SAN PEDRO HIGH SCHOOL
SELF-STUDY REPORT
Flagship Campus
1001 W. Fifteenth Street, San Pedro, California 90731
(310)241-5800 Phone / (310)547-3183 Fax
John M.& Muriel Olguin Campus
3210 S. Alma Street, San Pedro, California 90731
(310) 519-6500 Phone / (310)831-0601 Fax
March 23-26, 2014
WASC/CDE Focus on Learning Accreditation Manual, 2013 Edition
Jeanette Stevens, Principal
Raymond Aubele, WASC Self-Study Administrator
Mary Ann Tippin, WASC Self-Study Coordinator
San Pedro High School
WASC Self-Review, March 2014 Page 1
Superintendent of Schools
Dr. John Deasy
Los Angeles Unified Board of Education Members
Marguerite
LaMotte
Board
District 1
Mónica
García
Board
District 2
Tamar
Galatzan
Board
District 3
Steve
Zimmer
Board
District 4
Bennett
Kayser
Board
District 5
Monica
Ratliff
Board
District 6
Educational Service Center: South
Robert Bravo Ph.D, Superintendent
Linda Kay, Director
1208 Magnolia Avenue, Gardena, CA 90247
(310) 354-3400 Phone | (310) 532-4674 Fax
School Administrators
Jeanette Stevens, Principal
Jan Murata, Assistant Principal
Betty Caldwell, Assistant Principal
Raymond Aubele, Assistant Principal
San Pedro High School
WASC Self Study, March 2014 Page 2
Adel Naazir, Assistant Principal
Jeff Jacobson, Assistant Principal
Richard
Vladovic
Board
District 7
.
Academic Curriculum Council 2013-2014
The individuals listed below actively served and participated in the WASC focus on learning
process during the self-study, including the development of the SPHS Vision, Schoolwide Learning
Outcomes, Home/Focus Groups, Action Plan, and school improvement. This governing body met
monthly to make school-wide decisions in the self-study process and to foster distributed
leadership throughout the school.
WASC Leadership Team
Gerhard Weber
Valerie Armstrong
Department Chairs
Eric Mossberg
Denise Smith
Anna Fox
John Patchell
Ida Lanza
Doug Martinez
Corey Miller
Akilah Calhoun
Sandy Martin-Alvarenga
Small Learning Community Lead Teachers
Kim Breye-Watson
Gerhard Weber
Carly Debenedictis
Lupe Franco
Mary Ann Tippin
Heidie Hoffman
History/Social Science
Technical Subjects /Visual Arts/ Performing Arts
Math
English
Foreign Language
Science
Physical Education
Pirate Health & Fitness
Business Academy
Pedro Action League
Global Environmental Studies
Programs/ Instructional Support/ Student Services
Valerie Armstrong
Title One Coordinator/College & Career Counselor
Heidie Hoffman
ELA Instructional Coach, AVID Coordinator
John Bobich
Dean of Students
Akilah Calhoun
Math Instructional Coach/Testing /Data Coordinator
Kim Gray
SAA
Heidie Hoffman
Schools for Advanced Studies Coordinator
Stacey Lamperelli
Pupil Services and Attendance Counselor
Linda Portillo
Classified Union Representative
Denise Marovich-Sampson
Dean of Students
Sandy Martin-Alvarenga
Magnet Coordinator
Sheri Pavelka
UTLA Representative
Laura Rodriguez
Bilingual Coordinator
Home Groups and Focus Groups see Appendix
San Pedro High School
WASC Self Study, March 2014 Page 3
Acknowledgements
We would like to acknowledge the San Pedro community for their participation and hard work
in supporting the WASC process. The contributions made by all of San Pedro’s staff are
greatly appreciated. We thank you for attending all our Home Group and Focus Group
meetings and for all the thoughtful contributions everyone made to this document. San Pedro’s
Parent Groups, English Learner Advisory Council (ELAC), the Academic Curricular Council and
the School Site Council (SSC) are also to be commended on their valuable feedback for this
document and your commitment to San Pedro students.
The students at San Pedro are fantastic. Your suggestions and insights in preparing this
document have been invaluable as well. You are the reason we are all here and work hard to
make San Pedro a great place to be. Finally, a special thank you to Mary Ann Tippin. Heidie
Hoffman, Gerhard Weber, Akilah Calhoun, Valerie Armstrong, Sandy Martin-Alvarenga who have
spent so many tireless hours preparing this document for their hours of work, professionalism
and dedication. Finally, thank you to Mrs. Stevens, our principal, for her tireless work and effort
to make San Pedro High School for student success.
San Pedro High School
WASC Self Study, March 2014 Page 4
WASC 2014 Visiting Committee
Visiting Committee Chair
Mrs. Sharon Schlegel, Principal (retired)
P.O. Box 1577
Wrightwood, CA. 92397
Visiting Committee Members
Mr. Terry Casey, Teacher
San Dimas High School
800 W. Covina Blvd.
Sand Dimas, CA 91773
Mr. Loren Lighthall, Assistant Principal
Santa Ana High School
8 Alondra
Irvine, CA 92620
Mr. Matthew Elder, Teacher
Citrus Hill High School
18830 Cable Lane
Perris, CA 92570
Ms. Lori L. Jepson, Teacher
Montclair High School
1909 South Benson
Ontario, CA 91762
Ms. Kara Gilman, Teacher
John W. North High School
1550 Third Street
Riverside, CA 92507
Mr. Elias Miles, WASC Coordinator
Santa Monica High School
601 Pico Blvd.
Santa Monica, CA 90405
Mr. Leroy Thomas Houts, Principal
Downey High School
11040 Brookshire Avenue
Downey, CA 90241
San Pedro High School
WASC Self Study, March 2014 Page 5
TABLE OF CONTENTS
Section I:
Preface, Student/Community Profile and Supporting Data and Findings………….06
Section II:
Progress Report………………………………………….……………………………………………...……
Section III:
Student/Community Profile—Overall Summary………………………………………………
Implications of the Data with Respect to Student Performance………………………
Academic Critical Needs Noting the Correlated SLOs………………………………………..
Important Questions Raised………………………………………………………………………………
Section IV:
Self-Study Findings……………………………………………………………………………………….….
Organization……………………………………………………………………………………………………
Standards-Based Student Learning: Curriculum………………………………………………
Standards-Based Student Learning: Instruction………………………………………………
Standards-Based Student Learning: Assessment and Accountability………………
School Culture and Support for Student Personal and Academic Growth………
Section V:
Schoolwide Action Plan ……………………………………………………………………………………
Appendix:
Home Groups/Focus Groups…………………………………………………………………………….
Master Schedule……………………………………………………………………………………………….
Bell Schedule…………………………………………………………………………………………….………
School Map…………………………………………………………………………………………....………..
School Calendar 2013-2014………………………………………………………………………………
San Pedro High School
WASC Self Study, March 2014 Page 6
Chapter I: Student/Community Profile and Supporting Data and Findings
A. Prepare a Student/Community Profile. Include data and findings for the following:
 Demographic data, including the refined schoolwide learner outcomes
 Disaggregated and interpreted student outcome data
 Perception data summaries, if any.
San Pedro High School (SPHS) is part of Los Angeles Unified School District (LAUSD)
Educational Service Center: South. SPHS is a comprehensive high school located in San Pedro,
California, a community adjacent to the Port of Los Angeles. SPHS is a four year comprehensive
high school consisting of grades 9-12. SPHS has two campuses. The Flagship campus was rebuilt
in 1939 following damage from the devastating 1933 earthquake. The Flagship campus has
carefully planned passage ways to upper and lower levels of the campus with views of the Port
of Los Angeles. The Flagship campus houses our four small learning communities (SLC);
Business, Health/Fitness, Global, and Pedro Action League (PAL). Each SLC has an administrative
center where students, families, and teachers go for support such as attendance, academic
counseling, and discipline. The second campus is the San Pedro High School John M. and Muriel
Olguin campus, opened in the 2012-2013 school year, is located about nine blocks away, on the
area of the closed Fort MacArthur’s Upper Reservation with a view of the Pacific Ocean. This
campus can house 800 students. It houses primarily the two magnet centers: Marine Science
Magnet and Police Academy, as well as juniors and seniors from the PAL SLC. There is a bus that
provides transportation for students who have classes on both campuses. The bus runs during
nutrition and lunch.
The enrollment at SP HS is 2,771 students. We are a Title 1 School with 50% of the students
qualifying for the free and reduced lunch program. SPHS has a diverse group of students with
69% being Latino, 17% White (non-Latino), and 9% African-American. SPHS has a 6% English
Learner (EL) population, 22% are Reclassified ELs (RFEP), 12% are Special Education, 21% are
classified as gifted and talented which 12% is African American and 16% are Latino.
San Pedro High School has a 2012-2013 Academic Performance Index (API) of 718, an increase
of 3 points from 2011-2012. Although there have been only slight grow in our API the past
two years, SPHS API has grown 80 points over the course of six years. In 2012-2013, SPHS met
11 of the 20 Annual Yearly Progress (AYP) requirements. SPHS entered Program Improvement
(PI) in 2006-2007.
During the 2012-2013 school year, SPHS had three significant subgroups exceed the AYP targets;
African American, Whites, and English Learners who gained 63 points. The Latino, Socioeconomically disadvantaged, , and Students with Disabilities subgroups all has shown growth on
both the ELA and Math standardized test but did not met the AYP targets. The EL subgroup did
not meet the annual growth targets as defined by the Annual Measurable Achievement
San Pedro High School
WASC Self Study, March 2014 Page 7
Objectives (AMAOs). The targets are AMAO 1: CELDT Annual Growth, AMAO 2: Attaining
English Proficiency, and AMAO 3: Proficiency in ELA and Math. 51% percent of our English
Learners made at least one year of English language development growth as compared to the
district performance of 49.6%. Although we met the growth target for ELs who have been
identified for less than five years, only 34.3% of these students are proficient in English and
38.3% of our EL students who were identified as English Learners for five years or more are
proficient in English. Approximately 50.6% of our ELs are proficient in English and 56.4% are
proficient in Math on the California Standards Test, performances that are significantly above
than the district performances of 32.1% and 43.0% respectively.
In 2013, San Pedro High School had a four-year cohort graduation rate of 64.1%, which is a
13% increase from the 2008-2009. The LAUSD four year graduation target is 70% as established
on the Performance Meter. The twelfth grade graduation rate for 2013 is 94%. Improved
instructional practices, adequate emotional and social support, and fostering high levels of
student engagement and commitment will support all students on the path to graduation.
Based on our School Report Card, students are showing progress towards high school
graduation. In 2012-2013, 67% of our ninth graders earned 55 credits to be retained to the
10 th grade compared to the LAUSD average of 64% while 83% of tenth graders earned at
least 110 credits to move on to eleventh grade, a rate that is slightly higher than the district
average of 79%.
In May 2013, 20% students were enrolled in an Advanced Placement course, and 86% those
students passed with a “C” or better in their class. There are currently 20 Advanced Placement
classes offered at SPHS (33 approved courses statewide) compared to a district average of 9.
SPHS continues develop the Advanced Placement program for example by f o r m i n g a
partnership with Marymount University housed on the Olguin
campus where students have the opportunity to earn college credit
while enrolled in AP classes at SPHS.
In 2012-2013, 69% of our tenth grade students passed the California High School Exit Exam
(CAHSEE), which exceeds the district average of 66%. 70% of the tenth graders passed the ELA
portion of the CAHSEE, but only 49.5% were proficient. Comparably, 76% of the tenth graders
passed the math portion, however, only 50% were proficient. In order to increase the
proficiency and pass rates on the CAHSEE, SPHS will implement a both classroom writing with
a school rubric as well as intervention classes for CAHSEE Prep that will include assessment on
the CAHSEE standards to inform instruction, provide ongoing monitoring to increase efficiency
of instruction and interventions, and build students’ confidence which is a key factor to
students’ success on the exam.
San Pedro High School
WASC Self Study, March 2014 Page 8
SPHS recognizes the importance of parent and community involvement in student success. San
Pedro parents have many opportunities to participate in a variety of activities and much is done
to communicate the effectiveness of the culture of learning at San Pedro. SPHS continues to
welcome and embrace parent involvement as an integral component of student success. 74%
of parents, who participated in the LAUSD Parent Survey, feel welcome to
participate at the school and that their child is safe on school ground. A concerted
effort in bringing more parent participation into San Pedro has paid off with our Coffee with the
Principal meetings with an average of 50 parents attending. The Parent Center job responsibities
has been expanded to provide a natural out-reach to parents as they visit SPHS campus. There
are two parent center representative, one in the morning and one in the afternoon, so the
parent center is always open and there to meet parent/community needs.
San Pedro High School
WASC Self Study, March 2014 Page 9
School-wide Student Goals
Since our last WASC visit in 2010, the San Pedro Staff has reevaluated our Student Learning
Goals and has made changes based on our data, LAUSD initiates, and the adoption of the
Common Core Standards. The new Student Learning Outcomes are designed to instill students
with the skills necessary to work in a complex and diverse 21stcentury society.
THE VISION WHY we exist, why we are here.
All stakeholders of SPHS comprise a learning community that effectively prepares students
to be college and career ready in a competitive 21st century global economy and
environment.
THE MISSION HOW we live out our vision.
SPHS integrates communication, collaboration, critical thinking, creativity, citizenship, and
leadership as we begin to implement Common Core competency to guide students in
realizing their full potential.
SCHOOLWIDE LEARNER OUTCOMES San Pedro High School Graduates will be...
Effective Communicators & Collaborators
Who demonstrate competence in listening, speaking, reading, writing, and numeracy that
utilize technology while working with people from diverse backgrounds.
Critical & Creative Thinkers
Who analyze, problem-solve, synthesize, and formulate new and innovative ways to
respond to challenges of the future.
Active Community Members & Leaders
Who participate as informed members in their local global environments and have a
positive influence upon the world.
SPHS Instructional Classroom Practices (ICPs)
The faculty at San Pedro High School collaboratively created the ICP document to focus our
instruction, professional development, and collaboration to best ensure that all students
learn. It was created with the implementation of the Common Core State Standards,
LAUSD initiatives and policies; A-G Graduation requirement, the Teaching and Learning
Framework (new teacher evaluation system), and the EL Master Plan in mind. The SPHS
faculty and leadership teams attempted to make connections to the above policies to make
sure that there be a seamless instructional program to best prepare our students for the
21st century skills.
San Pedro High School
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San Pedro High School
WASC Self Study, March 2014 Page 11
Academic Programs
Small Learning Communities:
SPHS implemented six small learning communities in the Fall of 2011. SPHS moved into four SLCs
during the 2012-13 school year. They are Pirate Health and Fitness, Global Environmental
Studies, Business, and the Pedro Action League. SPHS create wall to wall SLCs based upon
research which focuses on a number of positive student outcomes including: higher
achievement; lower dropout rates; higher completion rates; lower rates of violence and positive
feelings about self and school.
The major developments toward the development of SLCs were:
 All SLCs in contiguous space (same area of campus)
 Aligned 4 SLCs to the state mandated career pathways (meeting A-G and CTE graduation
requirements).
 Articulation with feeder school students. Over 600 students were provided direct
guidance in selecting an SLC at San Pedro. They are provided an orientation and an Open
House for families to meet visit prior to choosing a SLC.
 Establish Advisory Boards of community and parent members for each SLC.
Each SLC conducts participates in thematic unit for Respect, Peace, and Tolerance Day; Fall and
Spring Honor Roll assemblies; Spring Events such as Pirate Health Fair, Earth Day, and Career
Fairs. Global House has monthly Industry Coaching with community partners. Finally, SLC
students are required to complete 10 hours of community service each year.
Magnet Schools
The Marine Science Math Science Technology Magnet at San Pedro High School is a four-year
college prep program that focuses on math and science. Students enrolled in our program
participate in a rigorous academic program that includes math and science classes all four years
of their high school career, which goes beyond the state/district graduation requirement for each
subject. Additionally, a primary focus is marine science; therefore, students will have the
opportunity to take specialized science classes such as Marine Biology, AP Biology and Advanced
Marine Science. Our technology classes include Introduction to Computers and Filmmaking.
Marine Science Magnet students are required to complete 25 hours of community service each
year, of which five must be marine science related.
The Police Academy Magnet at San Pedro High School is a four-year program that focuses on a
career in law enforcement. Students enrolled in our program participate in four years of physical
training and specialized law classes. The enrollment capacity for the Police Academy is 113. We
strive to have our students spend 5/7 of their day in our Magnet classes, but our mandatory
number is 3/7. Police Academy has a primary partnership with the Los Angeles Police
Department. The Department provides sworn officers to work with the students in the program
daily and that officer is assigned to our school site.
San Pedro High School
WASC Self Study, March 2014 Page 12
The officer is the backbone of the program because he provides the tie to law enforcement.
Police Academy Cadets are required to complete fifty hours of community service each year, of
which fifteen must be law enforcement related.
School for Advanced Study (SAS)
Our School for Advanced Studies (SAS) is in its fourth year at SPHS. SAS is specifically designed for
gifted and high achieving students who are advanced or highly proficient in math and English.
The course offerings for the 9th and 10th graders are specifically designed to provide additional
enrichment and challenge for gifted students. Teachers receive training in gifted instruction to
provide the differentiation and the rigor that these students require. The 9th grade program is
thematically based and typically places the students in honors English 9 and AP Human
Geography classes taught by the same teacher. A 9th grade group of SAS students are identified
and selected based on applications in the spring. Parent meetings and an open house is
scheduled to introduce potential parents and students to the program. Each year the SAS is able
to accept approximately 85 students. Currently there are approximately 240 9-11 grade students
in the SAS. The signature courses for our SAS program include AP curriculum beginning in the
freshmen year as well as Honors classes. Community partnerships have been established with
Marymount College and Los Angeles Harbor College. Students enrolled in AP classes have the
opportunity to concurrently enroll in specific AP classes in order to receive college credit through
Marymount California University at no cost. SAS students can potentially graduate from SPHS
with up to 36 college credits. SAS students receive additional mentoring and assistance through
the program because there are designated faculty, a coordinator, and an administrator that
make it an important focus.
Special Education Services:
The population of students receiving special education services has increased over the past
several years, shifting from 326 in 2010-2011 to 350 in 2012-2013. San Pedro High has 20
credentialed staff in specialized areas of learning disabilities of mild to moderate (SDC and RSP)
and moderate to severe (CBI & MD). All special education teachers hold a CLAD credential.
To support the requirements found in the district’s revised MCD Outcome 7, SPHS is now
focusing on the percentage of time that students with mild to moderate disabilities participate in
the general education program. Currently the students with disabilities participating in a general
education setting has increased to 63%. We are strongly moving towards ensuring that all special
education students will participate in the general education setting of the instructional day within
a two year timeline. We are addressing this transition by moving the top 20% of SDP students
into general education classes. This transition requires collaboration with parents and general
education teachers for a successful outcome. Student with moderate to severe disabilities are
participating with their non-disabled peers in general education classes an average of 20% to 25%
of the instructional day, including during lunch, nutrition, and school wide activities.
San Pedro High School
WASC Self Study, March 2014 Page 13
SPECIAL
EDUCATION
DISTRICT - RELATED SERVICES
RESOURCE SPECIALIST PROGRAM
SPECIAL DAY PROGRAM
Total
52
143
206
350
1.90%
5.20%
7.50%
12.70%
All students in the resource specialist program are fully included in general education classes with
co-teacher support in English and Math. This allows student access to additional highly qualified
instructors, while ensuring special education students’ access to grade level content standards in
a general education setting. The co-teaching program has been expanded with additional services
being provided by special education assistants. In this way, more resource students have been
given additional co-teaching support in their general education classes. In addition to coteaching, the resource program uses a collaborative/consultative model where students are
supported with ongoing communication and planning between special education and general
education teachers by regularly exchanging information about each student’s unique needs and
progress towards their academic goals. Learning Centers are available to provide more intensive
academic support to students in the resource program, as outlined in some students’
Individualized Education Plans (IEP). The classes are offered as electives in ELA or math and
taught by RSP teachers. Classes currently available are Developing Reading Skills or Math
Tutoring Lab. The seven period schedule allows students to take this intervention class.
Students whose educational needs cannot be met in the general education curriculum participate
in the Special Day Program. They receive their core academic instruction in the special day
setting. However, the students are mainstreamed in the general education population for all
electives and physical education.
Our campus also offers four Alternate Curriculum classes of Community Based Instruction (CBI)
and Multiple Disabilities for students with moderate to severe disabilities, which provide a
rigorous curriculum and transition services to prepare them for independent living. The CBI
program is housed on the Olguin campus.
Additionally, all special education teachers have improved instructional practices and have
aligned their content with Common Core Standards. We have increased the available teacher
Professional Developments which have been designed to equip special education teachers with
effective educational resources used to support all students having access to state standards.
Specifically, RSP teachers and their general education co-teachers will receive intensive training
designed to improve co-teaching methodologies as developed by California State University
Northridge.
San Pedro High School
WASC Self Study, March 2014 Page 14
We have developed an accountability system ensuring all teachers and stakeholders are adhering
to all district mandates and compliance guidelines. SPHS currently opened an MCD clerk position.
This position is designed to help support special education and section 504 at the school level;
this includes, supporting all students receiving special education services and their families.
Students who do not qualify for special education services, but who require educational
accommodations/modifications as part of their academic plan, have the opportunity to develop a
plan through the 504 Legislative Program. The process can be initiated by the student, parent,
teacher, or counselor, and typically begins with referral and subsequent intervention by the
C.O.S.T. (Coordination of Student Services Team).
The mission of COST is to assist our community in the identification, referral, intervention and
follow-through of a school-based course of action to improve the well-being of at-risk students,
specifically related to academics, behavior, health and attendance. SLCs have taken a larger role
in supporting the COST the past two years, particularly since the reconfiguration of offices into
SLC centers
Another Special Education Service provide to SPHS students is the District Office of Transition
Services (DOTS). It coordinates the planning and delivery of transition services for all students
with disabilities to prepare them for transition from school to adult living. Beginning at age 14, all
students with disabilities have transition goals in their Individual Transition Plan (ITP) section of
the IEP. Students are provided transition instruction, service, and support through a site-based
DOTS teacher in collaboration with other school site staff. Below is a list of supports, services and
programs that are available to students with disabilities attending San Pedro High School/Olguin
High School to assist students and their families with transition planning, including exploring
post-secondary options related to further education and/or training, employment, and
independent living.
Team from DOTS identifies and mentors 9th grade at risk students with school-site visits and
individual advisory meetings.
The site-based DOTS teacher is responsible for coordinating and conducting assessments;
providing direct instruction; using data for early identification of at-risk students and providing
individualized mentorship and connecting to students to sources of support to assist them in
completing high school; identifying, preparing, and enrolling students in paid work-based
learning (WBL) experiences. DOTS offers three WBL programs: Grantability (District-funded);
WorkAbility I (state funded); and Transition Partnership Program (TPP) Work Experience (funded
through the California Department of Rehabilitation). The purpose of WBL is to provide students
San Pedro High School
WASC Self Study, March 2014 Page 15
an authentic work experience to assist them in becoming prepared for full or part time
employment.
Transition Partnership Program (TPP) - TPP teacher works with counselors from the Department
of Rehabilitation (DOR) to identify eligible students with disabilities who would benefit from
participation in the TPP program. The goal of the program is to assist transition from high school
to further education/training and meaningful employment. Through the program, students
receive pre-employment preparation, opportunities to participate in work experiences, referral
to Marriott Bridges, and career planning to assist students in reaching their vocational goals. In
the past three years, approximately 37% of special education students at SPHS, age 16 and
above, have participated in a WBL or TPP work experience.
Community-Based Instruction (CBI) at SPHS also includes a School-Based Enterprise (SBE) in
which all students in the CBI program have an opportunity to participate in a student-run
business (sale of nutritional snacks). Approximately 40% of CBI students in their 3rd or 4th year
attend Doyle Career and Transition Center where students are given on-the-job and onsite
training in vocational strands. District busing is provided and students are supported by two
paraprofessionals from SPHS. In addition, students from SPHS have applied and been accepted
into the Center for Advanced Transition Skills (CATS) , a post-secondary program located at LAHC
and Project Search, a training/employment program located at Kaiser Hospital.
DOTS teachers meet with seniors in the fall to discuss post-secondary options and provide
connections to outside agencies. In the spring, seniors participate in a meeting in the library to
hear presentations and meet with representatives from Los Angeles Harbor College (LA HC), El
Camino Community College, Department of Rehabilitation, Harbor Occupational Center, Harbor
Regional Center, SPHS College Counselor/FASFA Advisor, Harbor Work Source, Employment
Development Department (EDD), Marriott Bridges Foundation, TPP Teacher/Transition
Specialists, and SPHS Administration.
For the past three years, DOTS has planned and provided busing to LAHC for a campus tour and
to take required English and math assessments. Prior to trip, all attendees have completed an
application to LA HC and received their student IDs. Students are also provided assistance with
their college and financial aid applications (FASFA).
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Career Technical Education (CTE)/Perkins
The Carl D. Perkins CTE program is a federally funded education act established to enhance high
school students' experience and training. The goal of the program is to offer an integrated
sequence of career technical and academic classes that prepare students for worthwhile
employment. The preparation is also aligned with university entrance requirements. The skills
taught in our classes prepare students to be eligible to bypass minimum-wage positions and
enter the workforce with a higher earning potential. While at San Pedro High School, a student
may choose from one of the following career pathways:
 Computer Technology – Digital Computers, Internet publishing
 Health Careers – Medical Terminology, Medical Terminology 2, Sports Therapy, First
Responders
 Industrial Arts – Wood Shop, Machinery I& II
JROTC
The mission of the Air Force Junior Reserve Officer training Corps (JROTC) program is to provide
comprehensive education and training programs to produce motivated leaders and better
citizens for America. JROTC is a 4-year program providing citizenship training and aerospace
knowledge for high school students. Enrollment is open to all 9th - 12th grade students. There
are three fields of study in JROTC including aerospace science, leadership education, and physical
training & drill.
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San Pedro High School
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Chapter II: Progress Report
Summarize progress on each section of the current schoolwide action plan that incorporated all
schoolwide critical areas of follow-up from the last full self-study and all intervening visits.
The most significant development at SPHS since the WASC visit in 2008, began on September
2009, when LAUSD implemented a Public School Choice board resolution whereby the District
invited school planning teams, local communities, charters and other others interested to
collaborate with the District in an effort to “create more schools of choice and educational
options for the District’s students and families….”
SPHS was among a list of ‘focus schools,’ selected on the following criteria: Program
Improvement status of 3+years, zero or negative growth on API for 2008-2009 year, less than
21% proficiency in either math or ELA, greater than 10% dropout rates. Under the close direction
of our principal, collaboration with teachers, staff, students and the community, a public school
choice plan was developed, which was turned in January 2010 to LAUSD Board of Education. An
advisory vote was conducted at the beginning of February, 2010, of all constituents (employees,
parents, students, neighborhood community, and feeder school parents and employees.) The
2010-2011 school year was the beginning of the implementation of the Public School Choice Plan
that was implemented and reviewed for five years.
During the planning stages for Public School Choice, San Pedro High School engaged in creating a
plan that encompassed the criteria of Public School Choice and incorporated recent WASC
recommendations into the fold. Much discussion was had to align the plan with the current
WASC recommendations in an effort to align our work. Teachers voted on a variety of issues
following a window of time to examine alternative programs and options that specifically
highlighted personalization and intervention. SPHS teachers, with a super majority vote, selected
our current seven period block bell schedule and the weekly Friday morning professional
development schedule. These changes allowed us to greatly increase the number of intervention
courses offered throughout the school day as well as support classes. SPHS data has showed that
our CST scores have improved, increasing 13 points in Algebra in 2012. The decrease of Below
and Far below basic in most areas on the CST from 208 to 2013.. Attendance has risen
consecutively for the four years of PSC implementation, and through student surveys, 74% of
students’ surveyed state that they like the seven period schedule. Additionally, the LAUSD School
Report Card data indicates that 9th, 10th and 11th grade retention rates has increased each school
year by the fact students are passing more classes by virtue of the seven period program and
more students are passing classes with higher marks. More importantly, the SPHS four year
graduation rate has increased by 12% from 51% to 63%.
San Pedro High School
WASC Self Study, March 2014 Page 19
The seven period block schedule has enabled the students to receive support and intervention
services within the school day. The following are the courses created in our seven period block
schedule since its implementation.
San Pedro Intervention Courses
Fall 2009-2010
3 ELS for PRP students (intervention for English Learners)
4 Dev. Reading (Sp. Ed)
1 Essential Standards English (CAHSEE prep)
4 Math Tutorial (Sp. Ed)
2 Essential Standards Math (CAHSEE prep)
Fall 2009 total: 10 Regular & 8 Special Ed
Fall 2010-2011
5 ELS for PRP
5 AVID
3 Essential Standards Math
1 English LAVA
2 Developing Readers (DRWC – Sp. Ed)
Fall 2011-2012
5 ELS for PRP
5 AVID
2 Essential Standards Math
3 Strategic Lit (Read 180/DRWC)
28 Math Tutorials
Advisories:15—9th grade 10—10th grade 4—11th gr.
3 Essential Standards English
1 Algebra LAVA
4 Strategic Lit (Read 180/DRWC)
27 Math Tutorials
Fall 2010 total:
77 Reg. and 2 Special Ed
Advisories:
12—9th grade 10—10th grade 4—11th gr.
2 Essential Standards English
4 Algebra LAVA
3 Developing Readers (DRWC – Sp. Ed)
Fall 2011 total:
72 Reg. and 2 Special Ed
Fall 2012-2013
4 Long-Term English Learner Advisories:8—9th grade 6—10th grade 4—11th gr.
4 AVID
2 Essential Standards English
2 Essential Standards Math
12 Algebra I/Geometry/Algebra II LAVA
3 Strategic Lit (Read 180/DRWC)
3 Developing Readers (DRWC – Sp. Ed)
24 Math Tutorials
Fall 2012 total:
70 Reg. and 2 Special Ed
With the adoption of the new bell schedule which incorporates weekly Friday morning
professional development, the Academic Curriculum Council (ACC) was able to strategically
monitor the school program and implement professional development plans that best meet the
needs of our students, aligned with the WASC recommendation, the PSC plan, and LAUSD
initiatives, driven by the data. Professional development has been a tool utilized to collaborate
around instructional initiatives, to highlight our areas of strength, to allow growth and to address
our areas of need.
San Pedro High School
WASC Self Study, March 2014 Page 20
The 2010-2011 professional development plan focused on the use of Inquiry Cycle:
Implementation of Pearson Learning Teams during the t2010-2011 school year. Twenty-four
teachers and 5 administrators participated in two day training during the summer on the Pearson
Learning Team process, an inquiry cycle process. The objective of learning teams is to
collaboratively plan a single lesson with a clear objective and rubric, teach the lesson, collect
student work, and analyze results, using a seven-step process. The results were geared to meet
SPHS WASC goals. A Pearson Learning Team Advisor was assigned to SPHS, to help the twentyfour facilitators through this year-long process by providing monthly training.
The 2011-2012 professional development focus was Frequent Formative Assessments (FFA). 27
content teams took their learning from the Pearson Learning Teams and the use of the Inquiry
Cycle to use common checks for understanding. FFA teams utilized data, curricular maps, and
SMART goals (specific, measurable, attainable, realistic, and timely), and student work to meet
San Pedro’s WASC goals of increasing grade level promotion and increasing student achievement
on standardized tests.
During the 2012-2013 school year, SPHS professional development utilized Professional Learning
Communities (PLC) and common assessments to inform instruction and learning. The faculty
built on their learning of the inquiring cycle and FFAs to collaborate on student learning. Each
PLC created and administered four common assessments through the school year. The protocol
answered three questions: What do they need to learn? How will we know they learned it? What
do we do when they do/don’t learn it?
The instructional focus was the two SPHS WASC goals, application of new learning of the EL
Master Plan, Common Core Standards, and the LAUSD Teaching and Learning Framework
Since the previous WASC visit in 2008, there have been a series of administrative changes at
SPHS. These changes include a new principal, three new assistant principals, and a transition
in the all staff due to Reduction in Force (RIF) policies as well as decreased enrollment. The
current administrative team is composed of the principal and five assistant principals. In
2 010, Mrs. Stevens became the new principal. Mrs. Stevens had the opportunity and
challenge of simultaneously leading San Pedro through the Public School Choice (PSC)
process, writing the Single School Plan development, and guiding the WASC two year Focus
on Learning Self Review.
Due to large cuts in categorical funding, in the fall of 2011, we were unable to fund
n u m e r o u s support staff. Therefore, much of this work has been distributed among all faculty
and staff members. Because of District Reduction in Force (RIF’s) policies, there have been
San Pedro High School
WASC Self Study, March 2014 Page 21
changes in the support staff at San Pedro. Office personnel were cut significantly, several
secretaries have been laid off, and offices are working with minimal staff. For example, in
December 2010 several office technician positions were eliminated due to budget cuts. Office
staffs were cut from thirteen to six staff members.
SPHS teaching staff has gone through significant changes as well. Despite these changes, we
have continued set achievement goals that resulted in increases in our API. Due to RIF’s,
transfers, and lower student enrollment, the SPHS faculty has loss of 25 teachers the last six
years.
In August of 2012, a new O l g u i n campus was opened to house 800 students in order to
eliminate overcrowding. As a result the new campus provided well-equipped science labs, a
computer lab, classrooms, and state-of-the- art computer labs, a pool, new gymnasium, and a
multipurpose room. We bolstered the technology access in these new classrooms by providing
computers, LCD projectors, and augmented audio-video capabilities. The Flagship campus has
benefited as well by the opening of the new campus. 25 bungalows have been removed from
lower campus and the SLC grant funds are providing remodeled SLC offices, pavers throughout
campus, and ADA compliance ramps to make all buildings accessible.
The new LAUSD initiatives were developed. They include the following; the implementation of
Common Core State Standards, the CORE Waiver, the new EL Master Plan developed under the
preview of the Office of Civil Rights, the new teacher evaluation process: Teacher DevelopmentGrowth Cycle, new graduation requirements of A-G with a ‘C’ or better beginning with the Class
of 2018, the development of the Performance Meter to guide schools strategically, measurably,
and timely to improvement student learning based on 10 indicators, and a new funding
formula and process.
The most significant regarding WASC and developing an Action Plan is the CORE Waiver. It is a
holistic approach to school improvement proposed by the California Office to Reform Education
(CORE), a consortium of California school districts, to replace No Child Left Behind accountability
rules through the federal waiver process. The CORE districts represent more than a million
students. While all ten districts in CORE contributed to the development of the in the School
Quality Improvement System, eight of the 10 districts are participating. The participating districts
are: Fresno, Long Beach, Los Angeles, Oakland, Sacramento, San Francisco, Sanger, and Santa
Ana Unified School Districts.
San Pedro High School
WASC Self Study, March 2014 Page 22
The School Quality Improvement System is rooted in a commitment to prepare all students for
college and career, achieved through shared learning and collective responsibility for continual
improvement. It is designed to instill a new collective and individual moral imperative to prepare
all students for successful futures and be responsive to the specific needs of California students,
with an all-encompassing focus on eliminating disparities between subgroups. Because LAUSD is
a CORE District, SPHS is no longer a Program Improvement School, but a 'Focus School'. Our
status as a Focus School has been established because of the gap between our Asian student
population (our highest achieving sub-group) and our Special Education student
population (lowest achieving sub-group).
When fully implemented during the 2015-16 school year, the School Quality Improvement Index
will include points awarded across the following domains:

Academic Domain (60%): Key indicators in this domain include: performance in Math,
English Language Arts, and all other state-administered assessments such as science,
history and writing at certain grade levels; student growth as defined by the School
Quality Improvement System; high school graduation rate, with points awarded for
both the federally-defined 4-year cohort graduation rate, and 5- and 6-year rates; and
middle school persistence rates defined as the percentage of graduated 8th graders
that go on to enroll in 10th grade.

Social-Emotional Domain (20%): Factors include: chronic absentee rate;
suspension/expulsion rate for the purposes of reducing disproportionality, and noncognitive factors (such as grit or resilience) for the “all students” group and all
subgroups. Indicators will be determined and piloted during the 2013-14 school year.

Culture-Climate Domain (20%): Factors include: school performance on
student/staff/parent surveys; English Language Learner re-designation; and Special
Education identification for the purposes of reducing disproportionality. Indicators
will be determined and piloted during the 2013-14 school year.
San Pedro High School
WASC Self Study, March 2014 Page 23
Schoolwide Critical Areas for Follow-Up October 2008
The WASC Visiting Committee outlined ten Critical Areas for Follow-up:
1. Develop a schoolwide culture of high learning expectations within the classroom through
challenging learning experiences and higher order thinking skills.
2. Implement and monitor effective assessment practices (focused around content standards) in
all core content areas. This includes the systematic analysis of date (student data as well as
classroom observation data) and common expectations for performance to drive instructional
decisions, course offerings, and professional development.
3. Evaluate the expectations of students and the rigor of curriculum in all classes against the
requirements of the content standards and frameworks. Improve the correlations between
grading practices and standards mastery.
4. Increase the use of research-based instructional practices including but not limited to formative
assessment and differentiation of instruction to enhance student engagement and teach higher
level thinking skills.
5. Build professional relationships between departments and among faculty and staff.
6. Implement a system of accountability for attendance, minutes, and scheduling of staff,
department, and SLC meetings. Content of the meetings should align with the school’s vision and
action plan.
7. Follow-up, professional development, and monitoring should occur to ensure that the Uniform
Classroom Procedures will impact effective classroom instructions, rigor and expectations, and
especially student learning. The Uniform Classroom Procedures need to support and stem from
the school’s purpose and vision.
8. Clarify the role of leadership groups. Although many site plan responsibilities have been
delineated and distributed, there is still some confusion as to who is responsible for what, and
who is willing to do what has been assigned.
9. Develop a site-based system of academic interventions and preventions during the school day.
10. Align the ESLRs with the vision and student learning. The leadership groups must focus on
student learning and achievement of the ESLRs.
Recommendations: Priority and/or Additional Areas for Improvement April 2010


Continue aligning student grades with the achievement of standards.
Extend current Action Plan, which has no actions after this summer, for three school years.
Recommendations: Priority and/or additional areas for improvement April 2011
 Closing the achievement gap of English Learners

Development of a common understanding of mastery of standards using formative
assessments.
Implementation and monitoring of the Single School-wide Action Plan
SPHS procedures for the implementation and monitoring of the Single School-wide Action Plan
are facilitated through the work of the parents, teachers and staff members that participate in
School Site Council (SCC), School Based Management (SBM), English Learner Advisory Council
(ELAC ) and the Academic Curricular Council (ACC).
The Academic Curricular Council (ACC) is composed of Department Chairs from all content
areas, S L C L e a d T e a c h e r s , support staff, and administrators. In the past five years ACC
with the approval of SBM, assisted with the planning and monitoring of the overall professional
development plan to implement our Action Plans. At the ACC meetings, the administrators
and coordinators guided the department chairs a n d S L C L e a d T e a c h e r s through
data analysis sessions, in an attempt to best identify the academic needs of our students. This
preparation allowed the department chairs and SLC Leads to assist their teachers in
classroom data analysis and adjusting instructional practices.
A committee composed of representatives of all stakeholders in t he ACC convenes on a
frequent and ongoing basis to review the WASC Action Plan and align it to the SPSA. This
document is then presented to the all advisory councils for their input and recommendations
are used to amend the SPSA when needed.
Integration of plans into one single school-wide action plan
In 2010, SPHS was placed on the Public School Choice list for the Los Angeles Unified School
District. As a result, our staff initiated a comprehensive review of program effectiveness, the
WASC action plan, and the areas for follow up. The Public School Choice (PSC) process
initiated a review of our most current achievement and survey data and a review of our
current instructional and support programs. Over time, each group conducted a self-review to
measure the effectiveness of our programs and to make recommendations to address student
need.
In November of 2009, SPHS submitted the Public School Choice (PSC) plan to reform our
Governance, Instruction/Curriculum, Professional Development, School Culture and
Assessment. As a result of the self-reflection required by this PSC process, our stakeholders
revisited the Action Plan and the overall structure of the school, and decided to modify certain
elements.
Therefore, our ongoing process of school reform has resulted in an annual review of data,
which in turn has informed and guided our instructional program. Because these selfassessment and reform efforts have touched upon the same elements described by the 2010
WASC Action Plan, we have indirectly modified our Action Plans to meet the needs of SPHS
students.
The Action Plan was a collaborative effort developed by the stakeholders of SPHS that
addresses the recommendations left by the revisiting committee, the identified critical
academic needs, the areas for strength and growth derived from the Self-Study findings, and
the Single Plan for Student Achievement. The Action Plan will also serve as a guide to help staff
organize their thoughts around quality research-based instructional practices.
Stakeholders monitored the Action Step and Growth Area by reviewing data to determine
program effectiveness. Corrective actions were taken, based on data, when implemented
programs were not meeting students’ learning goals as indicated by the Vision Statement
and Student Learning Outcomes.
The Principal continued to address, with all stakeholders, the external factors impacting the
school’s program and culture and climate. Teachers, Counselors, and other support staff
continued to receive training on how to effectively use data to strategically plan
i n s t r u c t i o n a n d programs aligned to the learning needs of students.
All decisions that were made to improve students’ academic achievement at SPHS were aligned
to the Action Steps that are outlined on the following pages to ensure that the WASC “Focus on
Learning” process continues to be the driving force to improve students’ academic
achievement.
Following the analysis of the data generated by Public School Choice and the Single Plan for Student Achievement,:
SAN PEDRO HIGH SCHOOL – SCHOOL-WIDE ACTION PLAN - SECTION 1
Goa1 #1: IMPROVED STUDENT ACHIEVEMENT: Increase student achievement through improved instructional delivery,
support services, and relevant intervention.
Rationale: Self Study findings indicate a need to improve rigor, grades, proficiency rates, graduation rates, and A-G college eligibility grades
9-12.
San Pedro High School critical academic needs:
■ to address school-wide discrepancy between teacher expectations and student achievement
■ to decrease the performance gap between classroom instruction and student achievement
■ to decrease the performance gap in testing among significant subgroups.
* WASC 2008 Corrective Actions #2, 4, 5, 7, 8, 9; NCLB Recommendation # 1, 2, 3; Public School Choice
Supporting Data: School-wide 2009
School-wide 2010
CST ELA 9th Grade – 67% below proficient
CST ELA- 56% below proficient
th
CST ELA 10 Grade – 70% below proficient
CST Math- 86% below proficient
th
CST ELA 11 Grade – 69% below proficient
CAHSEE-ELA- 51% below proficient
CST Algebra 1- 89% school-wide below proficient CAHSEE-Math- 58% below proficient
School-wide AYP Scores- 2008 -70% passed)
2009 (69% passed) 10th grade only
2008 (85% passed) | 2009 (88.3% passed) 11th grade only
2008 (94% passed) 2009 (93.8% passed) 12th grade only
School-wide API Scores - 2006 (620)
2007 (639)
2008 (682)
2009 (675)
2010 (692)
Annual Growth targets:
Meet AYP goals in all subgroups, increase attendance school-wide by 3%, and improve grade-level promotion
th
th
emphasizing 9 and 10 grade. Improve API by reaching target goal of 700.
Annual Growth targets:
1) Meet AYP goals in all subgroups and improve grade-level promotion emphasizing 9th and 10th grade.
Monitor Progress Tools:(Review throughout school year)
Report Progress:(Annual Report)
■ California Standards test data (CST) – ELA/ Math
■ Departmental data reporting of CST
■ CAHSEE 10th grade AYP proficiency – All students
■ Testing Committee/ Counseling Department Reports
■ Quarterly Periodic Assessment data – Core departments Gr. 9■ Local District Periodic Assessment data
th
12
■ Action Plan progress – January and June
■ Alignment of class grades with CST performance levels
■ Annual reporting of the Single Plan for Student Achievement
■ Number of strategic & intervention sections in the master
schedule
■ Enrollment in CAHSEE classes
■ Student progress on the CELDT
2) Improve API by reaching target goal of 800.
ESLR: San Pedro High School graduates will be:
Citizens who actively participate as informed members in a global environment; creative and critical thinkers who analyze, problem-solve,
and synthesize answers efficiently; and effective communicators who demonstrate competence in speaking, writing, and current
technology.
Action
Steps to Achieve Action
1. Increase relevance of curriculum to students through challenging
learning experiences and higher order thinking skills.
(Corrective action #5)
1a. Refine
 Continue to articulate more information about
articulation of SLC
SLC opportunities and high school coursework
themes to
aligned to each pathway: Assemblies, Parent
students, parents,
Night, and Intervention Night with Parents,
and community.
Intervention Assemblies, Student Councils, and
Brochures, Improved frequency of Middle
School Articulation, Career Day, Guest
Speakers, and SLC Event Days.
 Utilize peer mentors to describe the SLC theme
in action during freshman orientation
1b. Continue to
 Continue to develop literature describing the
create a strong
CTE pathway and career opportunities
career and
 Continue to examine and create elective class
college-going
options that are aligned with Career Technical
culture for each
Education (CTE) pathway standards and A-G.
SLC.
 Re-evaluate, monitor, add to and modify new
elective courses in the master schedule for the
2011-2012 school years and beyond.
 Continue to develop SLC Advisory Boards of
parents and business contacts in each CTE
pathway to assist in bringing the SLC theme to
the classroom
 Career Day, SLC Event Days.
 Continue to bring guest speakers of the
Person(s) Responsible
Method of Reporting
Timeline
Monitoring & Reporting
SLC Leads
Teachers
Administration
Parents
Student Councils
September
2010 and
ongoing
School Calendar
SLC Brochures
SLC, SSC, SBM Agendas
Minutes from SLC, SSC,
SBM
Community Meetings
Teachers, Counselors
Implementing
May 2010 and
ongoing.
Master Schedule, CTE
Brochures/Fliers, School
Calendar, SLC Agendas
SLC Leads, Counselors
Administration
Administration, SLC
Leads
SLC Leads,
Administration
Variety of monitoring:
marks, attendance, student
interest, teacher feedback,
etc.
Master Calendar
Agendas and Sign-in Sheets
Guest Speaker List
Bulletin
Calendar
specified SLC field to the classrooms, recruit
mentors, host job-fairs
 Organize field trips to industry sector and
universities, take workplace tours to further
expose SLC theme to make the instructional
program relevant and applicable to real life
applications.
 Connect students with the Boy’s and Girl’s Club
connection for the College Bound Program.
 Continue to support AVID field trips to colleges
despite funding challenges.
2. Increase rigor of curriculum in all classes against the requirements
of the content standards and frameworks.
(Corrective action #4 and #7)
2a. Utilize
formative and
summative
assessment to
insure delivery of
a high quality,
viable curriculum
aligned to content
standards and
frameworks
■ Continue to collaborate within departments to
establish formative and summative
assessments appropriate to specific content
areas
■ Continue to examine the role of assessment in
the classroom within departments and
Learning Teams
■ Utilize collaborative classroom observation
tools and continue to observe and debrief with
all stakeholders through classroom walk through.
■ Continue to incorporate District Initiatives into
curriculum mapping and delivery of instruction.
■ Utilize and expand use of UCPs to increase
formative assessments and develop common
criteria to correlate between grades and
Flyers
SLC Leads, Advisory
Boards
Counselors
AVID Teachers
Administration
Department Chairs
ACC
Fall 2010 and
ongoing
Learning Team Agendas
and Minutes
Curriculum Maps
Department Chairs,
ACC
Dept. Agendas/ Sign-ins
All Faculty
Student Work, Learning
Displays, Student
Engagement
Department Chairs,
ACC
ACC, Administration
Fall 2010 Master
Fall 2011 and
ongoing
Continue to emphasize
UCLA taught strategies.
mastery of standards.
■ Review curriculum maps to continue to pace
effectively, utilize essential questions and
ensure delivery of viable and high quality
curriculum
2b. Design and
deliver rigorous
instruction that is
aligned to content
standards, and
frameworks.
■ Continue to train all teachers across disciplines
to ensure the use of Bloom’s Taxonomy/Costa’s
Levels of Inquiry in classroom practice
■ Utilize inquiry cycle to study formative
assessment practices and teaching strategies
that increase rigor
■ Continue to analyze formative assessment for
clear alignment with curricular objectives
through the inquiry cycle
■ Utilize RTI2 to establish re-teaching/ formative
assessment as a first step in intervention in the
content classroom
■ Incorporate use of frameworks in curriculum
map design and formative assessment
discussion.
■ Ensure standards, frameworks, formative
assessments and cycle of inquiry align with
ESLRs
■ Create and align assessments and ESLRs to the
development of project-based learning
Teachers, Department
Chairs, ACC
Teachers, Department
Chairs, ACC,
Administration
Teachers, Department
Chairs, ACC,
Administration
LT Facilitators,
Teachers, Department
Chairs, ACC,
Administration
Fall 2011 and
ongoing
Fall 2011
Spring of 2012
ACC
On-going
ACC
Spring 2012
Agendas and Minutes from
departments and Learning
Teams
Common Assessments
Student work with criteria
3. Use all assessment data and state test results in order to drive
instructional decisions and to differentiate instruction.
(Corrective Action #2 and #9)
3a. Examine and
disaggregate
student data
(grades, periodic
assessments and
standardized
tests) to inform
instruction.
3b. Improve the
correlation
between grading
practices,
standards
mastery, and
formal
■ Continue to utilize Periodic Assessment data
and department assessments to a) ensure
student understanding of content standards, b)
monitor instructional practices, c) implement
re-teaching strategies, and d) determine future
professional development needs with
departments
■ Continue training for updates in data analysis
■ Based on data results, continue identifying and
evaluating areas of instructional need in
departments and SLCs for both intervention
courses and classroom approaches.
■ Collaborate through PD to create lessons that
target identified weakness strands and revise
curriculum and instructional practices
■ Utilize peer observations to continue
professional development
■ Utilize professional development time to
continue to revise instruction based on
observed challenges and successes
Administration
ACC
Faculty and Staff
SSC and Teachers
Pearson Learning
Teams (LT)
■ Utilize protocol to examine student work and
formative assessments
■ Continue to create and modify quarterly
benchmark assessments
■ Examine student work to calibrate grading
practices in common classes
■ Respond to formative assessments in re-
ACC (specifically the
Math Coach,
Instructional Coach,
and ELD Coordinator)
Teachers
Administrators through
the use of teacher
Fall 2011 - 2014 ACC Agendas/Minutes
Facilitators Guides
Agendas/Minutes from
Departments and Learning
Teams
Completed Graphic
Organizers from
Department Pd
Learning Team Lessons
Master Schedule
Peer observation
Spring 2011
and ongoing
Agendas/Minutes
Lesson Plans
Student data
-CST
-AYP/API data
-Periodic assessments
assessments
teaching and standards mastery.
■ Analyze student work from common
assessments to guide discussion and
standardize the practice of grading
■ Determine if grades correlate with assessment
results and modify grading practices
accordingly
3c. Target
■ Continue training and implementation of SDAIE
underperforming
instructional strategies in the classroom
sub groups.
■ Train staff on Response to Instruction and
Intervention (RTI2 )
■ Provide extended learning opportunities
through daily schedule modification
■ Continue to present and implement effective
differentiation strategies.
■ Cluster EL and RSP students within the
classroom to improve co-teaching
opportunities
■ Provide training and follow-up for co-teaching
practices
4. Develop a site-based system of Academic Interventions and
Preventions during the school day. (Corrective Action #8)
4a. Implement a
system of
instructional
supports during
the school day.
■ Cluster students needing intervention within
specific classrooms with co-teachers to
maximize support services
■ Offer intervention and support courses
including advisory and credit recovery:
■ Continue and collect evidence from
intervention classes for English Learners who
have been in the program for five years or
evaluation process
Administration
-Class Grades
Fall 2010 and
ongoing
Agendas/Minutes
ACC
Observable use of UCPs
Administration
Master Schedule
ACC
EL Coordinator,
Administration
Fall, 2011
Special Education Unit
Fall, 2011
RTI2 Team
Administration
Counselors
ELD Coordinator
Fall 2011 and
ongoing
Public School Choice Plan
Master Schedule
■
■
4b. Create a
system/network
of school-wide
support for at-risk
students. (Tier 2
and 3)
■
■
■
■
more and not meeting test and grade criteria to
reclassify
 Continue and collect evidence from an
intervention classes for RFEP students who
have been reclassified for two years or less
no meeting proficient on the CST or in their
English grades.
 Continue and collect evidence from
intervention classes for “at-risk” students
who have been identified by CST scores,
grades, tests, attendance, and transcript
 Continue and collect evidence from
additional math and English classes during
the school day for students who need
remediation based on diagnostic entrance
exam
 Continue to monitor effectiveness of math
tutorial and reading development classes in
Special Ed
Teach and utilize the problem-solving protocol
of RTI to address student intervention needs
Develop and monitor Tier 2 response for at-risk
students, including mentoring and assemblies
as determined by each SLC
Implement the pyramid of intervention
Refer students to COST and SST (SLCs)
Increase the utilization of the SST process
Expand and monitor systems of support
Math/Instructional
Coach
EL Coordinator
Master Schedule, MyData,
List of Interventions
Administration, EL
Coordinator,
Counselors, Title I
Coordinator, Data
Coach, SSC
Teachers
Administration, SSC
RTI2 School Based
Leadership Team
(SBLT)
Counselors, ACC, SLC
Lead Teachers
SLCs
SST
Administration
Spring 2010
and
Annually
Meeting/Agendas
Public School Choice Plan
Master Schedule
SAN PEDRO HIGH SCHOOL – SCHOOL-WIDE ACTION PLAN - SECTION 2 - SPRING 2011
Goal #2: ACCOUNTABILITY: Implement a system which engages school leadership and faculty in a collaborative continuum which aligns:
instructional program, student learning outcomes, and measurable school-wide accountability reflective of the mission and vision of San
Pedro High School.
WASC 2008 Corrective Actions: # 1, 3, 5, 6, 8, 10
Supporting Data: School-wide
API Scores: 2006 (620)
2007 (639)
2008 (682)
2009 (676)
2010 (692)
AYP Scores: 2008: 10th Gr: (70% passed); 11th Gr: (85% passed); 12th Gr. (94% passed) – 2009: 10th Gr. (69% passed): 11th Gr. (88.3%
passed); 12th Gr. (93.8% passed)
Annual Growth targets:
1) Meet AYP goals in all subgroups, increase attendance school-wide by 3%, and improve grade-level
th
promotion emphasizing 9 and 10th grade. 2) Improve API by reaching target goal of 800.
■ Full faculty participation in professional development – 95% participation at all department, SLC, and faculty meetings.
■ Increase passage rate of core subjects.
■ Calendar 14 Professional development days, divided equally between SLCs & Departments
Monitor Progress Tools: (Review Throughout the year)
Report Progress: (Annual Review/ End of Year)
■ Course-alike Common Planning – Core subjects
■ Calendar, Agendas, Sign-ins, for Dept, SLC, & Intervention program
mtgs
■ Governing Body Elections – Dept./ SLC/ SSC/ SBM/ CEAC/ ELAC
■ Professional Development Plan/ Conference Attendance
■ California Standards Test data (CST) – ELA/ Math
■ Quarterly Periodic Assessment data – Core departments 9-12th
grades
■ Alignment of class grades with CST performance levels
■ CAPA for CBI students
■
■
■
■
■
■
District Professional Development Plan – May
School Website/Calendar
School Organizational Chart
AYP/API
School Accountability Report Card
SPARC/ Student Services
ESLRs: San Pedro High School graduates will be: Citizens who actively participate as informed members in a global environment; creative
and critical thinkers who analyze, problem solve, and synthesize answers efficiently; and effective communicators who demonstrate
competence in speaking, writing, and current technology.
Goal #2: Accountability
Action
Steps to Achieve Action
Person(s)
Responsible
Method of
Reporting
Timeline
Monitoring &
Reporting
1. Build professional relationships between departments, SLCs, and among
faculty and staff.
(Corrective Action #1)
1a. Through the leadership
■ Incorporating annual school-wide goals and
group, continue to review data,
objectives into professional development
assess needs, plan professional ■ Establishing routine data analysis to prepare
development based on data
for professional development and create
and needs, and to monitor
agendas
progress.
■ Examining effective practices and research in
order to expand understanding of what and
how students learn best
■ Evaluate and adjust PD in response to
classroom walkthroughs, peer observations,
leadership debrief, review of evaluations, and
teacher surveys
Objective: To establish a collegial and professional
environment for all stakeholders that fosters student
achievement.
Administration
Fall 2009 and
Agendas/Minutes
ongoing
ACC
Facilitator Guides
1b. Continue to monitor the
■ Continue to utilize distributed teacher
implementation and utilization
leadership to facilitate use of the inquiry cycle
the inquiry cycle in small groups
around formative assessment
to further enhance the delivery ■ Develop an analysis protocol to evaluate
of a specific lesson
student work.
■ Monitor analysis protocol to evaluate
delivery and collection of student work in
response to common assessments
■ Provide consistent meeting time for teachers
to collaborate through the inquiry cycle,
Administration
Acc
SSC
Charts in Room
213
Calendar
Coaches
Surveys
ACC
Data
Distributed
Leadership
Instructional
Coaches
Spring 2011 and PD Schedule
ongoing
Agendas/Minutes
PD Binders
specifically around common formative
assessments
1c. Collaboratively continue to
develop units of instruction
utilizing common assessments.
■ Content teachers design units of instruction
incorporating formative and summative
assessments aligned to curriculum maps
■ Use protocols to provide feedback on unit
design and development
2. Develop an accountability plan for the system of intervention.
(Corrective Action #8)
2a. Establish a monitoring
system for intervention classes
during the school day.
2b. Implement monitoring of
the effective use of Tier 2 and 3
■ Establish a common criteria for an advisory
focus that leads to advisory curriculum
■ Develop and use an advisory and intervention
curriculum map that includes assessments
■ Progress monitor intervention courses on the
school schedule
■ Train teachers in peer tutoring and develop a
Teacher Trainer elective to support advisory
and intervention classes
■ Monitor the master schedule to ensure
support for advisory classes
■ Provide time for advisory/intervention
teachers to meet, develop, and curriculum
■ Determine which students can stop with
intervention and who needs further
intervention
■ Establish monitoring protocols for Tier 2 & 3
■ Monitor protocols for each level of
Departments
Instructional
Coaches
Fall 2011 and
ongoing
Agendas/Minutes
Fall 2011
Administration
Objective: Create an intervention plan in each SLC and
develop a protocol for monitoring interventions for all
SPHS students.
Surveys
Fall 2010
Faculty meetings
ACC, SLC Lead
Teachers
Administration
Conference
Attendance
SIS Criteria
Instructional
Coaches
Report Cards
COST
Master Schedule
PSA
Data Coach
Counselors
Student success
Administration
Annual Review
2010-2014
Tutoring Program
CAHSEE Boot camp
Intervention and use of
referrals to COST and SST.
intervention to determine which students
move to the next tier and which students can
stop receiving intervention
Support Services
(SLC Lead and
Coordinators)
Observation Forms
Agendas/Minutes
from Support
Team meetings
Documents/forms
from SST/COST
Goal #2: Accountability
Action
Steps to Achieve Action
3. Educate all stakeholders on school processes and organizations, and provide
relevant opportunities for feedback.
(Corrective Actions #3 and #6)
3a. Continue regular
opportunities for
communication with all
stakeholders
3b. Continue to implement a
system of accountability for
attendance, minutes, and
scheduling of faculty, dept. and
SLC meetings.
■ Continually update School Calendar and
Website with all pertinent information
■ Provide notice and meeting opportunities for
Back to School Night, Parent Conferences,
Open House, ELAC, CEAC, SSC and all other
school meetings
■ Distribute agendas, meeting times and days
to all stakeholders in a timely manner
■ Schedule regular meetings of all stakeholder
groups and sub-committees
■ Provide frequent opportunities for
comments, concerns, and suggestions at all
meetings
■ Conduct surveys of all stakeholders regularly
■ Continue to update binder to document
minutes and agendas for all meetings
■ Continue to document and counsel nonparticipants
Person(s)
Timeline
Monitoring &
Responsible
Reporting
Method of
Reporting
Objective: Utilize all means of communication to increase
school-wide understanding of school organizations.
Establish a safe and orderly learning environment for
adults and students.
Administration
Spring 2011 and School Calendar
ongoing
Daily Bulletin/PA
Administration
SPHS Website
ELAC
College Newsletter
CEAC
Minutes/Agendas
SSC
Parent Center
Community mtgs.
Parent Email Log
SSC
ELAC
CEAC
Administration
Back to School Night
Open House
Parent Conference
mtgs.
Spring 2011 and Sign-ins
ongoing
Agendas/Minutes
PD Binders
Stull Observations
Schoolwide Action Plan Progress (critical areas of follow-up that have been addressed)
WASC Goal #1: IMPROVED STUDENT ACHIEVEMENT: Students will see the link between
instruction, assessment, and mastery of standards as demonstrated by increased grade level
promotion through a decrease of D’s and Fails.
1. Develop a common understanding of mastery of standards.
1a. Continue to review data, assess needs, implement the inquiry cycle and develop common
assessments that measure specific standards.
o Continue to implement PDs designated for data review
o Give time for inquiry cycle to identify successes and challenges
o Guide instructional modifications where data/inquiry cycle demonstrates need
o Utilize frequent formative assessments to determine if standards are being met
1b.
Continue to focus on rigor in development and delivery of curriculum, utilizing formative
assessments to insure alignment within standards/instructional goals.
o Continue to meet in grade-level groups to develop common activities and assessments
o Continue to develop and update curriculum maps to insure instruction aligns with
standards
o Continue to implement SPHS Uniform Classroom Procedures (UCP) to insure school-wide
rigor
o Continue implementation of frequent formative assessments to allow for instructional
modifications, where necessary
2. Continue aligning student grades with achievement of standards.
2a. Continue to examine student data to improve the correlation between grading practices,
standards mastery, and formal assessments.
o Continue to compare standardized test data to class marks
o Continue to collaborate within departments to establish formative and summative
assessments that align with specific standards
o Continue to develop instructional practices that demonstrate link between standards and
grades
o Continue to incorporate District initiatives into curriculum mapping and delivery of
instruction
o Utilize and expand use of UCPs to increase formative assessments and develop common
criteria to correlate between grades and mastery of standards.
o Review curriculum maps to continue to pace effectively, utilize essential questions and
ensure delivery of viable and high quality curriculum.
Robert San Pedro College High School
WASC Self Study, March 2014 Page 10
WASC Goal #2 ACCOUNTABILITY: Increase student achievement by 10% as demonstrated on
CAHSEE and CST scores in all subgroups, with a focus on underperforming subgroups such as EL,
special education students, and socioeconomically disadvantaged students.
1. Implement instructional and intervention practices that target underperforming subgroups.
1a. Continue implementation of multi-level student supports within the classroom that include a
variety of approaches designed to deliver quality first-instruction that meets each student at
his/her level of need.
o Design PD focus on interventions, including differentiation, re-teaching, student
motivation, SDAIE, and other approaches that address the variety of students in the
classroom
o Conduct PD and implement Professional Learning Communities and Common Assessments
o Develop UCP strategies that address various approaches
o Utilize frequent formative assessments to monitor effectiveness of strategies, and modify
where appropriate
1b. Continue to fund and utilize instructional coaches to introduce specific strategies appropriate
for target subgroups
o Analyze data and design PD focus specific to each subgroups needs
o Collaborate, advise, Co-plan, and Co-teach with teacher where appropriate/necessary
o Identify and expend funds for instructional coaches in critical need areas of math and
English
o Integrate Title III funded coach to focus on “best practices” for EL subgroup
1c. Implement a system of instructional supports during the school day
o Create bell schedule that allow for enhanced academic opportunities
o Program students into schedule that addresses specific academic needs
o Provide BOTH intervention and enrichment opportunities through course offerings
o Utilize data to identify areas of need
o Focus on “SLC” method of maintaining connection with students, and providing for their
needs
2. Develop an accountability plan for the systems of intervention designed to support subgroup
success.
2a. Establish a monitoring system for intervention classes during the school day.
o Establish and develop objectives for intervention courses.
o Progress monitor intervention courses on the school schedule through marks, attendance,
surveys, anecdotal records, etc.
o Review intervention objectives and determine success of each specific intervention with
Department Chairs and/or SLC Lead teachers and report progress and program preferences
prior to the master schedule development
o Determine which students can stop with intervention and who needs further intervention
2b. Implement monitoring of the effective use of Tier 2 and 3 Intervention and use of referrals to
COST and SST.
o Monitor protocols for each level of intervention
Robert San Pedro College High School
WASC Self Study, March 2014 Page 10
o Meet bi-annually to review data of Tier II and Tier III interventions and need.
o Determine which students move to the next tier and which students can stop receiving
intervention
Robert San Pedro College High School
WASC Self Study, March 2014 Page 10
Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and
Progress
Provide an overall summary from the analysis of the profile data
 Based on past progress and current data, explain the implications of the data with respect to
student performance.
 Select two to three critical learner needs based on the data, noting the correlated schoolwide
learner outcomes.
 List important questions that have been raised by the analysis of the student performance,
demographic, and perception data to be used by Home and Focus Groups in their study.
Student Demographic Data
SPHS is a comprehensive high school located in San Pedro, California, a relatively diverse
community adjacent to the Port of Los Angeles. SPHS is a comprehensive high school consisting
of grades 9-12. The enrollment is 2,771 students. We are a Title 1 School, 50% of SPHS
students receive free lunch. SPHS has a diverse group of students comprised of: 9% African
American, 2% Asian, 1% Filipino, 69% Latino, and 17% White. Twelve percent (12%) of students
receive special education services, 21% percent are classified as gifted and talented, , and 6% of
students are English Learners. Twenty-two percent (22%) of the students are former English
Learners who are Reclassified Fluent English Proficient (RFEP). Ninety percent (90%) of the
English Learners are Spanish speakers. The actual student attendance rate is 95%. Sixty-five
percent (65%) of students maintained a 96% or higher attendance rate (seven or few absences),
which is above the district average of 56%. The student transiency rate decreased from 25.6% in
2011-2012 to 24.4% in 2012-2013.
Student Demographic 2012-2013
African Americans
American Indians
Asian
Filipino
9%
1%
2%
1%
Latino
Pacific Islander
69%
1%
White
17%
English Learners
Reclassified ELs (RFEP)
Students with Disabilities
Economically
disadvantaged
Identified Gifted-All
Identified Gifted-African
American
Identified Gifted Latino
6%
22%
12%
50%
21%
12%
16%
Achievement Data
San Pedro College High School has a 2013 Academic Performance Index (API) of 718, an increase
of 3 points from 2011-2012. Since 2007-2008, SPHS has made continuous positive growth of 80
points; In 2012-2013, SPHS met 11 of the 20 AYP requirements.
Robert San Pedro College High School
WASC Self Study, March 2014 Page 10
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Base API
Growth
API
Points
Met AYP?
682
675
691
711
715
676
692
711
714
718
-6
17
20
3
3
No
No
No
No
No
The past four school years, SPHS has gained in API but only exceed its school-wide growth
targets two of the five years. During the 2012-2013 school year, SPHS had three significant
subgroups exceed the AYP targets; African American, Whites, and English Learners who
gained 63 points. The Latino, White, Socio-economically disadvantaged, , and Students with
Disabilities subgroups all has shown growth on both the ELA and Math standardized test but
did not met the AYP targets.
Sub-Group Description
Whole School
African American
Hispanics or Latino
White
Socio-economically Disadvantaged
SWD
English Learners
Robert San Pedro College High School
WASC Self Study, March 2014 Page 10
API
Base
715
654
700
788
692
499
618
API
Growth
718
663
695
809
696
512
681
Growth
Target
9
7
5
5
5
15
9
Actual
Growth
3
9
-5
21
4
13
63
Met
Target?
No
Yes
No
Yes
No
No
Yes
California Standards Test Data
At SPHS, we have ensured that all students are enrolled in A-G courses since the 2011-2012 school
year. In 2013, the CST results reflect growth in most areas, as well as decreases associated with a
higher enrollment in mathematics and science courses. The five year trend data indicate gradual
growth by all groups in ELA and Math.
As reflected in the data for grades 9-11 students on the English Language Arts portion of the 2013
California Standards Tests (see charts below), there was a slight increases in scores for all grade levels
and decrease in the percentages of Below Basic (BB) and Far Below Basic (FBB). However, data from
2010-2011 shows a decrease in proficiency for all other subgroups.
CA Standards Test data for mathematics shows a slight decrease in Advanced and Proficient scores in
2012-13 but, an overall increase in the last 5 years. Examining data by subgroup, finds mixed results.
There were gains in the African American, Asian, and White subgroups while there was a decline or
no growth in the remaining subgroups in 2012-13. However, the five-year changes in proficiency for
mathematics show growth in all subgroups; with the largest gains in the Asian and English Learner
(EL) subgroups.
In 2012-13, students in advanced math classes increased in proficiency while there was a decrease
in Algebra I and Geometry proficiency rates. The decrease in Algebra 1 can be attributed to credit
recovery classes offered in the 2012-2013 school year that have not been offered in the previous 5
years. In 2011-12, the Algebra 1 proficiency rates increased significantly by 13% in one year, while
the Geometry rates saw gains as well.
Overall, the five-year gains in proficiency rates are a reflection of the focused and strategic
professional development in the math department. Professional development has included
revamping curriculum maps, examining data, implementing district periodic assessments, and
creating common assessments (formative & summative) and concept tasks.
CORE—SWD and Asians
San Pedro High School
WASC Self Study, March 2014 Page 53
Proficient and Advanced in English Language Arts
% Proficient &
Advanced 12-13
All Students
48.8%
African American
41.2%
Asian
61.5%
Latino
43.0%
White
73.2%
Socioeconomically Disadvantaged 43.1%
English Learners
4.4%
SWD
12.4%
Proficient and Advanced in Mathematics
% Proficient &
Advanced 12-13
All Students
14.9%
African American
14.4%
Asian
46.2%
Latino
10.9%
White
26.7%
Socioeconomically Disadvantaged 12.3%
English Learners
9.3%
SWD
3.7%
2012-2013
CST
ELA
ELA
ELA

Grade 9 19
Grade 10 19.1
Grade 11 15.5
% PROF
32.1
27.9
31.4
%
BASIC
29.6
35.8
31.1
5 year change
4.5%
6.0%
-1.7%
3.1%
8.8%
3.4%
0.1 %
-2.4%
8.3%
11.8%
-2.1%
7.7%
12.1%
12.2%
0.8%
6.2%
1 year change
5 year change
-1.6%
2.7%
0.5%
-2.8%
2.4%
-3.4%
-0.5%
-1.3%
2.2%
6.1%
16.9%
2.1%
0.3%
3.4%
6.8%
1.1%
% BB
% FBB
12.8
10.1
12.7
6.4
7.1
9.1
Changes in PROF/ADV
2011-12 2012-13 Change
43.2
46.4
43.6
51.2
47.0
47.2
8.0
0.6
3.6
All ELA levels increased with 9th grade having the greatest increase of 8.
2012-2013
CST
Math
Math
Math
Math

% ADV
1 year change
% ADV
Algebra 1 2.4
Geometry 0.6
Algebra 2 2.2
HS Sum 4.1
% PROF
16.8
9.1
13.3
25.1
%
BASIC
24.2
18.0
20.3
28.1
% BB
% FBB
35.7
48.7
38.3
28.7
20.9
23.3
25.9
14.0
Changes in PROF/ADV
2011-12 2012-13 Change
23.1
11.1
13.5
26.0
19.2
9.7
15.5
29.2
-3.9
-1.4
2.0
3.2
In 2011, a greater number of students were enrolled in Algebra 2 as their third year
mathematics course. The results indicate a need to improve our first good instruction
and intervention for students enrolled in math courses.
San Pedro High School
WASC Self Study, March 2014 Page 54
2012-2013
CST
% ADV
% PROF
%
BASIC
41.0
% BB
Changes in PROF/ADV
2011-12 2012-13 Change
% FBB
Sci
Biology 11.4
23.2
15.1
9.2
37.7
34.7
-3.0
Sci
Chemistry 5.8
15.7
43.1
24.6
10.8
20.3
21.5
1.2
Sci
Physics 15.2
28.3
34.8
15.2
6.5
30.6
43.5
12.9
• Although there was a decline in physics, there was an increase in student achievement in
Biology. The increase in Biology reflects the collaboration between the Biology teachers,
including implementing common lessons, analyzing student data, and including projectbased learning opportunities.
2012-2013
CST
% ADV
% PROF
%
BASIC
31.8
% BB
% FBB
Changes in PROF/ADV
2011-12 2012-13 Change
Histo *World 12.3
23.1
13.1
19.6
44.0
35.5
-8.5
ry
Histo US
21.4
31.8
24.7
11.4
11.6
45.0
52.4
7.4
ry CST data reflects a growth in tenth grade achievement on the World History exam and
eleventh grade achievement in US History.
California Physical Fitness Test (Fitnessgram) Data
Standards
Grade 9
Percent of Students Meeting Healthy Fitness Zones
Four of Six
Five of Six
Six of Six
18%
19%
22.0%
Passed Fitness Gram
41%
The 2012-2013 data for SPHS’s Fitnessgram reveals a need to support our students in their efforts
to become physically fit. The Fitnessgram is administered to high school students in grade 9. This
table displays the percent of students meeting fitness standards (scoring in the healthy fitness
zone on all six fitness standards) for the most recent testing period. SPHS has added a PE class for
upper class students who receive instruction to prepare them to pass the Fitnessgram
San Pedro High School
WASC Self Study, March 2014 Page 55
CAHSEE Data
In 2012-2013, sixty-nine percent (69%) of our tenth grade students passed the California High School
Exit Exam (CAHSEE), which exceeds the district average of 66%. Seventy-seven percent of the tenth
graders passed the ELA portion of the CAHSEE, but only 49.5% were proficient. Comparably, 76% of
the tenth graders passed the math portion, however, only 50% were proficient. In order to increase
the proficiency and pass rates on the CAHSEE, SPHS will implement a both classroom writing with a
school rubric as well as intervention classes for CAHSEE Prep that will include assessment on the
CAHSEE standards to inform instruction, provide ongoing monitoring to increase efficiency of
instruction and interventions, and build students’ confidence which is a key factor to students’
success on the exam.
School Year
2012-2013
2011-2012
2010-2011
2009-2010
CAHSEE-ELA
# Tested % Passed
634
77.90%
621
82.90%
753
82.30%
727
79.50%
% Proficient
49.40%
51.90%
53.70%
47.00%
CAHSEE – MATH
# Tested % Passed
634
76.20%
628
81.50%
756
78.80%
748
72.10%
%Proficient
50.30%
47.10%
41.70%
40.90%
English Learners
San Pedro High School currently has a subgroup of 189 students within the overall student population
of approximately 2,800 that are classified as English Learners (EL). These students’ needs are served
by classes in English language development, as well as core curriculum classes that employ SDAIE
strategies to engage such learners. English learners are placed in English Language Development
(ELD) classes based on the CELDT assessment that is given annually to both EL students and any new
student identified as having English as a second language. All teachers in core academic areas are
highly-qualified, as defined by the NCLB Act of 2001, and hold authorized credentials. Because all
instructors of the core academic areas have been trained to deliver Specifically Designed Academic
Instruction in English, our English Learners have access to all core subject standards regardless of
their ELD level.
Language Classification
ENGLISH ONLY
INITIALLY FLUENT ENGLISH
PROFICIENCY
LIMITED ENGLISH PROFICIENCY
RECLASSIFIED FLUENT ENGLISH
PROFICIENCY
UNKNOWN
Overall
San Pedro High School
WASC Self Study, March 2014 Page 56
2011-2012
1,802
2012-2013
1,774
2013-2014
1,770
246
245
258
201
272
189
706
1
3,000
621
2
2,856
575
2
2,808
The reclassification rate of English Learners has improved some years, but overall there is a need to
continue to provide intervention for all English Learners. SPHS has one of the highest reclassification
rates for high schools in ESC: South. This year, two LAUSD sponsored intervention elective classes
were added to the master, which provides extra support in ELA skills, CAHSEE, and study skills.
Year % Reclassified
2012-13
13.8
2011-12
15.7
2010-11
10.75
2009-10
14.42
2008-09
11.47
San Pedro High School
WASC Self Study, March 2014 Page 57
Advanced Placement Course Data
In May 2013, 20% students were enrolled in an Advanced Placement course, and 86% those
students passed with a “C” or better in their class. There are currently 20 Advanced
Placement classes offered at SPHS (33 approved courses statewide) compared to a district
average of 9. SPHS continues develop the Advanced Placement program for example by
forming a partnership with Marymount University housed on the
Olguin campus where students have the opportunity to earn
college credit while enrolled in AP classes at SPHS.
AP Enrollment by
Ethnicity
School
# Students
% Students Enrolled
Year
Enrolled
in AP
20132014
206
18.00%
20122013
208
14.90%
AFRICAN AMERICAN
20112012
226
13.30%
20102011
240
5.40%
20132014
1,866
18.80%
The
above
2012data
2013
1,809
16.80%
LATINO
20112012
1,901
15.10%
20102011
1,983
11.00%
20132014
485
35.70%
20122013
470
30.60%
WHITE
20112012
457
27.60%
20102011
500
19.80%
demonstrates the increase of all significant subgroups taking AP classes at SPHS the last four years.
San Pedro High School
WASC Self Study, March 2014 Page 58
School Year
2012-2013
2011-2012
2010-2011
AP
Enrollment
1,665
1,654
1,179
% With a
'C' or Better
84.30%
86.20%
85.00%
% With a
'D' or 'F'
15.70%
13.80%
15.00%
The above chart represents the percentages of students receiving a “C” or better and the
percentages of students receiving a ‘D’ or ‘F’. The number of students taking an AP class has
increase nearly 500 students compared to the 2010-2011 school year. Yet the percentage of
students has only slightly increased for students receiving a 'D' or 'F'. AP teachers are providing the
rigorous curriculum while providing the necessary support and differentiation to ensure all students
learn and are successful.
San Pedro High School
WASC Self Study, March 2014 Page 59
Graduation Performance
In 2011, San Pedro High School had a four-year cohort graduation rate of 69%, which is an
11% increase from the 2009-2010 and exceeded the 2012-2013 district target of 63% as
established on the Superintendent’s Performance Meter. The current annual graduation
rate is ninety-four percent (94%). Improved instructional practices, adequate emotional and
social support, and fostering high levels of student engagement and commitment will
support all students on the path to graduation particularly in light of LAUSD A-G Graduation
requirement with a “C” or better for the Class of 2018.
College Readiness- A-G Courses Percentage with a ‘C’ or Better
Grade
2011-2012
th
9 Grade
30.9
10th Grade
27.4
th
11 Grade
22.4
12 th Grade
24.2
2012-2013
38.8
27.2
26.9
25.0
SPHS faculty has analyzed and reflected on the data in order to prepare for the implementation of
the LAUSD graduation requirement for the Class of 2018. Each department has begun to participate
in professional development around the new SPHS Instructional Classroom Practices (ICP) to provide
the necessary support to assist all students to meet the new graduation criteria.
Dropout Rate and Graduation Rate
The table below contains the “Annual Adjusted Dropout Rate”* for the last three years available
(the 2010-2011 school year is the most recent available data at the time of writing). The “Annual
Adjusted Dropout Rate” reflects students in grades 9-12 who are classified as a “dropout” in a one
year period.
The dropout and graduation rates do not have a direct inverse correlation as might be expected. For
example, a student may withdraw from San Pedro High School and enroll in another diploma
granting program. In this circumstance, the student would not count the school’s graduation rate
(as they are not graduating from San Pedro High School) or the dropout rate (as they are verified to
be enrolled in another diploma granting program). The students identified in the aforementioned
section who left their graduation class cohort (an average of 29.5% of students over the last three
years) would only be represented in the dropout rate if he/she did not enroll in another school
program after leaving San Pedro High School. Students exiting after four years (an average of 70.5%
of students over the last three years) are represented in the graduation rate if they exited as a
graduate or in the dropout rate if they finished their four years and withdrew from San Pedro High
School without completing the graduation requirements and if they then did not pursue their
San Pedro High School
WASC Self Study, March 2014 Page 60
diploma or a GED. Students enrolled in adult school programs are not represented in the San Pedro
High School dropout rate. If students withdraw from the adult school program at any time before
completing the requirements for a diploma or GED, they then will be counted in the dropout rate
for San Pedro High School.
The California Department of Education (CDE) defines a student as a dropout if the student meets
one of the following:
(1) Leaver Dropout: A student who was enrolled in grade 7, 8, 9, 10, 11, or 12 during the current
school year, left prior to completing that school year, is not subsequently enrolled in any other
California public school by the CBEDS Fall Census Day.
(2) Lost Transfer Dropout: A student who was enrolled in grade 7, 8, 9, 10, 11, or 12 during the
current school year, was reported as transferring to another California public school (within the
same district or outside the district), but did not re-enroll in any California public school by CBEDS
Fall Census Day
(3) No Show Dropout: A student who completed the previous school year, but did not begin
attending the next grade (7, 8, 9, 10, 11 or 12) in the school to which he/she was assigned, preregistered or was expected to attend during the current school year, and no subsequent enrollment
in any other California public school is found by CBEDS Fall Census Day.
All three types of dropouts are accounted for in the following table:
School Year
Annual Adjusted Grade 9-12 Dropout Rate*
2008-2009
5.7%
2009-2010
5.1%
2010-2011
4.8%
*Statistics from the California Department of Education (www.cde.ca.gov):
1-year Rate Formula: (Adjusted Gr. 9-12 Dropouts/Gr. 9-12 Enrollment)*100
San Pedro High School employs a full-time Pupil Services and Attendance (PSA) Counselor. PSA
services are intended to improve daily attendance rates with the goal of improving student
achievement, thereby increasing the graduation rate and decreasing dropout rates.
At San Pedro High School, the PSA Counselor is the lead staff person to identify and provide
intervention to potential dropouts and recover students who have already dropped out. When a
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student is at risk of dropping out or it is determined that a student on the dropout list is not
enrolled in another diploma granting school program, the PSA Counselor works with the parent and
student to return the student to San Pedro High School or to determine a more appropriate school
placement. The placement decision takes into account the student’s academic needs, including
credits and specialized programs, as well as his/her age and social/emotional needs. Referrals to
alternative education programs are made as appropriate. Referrals to school-based and community
agencies are also provided as needed when there are additional personal or family issues which are
contributing to a student’s lack of school enrollment. Parents/guardians are educated on their legal
obligations under California Educational Code regarding the requirements for their child’s school
enrollment. SARB (Student Attendance Review Board) is utilized as needed when a student is under
the age of 18 and the interventions to return him/her to school are unsuccessful. The PSA Counselor
utilizes written communication, conferences with the parent/guardian and student, and in-home
conferences to provide these interventions.
STUDENT ATTENDANCE
The Los Angeles Board of Education adopted a District–Wide Student Attendance Policy. This
comprehensive policy focuses on implementing an attendance intervention protocol such as
alternatives to suspensions, City/District Attorney Truancy Abatement Programs, identifying and
assisting at-risk students/potential dropouts, staff development, parent involvement, self-audits and
accountability in order to improve student in-seat attendance.
LAUSD attendance two attendance measures. First is 80% of students attending school 96% of the
time. This is seven or few days absent in an 180 day school year. The LAUSD Performance Meter
identifies high achieving high schools that are at 76%. SPHS attendance has improved from 55% to
65% for the students attending 96% of the time from 2008 to 2013.
Percentage of Students Attending 96% of the Time (7 or few absences)
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Percentage
55%
56%
61%
63%
65%
The second method of attendance is “in-seat’ attendance. In-seat attendance is the average
overall attendance of a school day, month, or year. LAUSD goal is 100% attendance for students
and all staff. SPHS attendance rate has improved four percent the past five years with in-seat
attendance.
Percentage
Percentage of In-Seat Attendance of Students
2008-2009
2009-2010
2010-2011
2011-2012
91.5%
93.7%
94.9%
94.2%
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WASC Self Study, March 2014 Page 62
2012-2013
94.4%
San Pedro High School: Attendance Interventions
I. UNIVERSAL MEASURES: Teaching/Incentivizing/Rewarding Excellent Attendance
Policies/Procedures:
 Attendance Policy
o Clear attendance policy has been developed and communicated to our students and
their parent/guardians through various methods
o Students in compliance with the SPHS attendance policy (no more than 7 absences)
are eligible to participate in school activities (including graduation, prom, and all
other senior activities)
 PSA chairs an appeal process which is available for seniors with special
circumstances who are in violation of this policy
 Attendance Bulletin Board
o PSA maintains two bulletin boards in the main hallway
o Posted on the bulletin board is attendance related information, such as:
 attendance policy
 expectation for attendance (no more than 7 days per school year)
 upcoming information relating to attendance, such as: important calendar
dates, senior appeal meeting schedule, upcoming incentives, etc.
 monthly attendance slogan
 names of students being acknowledged for perfect attendance (updated
every 10 weeks)
 list of students with stop clearances
 names of students who have won attendance raffles & what they won
 PSA Newsletter
o A newsletter is put out up to 4 times per year (available to all school stakeholders)
o Sections have included, but are not limited to:
 statistics and fun facts related to school attendance
 upcoming events & school news related to attendance
 up-to-date attendance statistics for SPHS students and staff, revenue
implications, etc.
 information about how PSA time is being utilized
 student acknowledgement section
Working with Small Learning Communities (SLCs):
 PSA presents on the importance of attendance, SPHS/LAUSD expectations for attendance &
SPHS Attendance Policy at SLC assemblies for students and/or parents
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Notifications:
 Senior attendance warnings are provided to 12th grade students who are in danger of
violating the SPHS attendance policy. These warnings reiterate the SPHS policy involving
placement on the non-participation list for students exceeding 7 full day absences and thus
not achieving proficient attendance (distributed via record room teachers). They are
intended to prevent students from exceeding the 7 absence limit.
Certificates/Awards:
 Perfect Attendance Certificates are distributed every 10 weeks
 Perfect Attendance Certificates & Pirate Fast Passes (allows students to not wait in line
during lunch & nutrition) distributed to students with a semester of perfect attendance
 The names of students receiving the above distinctions have their names posted on the
Perfect Attendance Bulletin Board
Raffles:
 Raffles are held monthly on low attendance days (day before a long weekend, etc.). All
students who are present on the days specified are eligible to win.
o Upcoming raffles are announced over the P.A. and in the school bulletin, teachers are
notified via e-mail and asked to discuss & remind their students
 Raffles are held around each instructional day benchmark (i.e. 25, 50, 75, 100 th day of
school) stressing the attendance expectation for each benchmark (i.e. no more than 2
absences as of Oct.24th -the 50th day of school) to have proficient/advanced attendance
o Upcoming raffles are announced over the P.A. and in the school bulletin, teachers are
notified via e-mail and asked to discuss & remind their students
o Students must have proficient/advanced attendance to be entered in the drawing
o Students must be present the day of the drawing to win
o Drawings are held on Mondays or Fridays or during the traditionally lowest
attendance day of the month (i.e. before/after a long weekend/holiday)
 “I’m In” Attendance Challenge
o When our students win- the same procedure as the raffle above is employed:
announcing that SPHS has a winner in advance, but making the announcement of the
actual winner on a low attendance day & including information about what students
need to do to be eligible for future prize awards
Assemblies:
 PSA presents on the importance of attendance, SPHS/LAUSD expectations for attendance &
SPHS Attendance Policy at multiple student assemblies throughout the school year including
senior meetings, grade level meetings, etc.
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
Holiday and special occasion assemblies have been held on low attendance dates (i.e. the
last day before winter break) for students with Proficient/Advanced attendance (increasing
the attendance of the student performers as well as the spectators)
o assemblies are announced in advance to work as an incentive and not just a reward
for Proficient/Advanced students
II. SELECTED/TARGETED MEASURES: Addressing At-Risk and Low Attendance
Targeting the “Basic Band”
 PSA generates and sends out letters quarterly to Basic band students who could still achieve
Proficient status
o Letter includes the students’ absences to date, how students can achieve Proficient
attendance, the importance of regular daily attendance, etc.
Assemblies/Meetings:
 PSA presentations at non-attendance specific parent meetings (such as Open House, 8th
Grade Orientation, Senior Meeting, SLC and LEP/ESL parent meetings)
o Includes a PowerPoint presentation on the importance of and expectations for
regular daily attendance and an opportunity for questions/answers
o Individual student attendance data is also provided to parents at the smaller
meetings
 Parent Meetings specifically intended to address attendance issues
o Parents & students must attend this parent meeting if the student has excessive
unverified absences (includes Basic, Below Basic & Far Below Basic)
 Student Attendance Review Teams (SARTs)
o SARTs with a Hearing Officer from the City Attorney’s Office take place on two
occasions following the General Assembly at the San Pedro City Hall for students with
on-going attendance issues
o School-based SARTs are held on a monthly basis
 Student Attendance Review Board (SARB) is utilized as needed at the ESC: South district
office.
Individualized/Targeted Interventions:
 Student Recovery Day is fully implemented in the fall when all out of the classroom school
site personal conduct “home visits” of No Show students to get them to school.
 PSA conducts parent conferences, student conferences, and home visits; provides referrals
to school/community resources and alternative education school sites; collaborates and
coordinates with school staff and community resource providers; etc.
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WASC Self Study, March 2014 Page 65
Student Suspensions
LAUSD has adopted the Safe and Responsive Schools Framework is an approach to improving the
behavior of students at school, and to preventing school violence. It is a structure that permits
schools to engage in actions or strategies addressing three levels. These are: Creating a Positive
Climate, Early Identification and Intervention, Effective Responses. Through the leadership of the
Safe and Civil Committee, trainings, professional development, and data has been provided to all
faculty and staff to enact the three strategies.
Our school team has used these three levels to assess current programs and activities in a school, to
identify promising practices and programs that might be considered to supplement existing
programs, and to prioritize actions needed.
A significant component is the use of data to best monitor our response to student behavior. As a
result, SPHS has significantly reduced the number of suspension events and the number of
instructional days lost due to suspension, and targeted the reduction of suspension of African
Americans, Latinos, and Students with Disabilities, meaning a reducing disproportionality
Grade
9
10
11
12
Overall
Change in Number of Suspension Events
Over 2 Years
-84.20%
-84.20%
-66.70%
Change in Number of Suspension
Days Over 2 Years
-88.10%
-84.40%
-83.30%
-84.30%
-87.90%
Number of Suspension Events
2011Grade 2012
9
57
10
19
11
6
12
7
Overall 89
20122013
49
17
7
7
80
Year-to-Date,
2013-2014
22
13
2
4
41
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WASC Self Study, March 2014 Page 66
Total Number of Suspension Days
20112012
101
32
12
12
157
20122013
92
30
14
14
150
Year-to-Date, 2013-2014
30
16
4
4
54
Percent of Student Suspension by Subgroup
Student Subgroups
2011-2012
2012-2013
All students
2.7%
2.1%
African American
7.8%
5.5%
Latino
2.5%
2.7%
Students with Disabilities
5.7%
4.6%
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WASC Self Study, March 2014 Page 67
Teacher Credentials
This table displays the number of teachers assigned to SPHS with a full credential and without a
full credential.
Teachers
With Full Credential
Without Full Credential
School
2010-11
80
18
2011-12
98
2
2012-13
109
3
District
2009-10
32,302
487
Core Academic Classes Taught by No Child Left Behind (NCLB) Compliant Teachers (School Year
2009-10)
NCLB compliant teachers meet the following standards: (1) a bachelor's degree, (2) a state
credential (or an Intern Certificate/Credential for no more than three years), and (3)
demonstrated subject-matter competence for each core subject to be taught by the teacher. This
table displays the percentage of classes in core academic subjects taught by NCLB- compliant and
non-NCLB compliant teachers at the school, at all schools in the district, in high- poverty schools
in the district, and in low-poverty schools in the district.
This School
All Schools in District
High-Poverty Schools in District
Low-Poverty Schools in District
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WASC Self Study, March 2014 Page 68
Percent of Classes
In Core Academic Subjects
Taught by
Taught by
NCLB Compliant
Non-NCLB Compliant
Teachers
Teachers
86.8%
13.2%
88.2%
11.8%
88.5%
11.5%
95.6%
4.4%
Critical Learner Needs
1. Connecting all state, districts’, PD initiatives and plans to create a seamless instructional
and learning focus. Including: WASC, PSC, Common Core Standards, EL Master Plan,
Teaching and Learning Framework, A-G graduation requirements with a ‘C’ or better.
2. All students college and career ready demonstrated by increased graduation rate and
retention rates
3. Continued emphasis on data driven instruction, the evaluation of the student learning and
rigor of the curriculum against the requirements of the standards.
4. Continued exploration of the correlation between standards mastery and grading
practices.
5. Employing ICP’s with criteria in the classroom which include posting agendas in which the
objectives are clear for student engagement.
6. Connect SLOs with standards to create opportunities for real world application and critical
thinking skills.
Important Questions Raised
1. How do WASC, PSC, Common Core Standards, EL Master Plan, Teaching and Learning
Framework, A-G graduation requirements with a ‘C’ or better all support student learning
and achievement?
2. How will the Common Core State Standards and the Schoolwide Learning Outcomes
channel our focus to best prepare SPHS students for post secondary education?
3. What data should we rely on daily, monthly, bi-annually, annually to best ensure all
students are succeeding? How will use the date and to what end?
4. How will we involve all stalkholders to dialogue and discuss to gain understanding of SPHS
focus and support of that focus?
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