

development,contentareaandacademicvocabularyinstruction,

differentiatedinstruction,continualdatamonitoring,MorningLab,ExplorationLab,Advisory,useof

thinkingmaps,usingexplicitrubrics,qualityformativeandsummativeassessments,UnderstandingByDesign

curriculardevelopment,regularlyanalyzestudentdataduringstaffmeetingstoinforminstruction;regular

communicationandtimelyfeedbackwithparentsandstudentsaboutacademicperformanceandwork

habits;teachstudentspersonalgoalsetting,testtakingstrategies,notetaking,andstudyskills.


basedassessments,CSTscores

30% 20%

Latino 55% 48% 40% Programmingthatsupportsallstudents

withafocusonacollegegoingculture.Culturallyresponsivecurriculum,

Writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryAction

Research(studentinquiry),Linked

School‐wide


CSTscores

30% 20%

9

Learning,ComplexInstruction(collaborativelearning),


development,contentareaandacademicvocabularyinstruction,differentiatedinstruction,continual

datamonitoring,MorningLab,ExplorationLab,Advisory,useofthinkingmaps,usingexplicitrubrics,

qualityformativeandsummativeassessments,UnderstandingByDesigncurriculardevelopment,regularly




White ‐ ‐ ‐ N/A ‐ ‐ ‐

Asian ‐ ‐ ‐ N/A ‐ ‐ ‐

Economically

Disadvantaged

55% 47% 40% Programmingthatsupportsallstudents



Research(studentinquiry),LinkedLearning,Complex

Instruction(collaborativelearning),EquityandAccess,integrationofinteractivetechnology,critical

media/21stCenturyLiteracyskillsdevelopment,contentareaandacademicvocabularyinstruction,


thinkingmaps,usingexplicitrubrics,qualityformativeandsummative

School‐wide


CSTscores

30% 20%

%ofallstudents

scoringProforAdv

15.4%

18% 25% Programmingthatsupportsallstudentswithafocusonacollegegoingculture.

APandhonorsopportunities.Writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryAction











40% 55%

English

Learners

2.6

%

1.2% 25% Programmingthatsupportsallstudents


ImplementELD,SIOPandSDAIEstrategies,inclusionofEnglishLearnersintheleastrestrictiveenvironment,

afterschoolinterventionand/or

School‐wide


CSTscores

40% 55%

10

interventionduringtheregularschoolday,trainteachersinusingthe

Teacher/ApprenticeInstructionalModel,writingacrossthecurriculum,Project‐BasedLearning,Participatory

ActionResearch(studentinquiry),LinkedLearning,ComplexInstruction(collaborativelearning),





analyzestudentdataduringstaffmeetingstoinforminstruction;regular



Special

Education

0.4

%

5.3% 25% Leastrestrictiveenvironment.

Structuredlearningthatsupportsallstudentswithafocusoncollegeviacollegeculturewithstudents

programmedorreferredaspertheirIEPorteacherrecommendation;implementdifferentiatedinstruction,

afterschoolinterventionand/orinterventionduringtheregularschoolday,andspiralingkeystandards,train

teachersinusingtheTeacher/ApprenticeInstructionalModel,useofSDAIE,Interactive

Notebooks,SocraticSeminar;dailyformativeassessments,summativeassessments,andeffectivelesson

School‐wide


CSTscores

40% 55%

AfricanAmerican

10.6%

16% 25% Programmingthatsupportsallstudentswithafocusonacollegegoingculture.

Culturallyresponsivecurriculum,writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryAction











40% 55%

Latino 16.

2%

18.3% 25% Differentiatedinstruction,afterschool

interventionand/orinterventionduringtheregularschoolday,useofSDAIE,InteractiveNotebooks,Socratic

Seminars;dailyformativeassessments,summativeassessments,andeffectivelessonplanning;regularlyanalyze

School‐wide


CSTscores

40% 55%

11

studentdataduringprofessionaldevelopmenttoinforminstruction;

regularlycommunicatewithparentsandstudentsaboutstudents’academicperformanceandworkhabitsincluding

personalgoalsettingtoestablishacollegeculture

White ‐ ‐ ‐ ‐ ‐ ‐ ‐

Asian ‐ ‐ ‐ ‐ ‐ ‐ ‐

Economic

allyDisadv.

15.

7%

17.9% 25% Programmingthatsupportsallstudents









withparentsandstudentsaboutacademicperformanceandwork


Referralstowraparoundservices

applicabletostudentorparentsuchasareferraltooutsideagencyfromthePsychiatricSocialWorker(PSW)

School‐wide


CSTscores

40% 55%

CSTMATH

%ofall

studentsscoringFBB/BB

87% 83% 60% Cross‐curricularunits,Implement

AlgebraProject(culturallyresponsivemathinstruction),programmingthatsupportsallstudentswithafocusona

collegegoingculture.SDAIEstrategies,afterschoolinterventionand/orinterventionduringtheregularschool

day,writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryActionResearch(studentinquiry),


interactivetechnology,mathematicalacademicvocabularyinstruction,differentiatedinstruction,continual






School‐wide


CSTscores

40% 20%

English

Learners

95% 92% 60% Cross‐curricularunits,Implement

AlgebraProject,programmingthatsupportsallstudentswithafocusonacollegegoingculture.

School‐wide


40% 20%

12

ImplementELD,SIOPandSDAIEstrategies,inclusionofEnglishLearners

intheleastrestrictiveenvironment,afterschoolinterventionand/orinterventionduringtheregularschool

day,trainteachersinusingtheTeacher/ApprenticeInstructionalModel,writingacrossthecurriculum,

Project‐BasedLearning,ParticipatoryActionResearch(studentinquiry),LinkedLearning,Complex

Instruction(collaborativelearning),EquityandAccess,integrationofinteractivetechnology,mathematical



assessments,UnderstandingByDesigncurriculardevelopment,regularly




CSTscores

SpecialEducatio

n

99% 97% 60% Leastrestrictiveenvironment.Structuredlearningthatsupportsall

studentswithafocusoncollegeviacollegeculturewithstudentsprogrammedorreferredaspertheir

IEPorteacherrecommendation;implementdifferentiatedinstruction,afterschoolinterventionand/or

interventionduringtheregularschoolday,andspiralingkeystandards,trainteachersinusingthe

Teacher/ApprenticeInstructionalModel,useofSDAIE,InteractiveNotebooks,SocraticSeminar(math



40% 20%

AfricanAmerican

91% 89% 60% Cross‐curricularunits,ImplementAlgebraProject(culturallyresponsive

mathinstruction),programmingthatsupportsallstudentswithafocusonacollegegoingculture.SDAIEstrategies,

afterschoolinterventionand/orinterventionduringtheregularschoolday,writingacrossthecurriculum,


Instruction(collaborativelearning),EquityandAccess,integrationof









40% 20%

Latino 86% 82% 60% Cross‐curricularunits,ImplementAlgebraProject(culturallyresponsive


afterschoolinterventionand/orinterventionduringtheregularschool



40% 20%

13

day,writingacrossthecurriculum,Project‐BasedLearning,Participatory

ActionResearch(studentinquiry),LinkedLearning,ComplexInstruction(collaborativelearning),

EquityandAccess,integrationofinteractivetechnology,mathematicalacademicvocabularyinstruction,





habits;teachstudentspersonalgoalsetting,testtakingstrategies,note


White ‐ ‐ ‐ N/A ‐ ‐ ‐

Asian ‐ ‐ ‐ N/A ‐ ‐ ‐

EconomicallyDisadv.

87% 83% 60% Cross‐curricularunits,ImplementAlgebraProject(culturallyresponsivemathinstruction),programmingthat

supportsallstudentswithafocusonacollegegoingculture.SDAIEstrategies,afterschoolinterventionand/or

interventionduringtheregularschoolday,writingacrossthecurriculum,





School‐widestandards‐based

assessments,CSTscores

40% 20%

%ofallstudents

scoringProforAdv

3.2%

6.0% 15% Cross‐curricularunits,ImplementAlgebraProject(culturallyresponsive













35% 55%

EnglishLearners

0.4%

1.6% 15% ImplementAlgebraProject,programmingthatsupportsallstudents


ImplementELD,SIOPandSDAIEstrategies,inclusionofEnglishLearnersintheleastrestrictiveenvironment,



35% 55%

14

afterschoolinterventionand/orinterventionduringtheregularschool

day,trainteachersinusingtheTeacher/ApprenticeInstructionalModel,writingacrossthecurriculum,


Instruction(collaborativelearning),EquityandAccess,integrationofinteractivetechnology,contentarea

andacademicvocabularyinstruction,differentiatedinstruction,continualdatamonitoring,MorningLab,



meetingstoinforminstruction;regularcommunicationandtimelyfeedback



SpecialEducatio

n

0.0%

0.0% 15% N/A School‐widestandards‐


35% 55%

African

American

2.5

%

4.7% 15% Cross‐curricularunits,Implement

AlgebraProject(culturallyresponsivemathinstruction),programmingthatsupportsallstudentswithafocusona

collegegoingculture.SDAIEstrategies,afterschoolinterventionand/orinterventionduringtheregularschool

day,writingacrossthecurriculum,Project‐BasedLearning,ParticipatoryActionResearch(studentinquiry),

LinkedLearning,ComplexInstruction(collaborativelearning),

EquityandAccess,integrationof

School‐wide


CSTscores

35% 55%

Latino 3.4%

6.1% 15% Cross‐curricularunits,ImplementAlgebraProject(culturallyresponsive











School‐widequarterly

periodicassessments‐LAUSD’s

periodicassessments/CoreK‐12

assessments,CST

35% 55%

White ‐ ‐ ‐ N/A ‐ ‐ ‐

Asian ‐ ‐ ‐ N/A ‐ ‐ ‐

Economic

allyDisadv.

3.1

%

6.0% 15% Cross‐curricularunits,Implement

AlgebraProject(culturallyresponsivemathinstruction),programmingthat

School‐wide

standards‐based

35% 55%

15

supportsallstudentswithafocusonacollegegoingculture.SDAIEstrategies,







meetingstoinforminstruction;regularcommunicationandtimelyfeedback



ngtoestablishacollegeculture

assessments,CSTscores

ENGLISHLEARNERS(EL)

7 ReclassificationRate

9.6%

7.1% 26% Programmingthatsupportsreclassificationopportunities.


strategies,inclusionofEnglishLearnersintheleastrestrictiveenvironment,afterschoolinterventionand/or



LinkedLearning,ComplexInstruction(collaborativelearning),



basedassessments,CSTscores,

CELDTscores,

37% 50%

7 ReclassificationRate

9.6%

7.1% 26% Programmingthatsupportsreclassificationopportunities.








ExplorationLab,Advisory,useofthinkingmaps,usingexplicitrubrics,







CELDTscores,

37% 50%

8 %ELStudents

ScoringProficientonCELDT

34.3%

33.5% 38% ProgrammingthatensuresfullstudentsupportsinCELDT.




Model,writingacrossthecurriculum,Project‐BasedLearning,Participatory



CELDTscores,

47% 60%

16

9 FourYearCohortGrad

Rate

51% 48% NA–no12thgradersfirstyear

N/A 70% 90%

10

CAHSEEPassRate(10thgrade)

37% 48% 58% Writingacrossthecurriculum,implementLiteracyProgramandtheAlgebraProject(ifthestudenthasnot

satisfactorilycompletedAlgebra)whichare9thgradeinterventioncourses;trainallteachersinhowtointegrate

CAHSEEtestprepstrategiesintheirregularclassessostudentsreceivea

fullrangeoftestpreparationinmath,reading,vocabulary,andwriting;Advisoryperiodfortesttaking

strategiesandpracticeaswellasforgraduationcounseling/drop‐outpreventionandacademicintervention

services

CAHSEEscores,CAHSEEDiagnosticdata

70% 80%

11

%StudentsInA‐GCoursesReceiving

GradeofCorHigher

9th:16.4%

10th:14.7%

11th:14.4%

12th:19.3%

9th:27.7%

10th:17.9%

11th:14.4%

12th:15.4%

9th:75%

10th:60%

11th:50%

Programmingthatsupportsallstudentswithafocusonacollegegoingculture.Writingacrossthecurriculum,Project‐

BasedLearning,ParticipatoryActionResearch(studentinquiry),LinkedLearning,Complex

Instruction(collaborativelearning),EquityandAccess,integrationofinteractivetechnology,critical

media/21stCenturyLiteracyskillsdevelopment,contentareaandacademicvocabularyinstruction,





habits;teachstudentspersonalgoalsetting,testtakingstrategies,note


progressreportsandreportcards

9th:85%

10th:80%

11th:70%

12th:60%

9th:95%

10th:80%

11th:75%

12th:60%

12

%GraduatesMeetingA‐G

Requirements

26% 23% NA–no12thgradersfirstyear

Advisoryperiodforgraduationcounseling/drop‐outpreventionand

academicinterventionservices,changeprogramsasneededandencouragestudentstomakeupclassesduringthe

day,intheeveningsviaadultschool,online,oratalocalcommunitycollege;thosewithextracreditscanbe

concurrentlyenrolledinhighschoolandacommunitycollege;educate

progressreportsand

reportcards

55% 90%

17

studentsandparentsaboutthehighschoolgraduationrequirements,A‐G

requirements,andcollegeentrancerequirements;regularlycommunicatewithparentsandstudentsabout

students’academicperformanceandworkhabitsincludingpersonalgoalsettingtoestablishacollegeculture.

RETENTIONRATE(highschoolsonly)

#FirstTime9thGraders

Inordertoassistour9thgradestudentsinmeetingtheircourserequirementssothattheywillnothavetorepeat9th

grade,ouradvisoryprogramwillfocusonpersonalization,graduationcounseling,drop‐outpreventionand

academicinterventionservices.

Programmingthatsupportsallstudentswithafocusonacollegegoingculture.










Transcripts,enrollmentrecords

%Retained9thGraders

(firsttime9th

graderswhodidnotmeetallcredit

requirementstoadvanceto10thgrade

statusbytheendofthe

schoolyear)

44% 33% 20% 8x8schedulesupportsstudentsinretakingcoursesaswellasenrollment

incontentspecificinterventioncourses.Inordertoassistour9thgradestudentsinmeetingtheircourse

requirementssothattheywillnothavetorepeat9thgrade,ouradvisoryprogramwillfocusonpersonalization,

graduationcounseling,drop‐outpreventionandacademicinterventionservices.

Transcripts,enrollment

records

10% 0%

CULTURE/CLIMATE&MISSION‐SPECIFIC

13

AttendanceRateforStudents

92.2%

92.7% 95% Advisoryperiodforgraduationcounseling/drop‐outpreventionandacademicinterventionservices,

monthlyrecognitionprograms/awards.Advisoryteacherwillberesponsibletocontactparents/guardiansifstudentis

attendanceisofconcern.

Monthlyattendancerecords

97% 98%

14

AttendanceRateforAll

Staff

94.6%

93.5% 97% Monthlyrecognitionprograms/awards Monthlyattendance

records

98% 99%

15

NumberofSuspensions

All:6.3%

AA:8.4%

L:5.8%

All:5.8%

AA:9.1%

L:5.1%

5% Implementschool‐widepositivebehaviorplan;teachersmeetwithstudent,parentandPsychiatricSocial

Workertoofferapplicablewraparoundservicestofamily;providealternativestosuspensionssuchasimmediate

parentcontact,campusbeautificationprojects,detention,in‐housesuspension,andcommunityservice

Monthlysuspensionrecords

4% 2%

1

6

School

Experience

23.

3%

5.7% 60% Trainstaffoncustomerserviceskills;

regularlycommunicatewithparentsvianewsletters,meetings,internet,etc.;

AnnualLAUSD

SchoolReport

80% 100%

18

16

SchoolExperience

Survey:

%ParentsParticipating

23.3%

5.7% 60% Trainstaffoncustomerserviceskills;regularlycommunicatewithparentsvia

newsletters,meetings,internet,etc.;provideaccessiblewelcomecenter

AnnualLAUSDSchoolReport

Card

80% 100%

17

SchoolExperience

Survey:

%ParentsReporting“Oftenor

Always”incategoryof

“OverallSchoolInvolvement”

44% 40% 60% Providemonthlyparenteventssuchasawardsassemblies,ScienceFairs,

HistoryDay,parentconferences,parentworkshops,coffeewiththeprincipal,andstudentperformances;

implementmultiplewaysforparentsandteacherstocommunicatewith

eachothersuchasvianoteshomeornoteswritteninastudentplanner/agenda;trainteachersand

officestaffonparentmessageproceduressuchaswhenandhowtoinformteacherswhenaparent

requeststospeakwiththemandwhenandhowtoreturnparentmessagessuchasduringprepperiodsorbefore

andafterschool

AnnualLAUSDSchoolReport

Card

80% 100%

18

CultureorMission‐Specific

Indicator

19

CultureorMission‐Specific

Indicator

20

CultureorMission‐

SpecificIndicator

19

______________________________________ ______________________________

DesignTeamName Date

_________________________________________

_________________________________________

ApplicantTeamRepresentativeSignature LocalDistrictSuperintendentSignature

Instructions

1.

3.

%ofStudentsScoringFBB/BBonCST(ELAandMath)

NumberofstudentsscoringFarBelowBasic/BelowBasicdividedbythenumberofstudentstested.

ForELandSpecialEducationstudents,theSchoolReportCardandDataSummarySheetprovidethepercentageofstudentsscoringBasicandAbove.TheDataarealsoavailableviaMyData.Ifyoudonothaveaccessto

MyData,pleasecontactthePSCoffice.

20

2.

4.

%ofStudentsScoringP/AdvonCST(ELAandMath)

NumberofstudentsscoringProficientorAdvanceddividedbythenumberofstudentstested.

SeeDataSummarySheetBoxes3and4.

5.NumberofFirstTime9th

Graders

Numberoffirsttime9thgraderswhoenrolledatthebeginningoftheyear.

Donotincludestudentsrepeating9thgrade.

6.%Retained9thGraders

Numberoffirsttime9thgraderswhodidnotmeetallcreditrequirementstoadvanceto10thgradestatusbytheendoftheschoolyear.

SeeSchoolReportCardpage1.

7. ReclassificationRate(EL)

Numberofstudentsreclassifiedin2009‐10dividedbythetotalnumberofEL

studentsfromthepreviousyear.

SeeDataSummarySheetBox9.

8.%ELStudentsScoringProficientonCELDT

Numberofstudentsscoringproficient(EarlyAdvancedandAdvanced)onCELDTdividedbythetotalnumberofstudentstested.


9. FourYearCohortGradRate

NumberofstudentswhograduatedSpring2010schoolyeardividedbythe

numberoffirsttime9thgradestudentswhofirstenrolledintheschoolFall2005,takingintoaccountnewenrolleesandsubtractingstudentswhohavelefttheschoolbuthavenotdroppedout.


10.CAHSEEPassRate

(10thgrade)

Numberof10thgradestudentspassingbothparts(ELAandmath)ofthe

CAHSEEdividedbythetotalnumberof10thgradestudentstested.

21


11.%StudentsinA‐GCourses

ReceivingGradeofCorHigher

NumberofstudentsreceivingagradeofCorhigherdividedbythenumberofstudentsenrolledinA‐Gcourses.

SeeDataSummarySheet.

12.%GraduatesMeetingA‐GRequirements

NumberofgraduatesmeetingA‐Grequirementsdividedbythetotalnumberofgraduates,fromthefouryearcohort.

SeeSchoolRepotCardpage2.

13. AttendanceRateforStudents SeeDataSummarySheetBox10.Dayspresentdividedbydaysenrolled.

14. AttendanceRateforAllStaff SeeDataSummarySheetBox10.

15. NumberofSuspensions SeeDataSummarySheetBox10.

16.SchoolExperienceSurvey:

%ParentsParticipating

AvailableinSchoolExperienceSurveyresults.http://reportcardsurvey.lausd.net/surveys/reports.jsp

17.

SchoolExperienceSurvey:

%ParentsReporting“OftenorAlways”incategoryof

“OverallSchoolInvolvement”

Providetheoverallpercentagefortheschool.

AvailableinSchoolExperienceSurveyresults.

18‐20.

CultureorMission‐SpecificIndicators

Designteamsmayaddtheirownindicators.

22

ProfessionalDevelopmentandCollaborationTime

The table below outlines all of the professional development sessions that we will have throughout the school-year, with the majority of the sessions occurring during the after school professional development meeting that will take place every day from 3:25-4:00. Monday and Tuesday meetings are set; however, additional days will be determined by need at the time. For example, when quarterly assessments data are available we will have a “Quarterly Seminar” that Wednesday and based on that meeting, will determine which targeted professional development needs to occur for the next two meetings. Bi-weekly meetings will be scheduled each month and noted on the monthly calendar.

Type of Meeting Description Frequency All staff Monday Meeting

30 minute meeting: all RISE family and staff meeting after-school. (open to students, parents/caregivers, and community members.)

Weekly

Tuesday Cohort Meetings

Partnerteacherswillalsobegroupedwithotherpartnerteacherswhosharethesamecohortofstudents.Inthosemeetings,teacherwill:❒ Betrainedandsupportedtoconductpeer‐

observationsoftheotherteacherssharingtheircohortofstudents.

❒ Betrainedtodevelopandimplementcross‐curricular,thematicproject‐basedlearningunitsLinkedlearningprojectswillbedeveloped

❒ Engageindiscussionregardingindividualstudents’academic,socialandemotionalneeds.

Weekly

Partner-Teacher meetings

Thetwopartnerteachersteachingasetofpairedclasseswillsharecommonconferenceperiodssothattimeisbuiltintotheschooldayfordailycollaboration.Inadditiontocreatingcross‐curricularunits,lessons,andproject‐basedassessments,partnerteachersdiscussandreflectuponinstructionalstrategies.Theywillbeempoweredtodirecttheirgrowth,sobasedonasharedareaofconcern,theywillembarkonanactionresearchprojecttoexploreandassesstheeffectsofapossiblesolution.

There is time available every day, but partner teachers are expected to establish a set day each week for their collaborative meeting time during their designated common planning time.

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Department Meetings

Meetingsincontentareatofocusonimplementationofcontentspecificinstructionalstrategies,culturallyrelevantcurriculum,assessmentevaluation,sharingofbestpractices,todevelopandcheck‐inonverticalintegrationofthecontentstandardswithinthe9‐12curriculum(SeeB2.bProfessionalDevelopment)

Every two weeks

Advisory Team Meetings

To discuss the Advisory curriculum implementation, learn about intervention strategies/referrals and reflect/improve on Advisory implementation.

Every two weeks

Grade-level meetings

This time will also be used for curriculum implementation check-ins, particularly during cross-curricular project implementation.

Every two weeks

Quarterly Seminar

After quarterly assessment data is available there will be a school wide seminar with all stake-holders involved (teachers, parents/care-givers, students, partners) to review data. These seminars serve as a way to maintain the schools vision through data based inquiry.

Quarterly

Meetings of the minds

Content-area groups meet across the 4 small schools to share best practices and focus on content-specific instructional strategies.

Once per semester

Targeted Professional Development: Special Education

InSPEDPDmeetings,teacherswill:❒ ReviewtheSpecialEducationProcessas

outlinedintheLAUSDSpecialEducationPoliciesandProceduresManual(pg.14).

❒ ReviewtheResponsetoInterventionProcess❒ Reviewandevaluatethespecialeducation

programsofferedatourschool❒ ReviewstudentIEPs❒ Discussandbetrainedinstrategiesfor

integratingstudentswithspecialneedsintotheclassroom

❒ Continuetrainingindifferentiation,andclassroommodifications

❒ CollaboratewiththeRSPandSDPteacherstoimplementsuccessfuldifferentiationandclassroommodifications

❒ UniversalDesignforLearningtraining

Throughout the year as recommended and requested by stakeholders

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Targeted Professional Development: English Language Learners

InELLPDmeetings,teacherswill:❒ Evaluatecurrenteducational,learning,and

languagetheorytoinformpracticesthatallowEL&SELparticipatetothehighestextentinacoreacademicprogramthatwillensureaccessandeventualmasteryinthecontentcurriculum.

❒ Discussandbetrainedinusingtheresearchbased,commoninstructionalstrategiesinallcoreclasses,suchas:

❒ SpecificallyDesignedAcademicInstructioninEnglish(SDAIE)strategies

❒ Scaffolding❒ Projectandtaskbasedinstruction❒ InteractiveNotebooks❒ ThinkingMaps❒ BuildingonPriorKnowledge❒ MultisensoryInstructionandtheuseofRealia❒ UniversalDesignforLearningtraining


Targeted Professional Development: Gifted and Talented

InGATEPDmeetings,teacherswill:❒ Betrainedineffectiveheterogeneous

collaborativegroupingstrategiesthatspecificallyfocusonsupportingGiftedandTalentedstudents.

❒ EvaluatecurrentdataonidentifiedGATEstudentsanddiscussneedfornon‐identifiedstudents.

❒ BetrainedinstrategiesforaddressingneedsofGATEstudents,suchasdifferentiationanddepthincomplexity

❒ UniversalDesignforLearningtraining


Targeted Professional Development: Literacy

InLiteracyPDMeetings,teacherswill:❒ Evaluatetheeffectivenessofschool‐wideliteracy

strategiestohelpourstudentsimprovetheirskillsinreadingfictionandnon‐fictionacrossdisciplines,writingessaysandresponsestoopenwritingprompts,andspeakingduringoralpresentation.

❒ Identify,implement,andevaluateactivitiestosupportstudentswithtest‐taking.


Additional Trainings and Conferences

As the district provides, money is available or grants are available, teachers at RISE are encouraged to attend instructionally focused trainings and conferences that will improve their teaching and learning. Upon return from these conferences, the teachers will be required to share what they learned with the staff.

Throughout the year Examples: Special Education Career and Technical (CTE) Gifted and Talented (GATE) English Language

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Learners (EL) Advance Placement (AP)

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TentativeResponsibleIndigenousSocialEntrepreneurship(RISE)SchoolPDCurriculumDevelopmentTimeline

ThetentativeRISEPDcurriculumdevelopmentplanincludesdatesforbothRISEcurriculumdevelopmentandSCAcoordinationforcommonexpectations.Thecomplex‐widemeetingsarehighlightedingray.Theparticipantslistedwillmeetwithoutcompensationinordertocreateasolidcurriculumplanpriortotheopeningoftheschool.Allschoolmembers(includingnewlyhiredteachers)willbeencouragedtoparticipateinthesemeetings.Inordertoencouragecontinuedparticipation,theprincipalanddesignteamwillcreateacasualandproductiveenvironmentinwhichallperspectivesarevalued.Also,meetingnormswillsupporteffectiveandefficientmeetingtime.Wewillcontinuetouseourestablishednormsandagendaprotocols,whichhavebeenusedthroughouttheSCAwritingprocess.Theteacherswhochoosenottoorareunabletoparticipateduringthesummercurriculumplanningmeetings,orwhoarehiredaftertheplanninghasconcludedwillhavetwoopportunitiestolearnabouttheRISECurricula:- DuringtheTeacherOrientationRetreatinAugust(requiredforallteachershired

priortothebeginningofAugust)- Individualintroductionandmentorteacher–AllteachersatRISEwillbeprovided

withaRISEcurriculumnotebookimmediatelyuponhiring.ThenotebookcontainsalloftheRISECurriculumFrameworksandcorrespondingLAUSDCurriculumguides.Additionally,allteachershiredaftertheorientationretreatwillbeassignedamentortomeetwithonaweeklybasisuntilheorsheiscomfortablewiththecurriculumframeworksandplans.

DATE PARTICIPANTS OBJECTIVESMidMay:CurriculumandAccountability

CHASprincipalanddesignteammembers(voluntary/nocompensation)

ReviewPSCPlansandAccountabilityPlanDiscussimplementationofstrategiesinbothplans

June15:PlanImplementationandStudentDataReview

FourSchoolsforCommunityActionprincipals

ReviewofPSCplans&sharedgoals.ReviewtheCSTstranddatafromthepreviousyear(incomingstudents)andidentifytheareasofskills/content‐areadeficiencywithineachcontentarea.

June17:ContentStandardsFramework

RISEprincipal,designteammembersand*newlyhiredteachers

ReviewCSTstranddatadiscussionfromJune15SCAmeeting.

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(verticalintegration)

(voluntary/nocompensation)

UsingtheCSTinformationandtheCaliforniacontentstandardsblueprints,developa4‐yearcurriculummapforeachcontentareathatincludesthe“powerstandards”tobeaddressedeachyear.Thecontentareacurriculummapswillbeusedasacontentstandardsframeworkbythegrade‐levelteamsastheyplanthegrade‐levelcurriculummapsfortheschoolyear.

June30:SchoolCalendar

Foursmallschoolprincipals

ReviewCentralDistrictInstructionalandTestingCalendarsReviewand/ormodifyStudentPlacementforSchoolsforCommunityActionDevelopworkingdraftofmastercalendarincludingSummerOutreachandOrientationActivitiesandopportunitiesfornewstafftobeginmovingintositeandnewstudents/parentstotoursite,selectschools,becomeengagedCalendartobeinSpanishandEnglishandbemodifiedaccordingtoaudience:teachers/staff,students,andparents.Calendarcommunicatedtoallstakeholders.

July1:Grade‐levelthematic/standardsframework(horizontalintegration)

RISEprincipal,designteammembersandnewlyhiredteachers(voluntary/nocompensation)

ReviewcontentstandardsframeworksDevelopfour‐quartercurriculummapforeachgradelevelEachcurriculummapwillcontainthetheme,standards,skills/habitstobetaughteachquarter.Eachcurriculummapwillalsoincludethereviseddatesforassessmentsineachcontentareaforeachgradelevel.DetermineJulymeetingdatesforcurriculumdevelopment

July1–22IndividualCourseCurriculum

RISEprincipal,designteammembersandnewlyhiredteachers

UsingtheRISEcurriculumframeworks,LAUSDinstructionalguides,selectedtextbooksandtheirownexperienceasteachers,thedesignteamandnewlyhired

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DevelopmentExactdatesTBDbytheteamduringtheJuly1meeting


teacherswilldevelopthecurricula(units,assessments&lessons)forthefirstsemester.

July14:ProfessionalDevelopment&Accountability


Principalswillshareoutofcurriculumdevelopmentprocess–sharedbestpractices.Checkinonpreparationtoaddressaccountabilityplans.

August1–5TeacherOrientationRetreat

RISEprincipalandallRISEteachers3dayscompensated2daysnotcompensatedALLdaysrequiredinElect‐to‐workagreement

Day1:IntroductionandreviewofRISECurriculumFrameworksDay2:TeachingstudentswithspecializedneedsDay3:AdvisoryDay4:ReviewingstudentdataandIntroductiontoInstructionalStrategiesDay5:SchoolSafety/PositiveBehaviorPlan

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TentativePDCurriculumDevelopmentPlanforRISE(ResponsibleIndigenousSocialEntrepreneurship)

ThetentativeRISEPDcurriculumdevelopmentplanincludesdatesforbothRISEcurriculumdevelopmentandSCAcoordinationforcommonexpectations.Thecomplex‐widemeetingsarehighlightedingray.Theparticipantslistedwillmeetwithoutcompensationinordertocreateasolidcurriculumplanpriortotheopeningoftheschool.Allschoolmembers(includingnewlyhiredteachers)willbeencouragedtoparticipateinthesemeetings.Inordertoencouragecontinuedparticipation,theprincipalanddesignteamwillcreateacasualandproductiveenvironmentinwhichallperspectivesarevalued.Also,meetingnormswillsupporteffectiveandefficientmeetingtime.Wewillcontinuetouseourestablishednormsandagendaprotocols,whichhavebeenusedthroughouttheSCAwritingprocess.Theteacherswhochoosenottoorareunabletoparticipateduringthesummercurriculumplanningmeetings,orwhoarehiredaftertheplanninghasconcludedwillhavetwoopportunitiestolearnabouttheRISECurricula:- DuringtheTeacherOrientationRetreatinAugust(requiredforallteachershired

priortothebeginningofAugust)- Individualintroductionandmentorteacher–AllteachersatRISEwillbeprovided

withaRISEcurriculumnotebookimmediatelyuponhiring.ThenotebookcontainsalloftheRISECurriculumFrameworksandcorrespondingLAUSDCurriculumguides.Additionally,allteachershiredaftertheorientationretreatwillbeassignedamentortomeetwithonaweeklybasisuntilheorsheiscomfortablewiththecurriculumframeworksandplans.

DATE PARTICIPANTS OBJECTIVESMidMay:CurriculumandAccountability

RISEprincipalanddesignteammembers(voluntary/nocompensation)

ReviewPSCPlansandAccountabilityPlanDiscussimplementationofstrategiesinbothplans

June15:PlanImplementationandStudentDataReview


ReviewofPSCplans&sharedgoals.ReviewtheCSTstranddatafromthepreviousyear(incomingstudents)andidentifytheareasofskills/content‐areadeficiencywithineachcontentarea.

June17:ContentStandardsFramework

RISEprincipal,designteammembersand*newlyhiredteachers

ReviewCSTstranddatadiscussionfromJune15SCAmeeting.

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(verticalintegration)


UsingtheCSTinformationandtheCaliforniacontentstandardsblueprints,developa4‐yearcurriculummapforeachcontentareathatincludesthe“powerstandards”tobeaddressedeachyear.Thecontentareacurriculummapswillbeusedasacontentstandardsframeworkbythegrade‐levelteamsastheyplanthegrade‐levelcurriculummapsfortheschoolyear.

June30:SchoolCalendar

Foursmallschoolprincipals

ReviewCentralDistrictInstructionalandTestingCalendarsReviewand/ormodifyStudentPlacementforSchoolsforCommunityActionDevelopworkingdraftofmastercalendarincludingSummerOutreachandOrientationActivitiesandopportunitiesfornewstafftobeginmovingintositeandnewstudents/parentstotoursite,selectschools,becomeengagedCalendartobeinSpanishandEnglishandbemodifiedaccordingtoaudience:teachers/staff,students,andparents.Calendarcommunicatedtoallstakeholders.

July1:Grade‐levelthematic/standardsframework(horizontalintegration)

RISEprincipal,designteammembersandnewlyhiredteachers(voluntary/nocompensation)

ReviewcontentstandardsframeworksDevelopfour‐quartercurriculummapforeachgradelevelEachcurriculummapwillcontainthetheme,standards,skills/habitstobetaughteachquarter.Eachcurriculummapwillalsoincludethereviseddatesforassessmentsineachcontentareaforeachgradelevel.DetermineJulymeetingdatesforcurriculumdevelopment

July1–22IndividualCourseCurriculum

RISEprincipal,designteammembersandnewlyhiredteachers

UsingtheRISEcurriculumframeworks,LAUSDinstructionalguides,selectedtextbooksandtheirownexperienceasteachers,thedesignteamandnewlyhired

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DevelopmentExactdatesTBDbytheteamduringtheJuly1meeting


teacherswilldevelopthecurricula(units,assessments&lessons)forthefirstsemester.

July14:ProfessionalDevelopment&Accountability


Principalswillshareoutofcurriculumdevelopmentprocess–sharedbestpractices.Checkinonpreparationtoaddressaccountabilityplans.

August1–5TeacherOrientationRetreat

RISEprincipalandallRISEteachers3dayscompensated2daysnotcompensatedALLdaysrequiredinElect‐to‐workagreement

Day1:IntroductionandreviewofRISECurriculumFrameworksDay2:TeachingstudentswithspecializedneedsDay3:AdvisoryDay4:ReviewingstudentdataandIntroductiontoInstructionalStrategiesDay5:SchoolSafety/PositiveBehaviorPlan

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RISEAssessmentDevelopmentTimeline

Assessment Participants DevelopmentPlan/DatesStandardsBasedQuarterlySummativeAssessments

Departments AugustDepartmentsagreeonpacingplan/curricularmapbycourse.InOrientationagreeonsummativeassessmentformats.Onceformatisagreeduponcurriculumdevelopmentpartnerswillbecontacted.

September–reviewandagreeoncontentspecificsummativeassessments.

Octoberfirstassessmentcompleted

November–teachersreviewperformancedata,sharebestpractices,futureprofessionaldevelopmentshapedbystudentandteacherperformance.

Decembersecondsummativeassessmentcompleted

January–teachersreviewperformancedata,sharebestpractices,futureprofessionaldevelopmentshapedbystudentandteacherperformance.

March–thirdsummativeassessmentcompleted

April–teachersreviewperformancedata,sharebestpractices,futureprofessionaldevelopmentshapedbystudentandteacherperformance.

June–fourthsummativeassessmentcompleted

StandardsBasedFormativeAssessments

Departmentsandgradelevelteams

AugustDepartmentsagreeonpacingplan/curricularmapbycourse.InOrientationagreeonformativeassessmentbypowerstandard.Onceformatisagreeduponcurriculumdevelopmentpartnerswillbecontacted.

September–teachersdevelopandagreeonmesters1‐2formativeassessments.

Octoberfirstformativeassessmentcompleted

November–teachersreviewassessmentdata,sharebestpractices,futureprofessionaldevelopmentshapedbystudentandteacher

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performance.

Decemberatleastoneadditionalformativeassessmentcompleted

January–teachersreviewperformancedatafrommesters1‐2,sharebestpractices,futureprofessionaldevelopmentshapedbystudentandteacherperformance.

March–additionalformativeassessmentscompleted

April–teachersreviewperformancedata,sharebestpractices,futureprofessionaldevelopmentshapedbystudentandteacherperformance.

May–additionalformativeassessmentscompleted

June–teachersreviewperformancedata,sharebestpractices.

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InterdisciplinaryProjects/Assessments

Grade‐level,cohortandadvisoryteams

AugustDuringorientationgradelevelteamsreviewschooltheme,sharepacingplansandidentifycommonthemesacrosscontentforthefallmesters1‐2.Teacherswillthendevelopacross‐curricularparticipatoryactionresearchprojectthatincorporatestheschooltheme.Audienceisidentifiedandoutreachtocommunitypartnersandfieldexpertscontactedregardingsupportandevaluationofstudentprojects.September–November‐communitypartnerswillworkwithstudentsandteacherstosupportactionresearchprojectsandpresentationdevelopmentDecember–studentpresentationstoaudienceincludingparents,communitymembers,fellowstudents,fieldexpertsandcommunityorganizations.January–teacherteamsreviewstudentperformancedata,parentandcommunityfeedbackandassessfallprojects,processandstudentperformance.Gradelevelteamsagainreviewschooltheme,sharepacingplansformesters3‐4andidentifycommonthemesacrosscontentfortheSpring.Teacherswillthendevelopacross‐curricularparticipatoryactionresearchprojectthatincorporatestheschooltheme.Audienceisidentifiedandoutreachtocommunitypartnersandfieldexpertscontactedregardingsupportandevaluationofstudentprojects.February–Aprilcommunitypartnerswillworkwithstudentsandteacherstosupportactionresearchprojectsandpresentationdevelopment.May–Spring(mesters3‐4)presentationstoaudienceincludingparents,communitymembers,fellowstudents,fieldexpertsandcommunityorganizations

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ResponsibleIndigenousSocialEntrepreneurship(RISE)SchoolCalendarandDailySchedule

WewouldliketousetheEarlyStartTraditionalcalendar,inwhichtheschoolyearbeginsinmid‐AugustandthesemesterchangecoincideswithWinterBreak.

Withanunderstandingthatmasterschedulesdrivetheinstructionalopportunitiesavailableto

students,theSchoolsforCommunityActionhaspurposefullychosenamasterschedulethatwillmeetthecurricularandpersonalneedsofstudents,theprofessionalneedsofstaff,andtheoverallsustainabilityandflexibilityforthefourschoolsonthecampus.Byexpanding,rather

thanlimiting,opportunitiesforstudentstobesuccessful,theschoolscheduleallowsforavarietyofclasses,aswellasinternshipsfor11thand12thgradestudents.

BellSchedule:2x8

Monday Tuesday Wednesday Thursday Friday

8:05‐8:35 Advisory Advisory Advisory Advisory Advisory

8:40‐10:05 Period2 Period1 Period2 Period1 Period2


11:40‐12:15 Lunch Lunch Lunch Lunch Lunch


Monday Tuesday Wednesday Thursday Friday

8:05‐8:35 Advisory Advisory Advisory Advisory Advisory



11:40‐12:15 Lunch Lunch Lunch Lunch Lunch



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MorningLab(beforeschoolprograms)(M‐F7‐8am):

TheRISEwillofferopendoorstostudentswillingtobegintheirday’sacademicjourneybefore

thefirstbellrings.TheMorningLabprogramsaredesignedtoenticestudentstoattendandengagetheminsmallgroupswithmultipleopportunitiesforone‐on‐oneinstructionanddirection,beitwithteachers,communityvolunteers,partnerships,orpeers.TheMorningLab

programsofferstudentstheopportunitytoreceivedirecttutoring,includingactivitiesandinstructiondesignedspecificallyforELLsupportandspecialeducationsupport.Studentswillalsobeabletocompletecourseworkaspartofacreditrecoveryplanusingprogramssuchas

APEXorE2020.Studentswillalsobeallowedtoparticipateinopenworkshopsthatenablethemtimeandresourcesfortinkering,thenaturaltypeofadventurouslearningthatreliesonfreethinkingandimaginationtoproducethatthehappyaccidents,discovery,andinventionthat

drivesprogressandinnovation.

ExplorationLab(afterschoolprograms)(M‐F3:15‐5:30):

InordertoservicethestudentsandcommunityoftheRISE,LaterLabprogramswillbeofferedafterschool.Theseprogramswillincludetraditionalafterschoolprogramsincludingsportteamsandclubs,marchingband,drama,andotherstudentdesignedclubs.TheLaterLab

programswillalsoincludethesameopportunitiesforspecifiedacademicinterventionandadvancementasofferedintheMorningLabprograms.

Teachercollaboration(M‐F3:25‐4pm):

Afterthefinalperiodofeachschoolday,teachersandadministratorswillparticipateinstructuredcollaborativemeetings.Theseregularmeetingsofferconsistenttimesforstructured

lessondesign,actionresearchimplementationandevaluation,dataanalysis,andmeetingsforGoverningCouncilandsubcommittees.Theregularityofthesemeetingareessentialinordertosufficientlyimplementtheschoolplanincongruencewiththestudents’academicandsocial

needs.

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ItisimportanttonotethatallfourSchoolsforCommunityActionwillbeusingthisschedule.Thecommonschedulingallowsustousethesharedbellsystem,toshareelectivesandotherpassportclasses(onacasebycaseorpre‐determinedbasis),andtoreduceconfusionforsharedpersonnel,parents,andvisitorsoncampus.ThissupportsourcorevalueofSustainability.

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Section14Attachment–WaiverforWorkingHours

LOS ANGELES UNIFIED SCHOOL DISTRICT

Office of Staff Relations

PUBLIC SCHOOL CHOICE 3.0

LAUSD/UTLA WAIVER-SIDE LETTER REQUEST FORM

Please complete the information below and have the form signed by the appropriate administrator and by the Local District Superintendent/Division Head/Designee. Please complete a separate form for each specific waiver request.

Date: February 6, 2012

School/Office: Community Health Advocates School Local District/Division: LD 7

CBA Section: (Identify the Article and Section of the Collective Bargaining Agreement (CBA) to be waived)

Article IX.

Waiver Description: (Describe the actions that require a waiver)

Work Hours and Schedule

- Additional on-site time requirement (1 hour)

- Participation in at least one Governing Council subcommittee

- Required (compensated) professional development time (up to 25 days/year)

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Rationale: (Describe how this waiver will address the needs or functionality of the school and create conditions for improvement)

A majority of students at the Community Health Advocates School will be below grade level in English or math. An extended school day allows for additional planning to provide critical support for students.

Participation and collaboration among teachers and other stakeholders is central to the plan for the Community Health Advocates School. The requirement that teachers serve on at least one subcommittee and that they participate in additional, paid professional development supports the development of a culture of shared leadership and collaboration.

Requesting Administrator’s Approval:

_______________________________________ ___________________

Principal/Administrator Date

______________________________________ ___________________

Local District Superintendent/Division Head/Designee Date

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Attachment: RISE Trifecta Advisory

Advisory:

The unique focus on personalization is what drives the program. (Linda Darling-Hammond) Our learning themes are building blocks that add to students’ academic, personal development and career skills each year. Advisories will feature a three part curriculum were students track and reflect on their A-G requirements, personal financing, and community stewardship. As well as the following break down

• 9th grade: “Organization and Relationships” activities help students understand their learning style, how they relate to teachers and peers, and how to respect differences. As well as basic principles of personal finance.

• 10th grade: “Communication and Leadership” activities help develop skills in problem solving, listening and conflict resolution. As well as, personal A-G credits tracking and planning.

• 11th grade: “Career Exploration” allows for study and different career opportunities to best apply for internships, and scholarships. As well as, personal A-G credits tracking and planning.

• 12th grade: “College Preparation” focuses on transitioning from high school to post-secondary education opportunities

Stewardship: Students will demonstrate that they are active members of their community. Students will participate in meaningful community volunteer efforts and the organization of financial and community workshops at least twice a year Attachment: RISE Circle of Learning

RISE Trifecta Advisory Model

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RISE’s Circle of Learning:

Our curriculum will be delivered via an innovative instructional model that fosters high levels of student engagement and ownership in the learning process through interdisciplinary connectedness, collaborative student work, problem solving, and reflective practices. The RISE education community will foster the following practices to support the RISE student community to master content knowledge: Youth Participatory Research (YPAR), Project-Based Learning Model, Linked Learning, Community Educators, and Collaborative Learning. Each practice reinforces both acquisition of content and skills, but also embeds a process where students’ prior knowledge is valuable and new levels of knowledge and experience are achieved.

RISE Circle of Learning

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Attachment: RISE Empowerment Triangle

RISE Empowerment Triangle: Indigenous Entrepreneurship is the strong belief that South Central Los Angeles holds powerful examples of indigenous (local) business practices that can be replicated and reinvented. Socially Responsible Entrepreneurship studies local community business practices through an ethical lens that seeks to create profitable businesses that can be positive assets that improve and empower the community. These businesses meet consumer needs and at the same time create powerful opportunities to improve the daily lives of its community. Advocacy speaks to our strong belief in promoting the welfare of the community who play multiple roles in the economic market. One of the roles is as consumer. Therefore, Consumer Advocacy is an essential part of a successful business that is, the necessity for the repeat customer. Our school will foster the philosophy that a happy consumer is a consistent consumer, thus our students will keep their consumers’ interest in the forefront when developing their entrepreneurial skills. By learning about consumer rights, and agencies that support consumer rights, and avenues in which consumers may have their concerns heard and advocated for. The other role that we will focus on is workers. Thus, we advocate for fair labor practices. Our students will work with programs such as UCLA - LOSH to become educated on safe labor practices, as well as worker’s rights. This will transform our students into educators of these practices within their school, community, and personal business. Our school holds a strong belief that nationwide we need to reevaluate business practices that do not cater or recognize the humane and fair aspect of business.

RISE Empowerment Triangle

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PartnershipProtocol

PotentialPartnerOrganizationName:_________________________________

Evaluatedby:___________________________

EvaluationCriteria WrittenAssessmentandEvaluationCommunitySchoolCollaborationType

• Service• Development• Organizing

PotentialPartnershipBenefits&ContributionstoSchoolImprovement1‐Improvethesocialandeconomiccontextofeducation(accesstoadequatehousing,healthcare,nutrition,andsafeandsecureenvironments)2‐Buildparentalandcommunityparticipation(recognizingtherichculturaltraditionsanddiversesocialresourcesoftheschool’sfamilies)3‐Transformcultureofschooling(fosterstransformativecurriculumandpedagogy,rejectsdeficitviewsofurbanfamiliesandstudents,embracesauthenticaccountabilitytostudent‐focusedneeds)4‐Buildpoliticalconstituency(organizecommunitytodemandgreaterandmoreequitabledeliveryofresourcestoschoolsite)

PotentialSupportofOurCoreValues

• StudentCentered(SC)• CommunityCollaboration

(CC)• Excellence&Innovation

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(E&I)• SocialJustice(SJ)• Sustainable(Sus)

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BehaviorPolicyAttachment

south la hs #3 (augustus hawkins) school for community … · 2014-06-13 · the responsible...

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