California Department of Education
2015 California Gold Ribbon Schools Program
Middle and High School Application: Part B
Harbor Teacher Preparation Academy
Model Program Summary
1. Name of Model Program:
Harbor Teacher Preparation Academy’s Strategies for Success
2. How long has this Model Program been in place?
Less than 2 years
2-4 years
5-8 years
3. What is the Target Area? (Choose at least one area.)
Target Areas:
Career Technical Education
Chronic Absenteeism and Dropout Prevention
Civic Education Awareness
X Closing the Achievement Gap
X Education Supports
Nutrition and Physical Activity/Education
Parent and Community Involvement
Science, Technology, Engineering, and Mathematics
Use of Technology
Visual and Performing Arts
4. What are the target populations? (Check all that apply.)
Race/Ethnicity Subgroups:
American Indian or Alaskan Native
X Asian
X Black or African American
X Filipino
X Hispanic or Latino
(Continued on next page)
5
X
8+ years
California Department of Education
2015 Gold Ribbon Schools Application: Part B
Harbor Teacher Preparation Academy
X Native Hawaiian or Pacific Islander
X White
X Two or More Races
Other Student Groups:
X Socioeconomically Disadvantaged
X English Learners
Students with Disabilities
X At-Risk Students (Academic, Social, Emotional, Behavioral, or Health)
X English-Language Arts – Students Not Yet Proficient
X English-Language Arts – Advanced Learners
X Mathematics – Students Not Yet Proficient
X Mathematics – Advanced Learners
X Other Core Subject Areas – Students Not Yet Proficient
X Other Core Subject Areas – Advanced Learners
Other (specify)
5. What strategies are used to implement the Model Program? (Check all that apply.)
Strategies:
X School Climate
Small Learning Communities
X Parent Involvement
X Data-Driven Decision Making
Health Support
X Social/Emotional/Behavioral Support
X Professional Development
X Other (specify) Los Angeles Harbor College collaboration
6. Is this model program initiated by your district and implemented district-wide? YES
Harbor Teacher Preparation Academy (HTPA) will provide high quality instruction and a
coherent and rigorous curriculum in every classroom to facilitate student learning and
achievement. HTPA and LAUSD strive for goals of 100% graduation and proficiency for all
by implementing schoolwide use of Common Core State Standards (CCSS) across all
content areas. In 2014, HTPA received a six-year WASC accreditation. The revised
instructional focus from the WASC Action Plan Goals was to increase student achievement
and close the achievement gap for our second language learners. Above and beyond basic
expectations, all students are required to take college classes starting in the 9th grade, not
only to satisfy the A-G District requirements, but also to give students the opportunity to
graduate with an Associate of Arts degree.
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California Department of Education
2015 Gold Ribbon Schools Application: Part B
Model Program Narrative
1. Description of the Model
A) HTPA’s Strategies for Success model was created from a variety of sources.
Stakeholders used the Common Core State Standards (CCSS), ELD CCSS, the Single
Plan for Student Achievement (SPSA), Schoolwide Learner Outcomes (SLOs), Costa's
Levels of Questioning, data, and content foci to create the HTPA Strategies for Success
(HTPASFS) which is to increase student achievement and narrow the achievement gap
for second language learners. HTPA uses CCSS to drive the instructional practices of
our teachers. Teachers lead high-level, text-based, in-class discussions to promote
critical thinking among all students. Teachers ensure that all students are engaged
using project-based assignments and purposeful, productive groups. The higher-order
thinking skills that are required of HTPA students have been derived from Costa's
Levels of Questioning. Teachers use this source to lead inquiry-based discussions
such as Socratic Seminars where students construct viable arguments and critique the
reasoning of others. Teachers use close reading strategies to help in comprehending
complex text that is required in all classrooms. Based on data from LAUSD interim
assessments, HTPA has adopted "Writing Across Content Areas" as another focus.
Students write daily in all classes and are able to communicate effectively in writing as
well as orally. HTPA requires all students to take four years of mathematics where the
focus is on making sense of problems and persevering in solving them, and
understanding the concepts to apply in other content areas and real world experiences.
Teachers implement and adjust the HTPA instructional practices using the findings from
data sources such as grades, standardized test scores, informal and formal
assessments, student samples, and department and grade-level collaboration. This
practice is constantly evolving to meet the needs of all of our students. We have
complete buy-in from students and parents who feel that they are part of the HTPA
family.
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CCSS Practices
Lead High-Level, Text-Based Discussions
Focus on the analysis of content
Increase text complexity
Make sense of problems and persevere in
solving them
Construct viable arguments and critique the
reasoning of others
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Key Instructional Strategies
Communicate the purpose of the lesson
Question and discussion techniques
Project-based assignments
Implement use of Academic vocabulary
Inquiry based discussions, close reading
Purposeful and productive groups
Use of graphic organizers
B) HTPASFS was adopted because of the District goals of 100% graduation rate and
proficiency for all. Through CCSS implementation, WASC Action Plan goals, as well as
the required enrollment in college courses starting in the ninth grade, we developed
goals of increasing student achievement and closing the achievement gap for our
second language learners. Students need the academic and organizational support to
be successful in both their high school and college classes.
C) Resources needed to ensure a successful program are: professional development
and conference opportunities, common planning time, schoolwide AVID program,
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California Department of Education
2015 Gold Ribbon Schools Application: Part B
funding for mandatory Saturday school and after-school tutoring, strong parent support
and time for collaboration of CCSS concept lessons by departments.
D)The goals are to have the teachers and the administration collaborate on professional
devlopment for schoolwide implemention of the key instructional strategies listed
above. The outcome is that all teachers will be trained and will implement the same
stategies, activities and projects across all disciplines in instruction, curriculm, lesson
planning and development.
E) Our goal is to increase student achievement as well as graduate high school and
complete at least 30 college units. The ancipated outcomes of the HTPASFS will
provide teachers, parents/guardians and community members opportunity for their
students to be effective multimodal communicators, critical thinkers and conscientious,
collaborative leaders who take calculated risks.
F) Instituting HTPASFS schoolwide benefits and prepares all students with the
academic skills necessary to graduate and qualify to apply to a four-year college.
G) HTPA serves underepresented students and second language learners with over 70
percent identified as socioeconomically disadvantaged. Most of our students are first in
their family to attend college. HTPASFS support all students enrolled in college classes
through rigorous instructional practices and a positive environment condusive to
learning.
H) HTPASFS includes our SLOs: HTPA students will be conscientious, collaborative
leaders who take calculated risks and are responsible citizens. Students participate in
various yearly activities that address these SLOs, such as a schoolwide anti-bullying
campaign, hate-motivated behavior intervention, volunteering in the community and
charitable actions benefiting the homeless, foster care and military personnel.
I) The California academic and performance standards (CCSS) are the basis of
HTPASFS with stakeholder collaboration focusing on instructional and emotional needs
of our students.
J) HTPASFS are linked to our LCAP of WASC Action Plan goals and the SPSA by
incorporating strategies to increase student achievement and close the achievement
gap of our second language learners.
2. Implementation & Monitoring of the Model
K) HTPA holds more than seven meetings throughout the year to collaborate and
discuss academics and student needs. Administration, teachers, parents, students and
community members discuss instructional practices, intervention, tutoring and academic
expectations. There are also monthly PTSA meetings comprised of faculty, parents and
students that inform parents of academic expectations, college readiness,
organizational practices, and social and emotional support. School Site Council (SCC),
our governing body, comprised of teachers, Principal, classified staff, parents, and
students hold multiple meetings throughout the year and collaborate to develop the
SPSA and School Compact.
L) HTPA uses multiple approaches to communicate our Strategies for Success with the
learning community, through the HTPA website, Jupiter grades (a web-based program
that informs parents and students), parent meetings, and teacher, school and District
communications. Our faculty also uses Jupiter Grades, a grading program that allows
parent, student and teacher communication. Administrators and counselor present our
program to prospective middle schools in October. Parents and administrators belong to
neighborhood city and local business councils, communicating the HTPASFS.
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California Department of Education
2015 Gold Ribbon Schools Application: Part B
M) Monitoring / Assessment methods used to evaluate the effectiveness of stakeholders
engagement with our program are parent surveys, student surveys, SSC meetings,
SPSA, and the WASC. Stakeholders on the SSC support and evaluate our SPSA and
the Parent/Teacher/School Compact during the school year. Informal data such as
interim assessments, student work, portfolios, and formal data such as MyData (LAUSD
data program), CAHSEE, EAP, PSAT, and SAT scores are used to evaluate, revise,
and modify goals to improve student achievement and narrow the achievement gap.
N) Weekly Professional Development and Department meetings include Administrators,
instructional and non-instructional staff to collaborate. Teachers and administrators
attend conferences to help improve academic achievement, learn strategies that focus
on CCSS, and improve lesson planning. Teachers and administrators also attend the
Middle College National Consortium annual meeting to share ideas and effective
strategies with other Early College and Middle College High Schools across the nation.
Stakeholders on the Leadership Team meet to plan Professional Development, discuss
academic focus of CCSS, and share differentiated instructional strategies to close the
achievement gap.
O) Departments and grade levels meet weekly to share student samples, evaluate the
effectiveness of instructional learning activities, and discuss interdisciplinary lessons.
Teachers set expected outcomes and modify goals as the year progresses. Teachers
use the Teaching and Learning Framework (TLF) to set goals and reflect on their
teaching practices, effectiveness, and student learning. Teachers reflect on their
current goals, needs for the upcoming school year, and how they can improve teaching
practices in the future. Students share their perspective on their learning, the
effectiveness of their teachers, and how the class can be improved.
P) HTPASFS supports our SPSA with the following goals: 1) By June 2016, teachers
will assist students in maintaining 100% graduation rate through successful completion
of A-G requirements. 2) All students will show proficiency in the various math subsubjects schoolwide using grades and performance assessments as a measure. 3) All
students will reach high standards, at a minimum, attaining 100% proficiency or better in
reading on Interim Assessment tests as well as passing the Early Assessment Program
(EAP) exam in English and Math. 4) Parents' awareness of their student's academic
progress will increase from the current 53% response on the School Experience Survey
to at least 80% response indicating awareness of their student's academic progress;
communication between school and parents will improve using Jupiter Grades, the
school's website, parent meetings and conferences.
These goals align with the WASC goals and are monitored regularly to improve student
achievement and close the achievement gap for our second language learners.
3. Results of the Model
Q) The methods used to evaluate the program include a variety of formal and informal
assessments. To monitor student outcomes, HTPA uses the WASC Action Plan and
SPSA to determine if students successfully met these goals. Teachers meet weekly by
department to develop curiculum, common asssesments and CCSS lessons and
activities to improve student achievement targeting second language learners in all
content areas. The Administrators use MyData, review student grades and regularly
visit classrooms to observe instructional practices and student engagement. Teachers
are evaluated yearly through the LAUSD Teacher Growth and Development Cycle
(TGDC) based on the Teaching and Learning Framework. The high school and college
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California Department of Education
2015 Gold Ribbon Schools Application: Part B
counselors regularly monitor class enrollment, meet with students to review grades, and
set up an academic plan for success. Interventions, such as high school and college
tutoring, study skills electives, and Saturday school are provided for all students. They
also recommend intervention classes for credit recovery.
R) HTPA has collected several pieces of data to demonstrate positive results for
increasing student achievement and narrowing the achievement gap for second
language learners. Eighty-five percent of students graduate with a 3.5 grade point
average or higher. All students are required to complete 30 college credits before
graduating with many receiving their Associate of Arts degree by the time they graduate
from high school. SAT and ACT scores are consistently above the national average.
HTPA has been recognized as a California Distinguished School, Title One
Achievement Awardee, and Core Waiver Reward School. HTPA ranked 23rd in the
state of California by U.S. News and World Report, and ranked in the top 150 public
high schools in the country. Advanced Placement pass rate in most subject areas are
higher than the District's average with a 100% pass rate in AP Spanish Language.
There were 334 Advanced Placement tests administered during 2013-2014 school year
with 212 students taking the test. We are ranked as the number one high school in the
Los Angeles Unified School District. Eighty percent of students enroll in a four-year
university, 16% in a two-year college and 2% enlist in the military. HTPA has a 100%
CAHSEE 10th grade pass rate, 100% graduation and 100% CELDT redesignation. All
seniors take the SAT and/or ACT and score higher than the national average. Our
yearly attendance rate averages 97% and we have a 0.7% suspension rate.
S) The findings from HTPA’s data resulted in adjusting instructional practices to
increase student achievement and provide additional support for our second language
learners. During professional development and department meetings, the faculty
examines data such as student grades, student work, CAHSEE, EAP, PSAT, SAT, and
AP exams to determine HTPA instructional practices and develop rigorous CCSS
lessons. Teachers and administrators discuss how to lower the students D/ Fail rate and
support our second language learners appropriate intervention. The data from the each
department drives a variety of formal and informal assessments such as classroom end
of course exams, essays, tests and quizzes and projects. In addition, MyData from the
previous academic year and diagnostic exams are used to determine CCSS that must
be covered. Students in need of academic support are assigned to additional courses,
after school and/or mandatory Saturday School for intervention. HTPA and Los Angeles
Harbor College (LAHC) counselors use data to motivate and ensure that all students
are completing A-G requirements, 30 college credits, and are prepared to enter a fouryear university.
T) HTPA data drives our Action Plan and SPSA, which is continually evolving based on
the needs of our students. It is the foundation of our instructional expectations for all
stakeholders. The staff evaluates and revises the HTPA instructional practices to
increase student achievement and support them in graduating with at least 30
transferable college credits. HTPA teachers provide rigorous lessons and curriculum to
meet the needs of HTPA students. To accelerate the impact for student success,
students receive appropriate support along with an individualized learning plan starting
in the 9th grade, setting goals that ensure academic success. Teachers actively engage
students by using inquiry-based questions, text-based discussions and emphasizing
higher-order thinking skills when writing and problem solving. Students are given the
opportunity to be active learners who facilitate and take ownership of their learning.
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