Los Angeles Unified School District
Roy Romer
Benjamin Franklin High School
Superintendent of Schools
820 N. Avenue 54, Los Angeles, CA
90042
Telephone: (323) 550-2000
Fax:
(323) 258-5940
Luis Lopez
Principal
Letter of Intent
To Whom It May Concern:
This letter states our intention to create a Ninth Grade House at Franklin High School for
the incoming freshman. The focus of this house will be: to acclimate the students to their
new environment; help the students begin to discover who they are, their interests,
talents, strengths, and weaknesses; nurture academic success; help the students to make
a wise and discerning choice of which Small Learning Community (SLC) to enroll in;
and to explore the college and career options beyond Franklin.
We will welcome, acclimate, and nurture the students with classes such as Life Skills
and Advisories. We will provide the necessary coursework to promote our students to
the Tenth Grade. Classes provided will suit the A-G requirements, and provide
opportunities for challenge at all levels. Through an analysis of data provided from
sources such as CST scores, grades, teacher input, and through programs such as
Student Success Teams, Tutoring, Saturday School, etc. every effort will be made to
ensure academic improvement and success. Planned activities and programs will also
help build a sense of ownership and familiarity within the Franklin Community.
The Design Team has created a detailed proposal for your review. Thank you for your
consideration.
Design Team Members:
Patrick Dore, Lead Teacher C Track
Chuck Donaggho, Teacher A Track
Richard Redman, Teacher B Track
Rory Seidman, Teacher B Track
Jeri Cochran, Teacher B Track
Stephane Joyet, Teacher C Track
Katherine Harrison, Administrator
Sample Student Schedule:
English 9A
English 9B
Algebra 1A/ Geometry A
Algebra 1B/ Geometry B
Biology A/ Intercoordinated Sci 1A
Biology B/ Intercoordinated Sci 1B
Spanish for Spanish Speakers 1A/ Spanish 1A
Life Skills for the 21st Century
Spanish for Spanish Speakers 1B/ Spanish 1B
Health
Advanced PE
Advanced PE
Advisory
Advisory
The advisory will meet once a week and will be an opportunity for students to interact with their teacher on
issues including: study habits, high school success, and their future SLC choices.
Below is the organizational chart for the Panther 9 Ninth grade academy. It is intended to
demonstrate a collaborative effort involving all of the teachers. The liaisons and
committees will interact with other SLCs, community, and handle special projects.
Administration
&
Lead Teacher
Track
Coordinators
SLC Liaisons
&
Committees
9th Grade House Partnering Organizations
Gear Up
Other SLC’s
Link Crew: Upper Class Mentors
One LA
Occidental College
The Ninth Grade House Proposal: Seven Attributes
Mission Statement:
Franklin High School’s Ninth Grade House provides a foundation and academic direction
for incoming freshmen through a collaborative program involving students, parents, and
staff reflected in rigor, depth, respect, consistency and engagement along with
accountability for all participants.
I. Unifying Vision & Identity
We are dedicated to the belief all students can succeed. It is up to us as the members of
the ninth grade house to provide the instructional rigor and supports to make this
possible. We will do so by addressing the needs of the whole child through aligned
instruction, advisories, the Life Skills curriculum and supports.
The Ninth grade house will prepare incoming Ninth graders to make an informed
decision on their educational goals by selecting a SLC during their first year (the
selection occurs during December for tracks A & B and Track C will select in
January/February to allow time for the respective SLC’s to develop their matrices).
Student interests and abilities will be determined and fostered through the use of career
cruising, interest inventories and SLC visits as well as planned instruction within the
Ninth grade curriculum.
Students will satisfy their Ninth grade A-G requirements and promote to the 10th grade.
In order to support the above, staff will assess the students’ general level of need and
provide intervention where necessary. Staff will be proficient in all applicable
intervention areas including special education, Saturday School and special Intersession
opportunities.
Student Success Teams, comprised of teachers, counselors and other staff can be applied
effectively at this level as means to assess and assist students as student needs become
evident.
Ninth Grade House will create a “Franklin” identity based on school wide expected
learning results, the Panther identity and access to spirit building events before students
transfer to future SLC’s. Ninth Grade House will set the tone for school-wide
expectations. The Franklin Expected School wide Learning Results (ESLRs) will be
taught as a means to build character and support the students’ educational goals.
Ninth grade activities will foster a common school identity, as Franklin Panthers. In
addition, Ninth grade house will hold house-wide activities such as contests and festivals
to increase a spirit of school-wide identity.
Housing the Ninth graders within one building with contiguous space provides an identity
for incoming students. Ninth grade students will develop a sense of community by being
with their own grade level through activities, competitions, web pages, sports activities
and housing proximity.
Specifically identified Ninth grade teachers will assist Ninth grade students by creating
assessments and sharing data with other Ninth grade teachers to effectively target
individual student needs. In addition, these Ninth grade teachers will design units and
activities across the curriculum to enhance student learning. We have begun this process
during our professional development time Tuesdays as curriculum mapping and will
continue it into next year.
Theory and our own experience have shown that maintaining classes in close proximity
will foster unity, identity and security to the Ninth graders. A more personalized
education will be achieved through our Advisory Program and Teachers will mediate
with high-risk students to help them across the curriculums.
The ninth house budget includes moneys for professional development and materials to
assist in the house vision. These materials include agenda planners for all students and
educational materials for teachers, such as supplementary reading and video equipment.
An Ad Hoc budget committee consisting of teachers, administrator and parents will
annually reassess the budget and its alignment to the SLC’s goals. Recommendations
from this group will go to the members of the house at large for approval.
II. Rigorous Standards-based Curriculum, Instruction, and Assessment
The Ninth Grade House will introduce students to rigorous high school level study.
Common focuses or the “Big Ideas” will be integrated in all classes using Understanding
by Design strategies and concepts. Classes will be academically rigorous, yet
accommodate the needs of Ninth graders through the use of scaffolding and intervention
to attain student grade level standards. The Ninth Grade House’s purpose is to create a
school wide culture of rigor and success before students enter individual SLCs in the
tenth grade. To achieve this goal we have begun a yearlong process to map the
curriculum, identify common goals, create integrated interdisciplinary units, create SLC
wide culminating projects and ensure rigorous instruction throughout the SLC.
Ninth grade students will be prepared for high stakes tests such as CAHSEE and CST.
The Ninth grade teachers in the core areas of English and Math, will specialize in
providing students with the knowledge needed to succeed in the Ninth and tenth grade
high-stakes testing. All Ninth grade teachers are aware of the importance and skills
needed for the high-stakes tests and are designing their curriculum accordingly.
Common disciplinary standards will be consistently practiced throughout the Ninth Grade
House. This will include, but is not limited to, raising hands when speaking in class,
respecting the teacher as well as other students, talking when appropriate and using
appropriate language, and bringing the necessary materials to school. Teachers will
communicate with each other often regarding student discipline, as well with the dean, to
create a safe and respectful learning environment.
Scores from middle schools will be used to guide instruction. This is in addition to
periodic assessments and other assessments conducted throughout the year.
Teachers will be trained in specific academic intervention instruction (i.e. Language!)
and to assess specialize student needs.
Teachers will familiarize students with school technology and research techniques such
as Digital Library, word processing, Internet resources, Accelerated Reader, etc.
Teachers will create and share rubrics for each subject to standardize student achievement
and promote Ninth grade House wide projects developed as a result of the curriculum
mapping. Students will be given clear academic objectives to complete the Ninth grade.
Teachers will work closely with counselors and students to make sure that all students are
aware of and complete their academic requirements and objectives.
Ninth grade house teachers are meeting and will continue to meet weekly to focus on
student instruction as well as issues related to the house. These meeting include
discussions and analysis of relevant data, such as district performance assessments, as
well as curricular mapping and discussions of Ninth grade house activities. Professional
development time is also used by the Ninth grade house to develop and discuss rigorous
standards-based curriculum. Student data is analyzed and lesson plans are developed and
modified.
III. Equity and Access
All incoming Ninth grade students at Franklin High School will enter the Ninth house
with the exception of those entering the Magnet School and the American Studies
Academy. The selection is made by students prior to enrollment with the input of parents.
Once the students are in the Ninth Grade House, the curriculum is currently fixed. We
will be planning to add some variety to the elective offerings primarily in the fine and
performing arts. The house will work with the Magnet and American Studies to provide
programs to all students. Teachers will collaborate on lessons across disciplines in order
to support student understanding of important concepts or the “Big Idea” through essay
writing, historic or artistic achievements, mathematics, scientific achievements, etc.
Pacing plans and common established learning goals including texts are being developed
and utilized.
Standards-based lessons will be developed and utilized in each discipline.
All teachers will utilize consistent teaching strategies and terminology. These include but
are not limited to Understanding by Design, Jane Schaffer strategies, etc.
Different levels of English and math are provided in the forms of ESL, Algebra readiness,
and Language! to name a few.
Common rubrics will be used across disciplines and throughout the Ninth Grade House to
help ensure all students are provided the same quality curriculum and assessment.
Development of students toward Advanced Placement courses will be created and
pursued.
Departments and tracks meet regularly to analyze assessment data, such as that provided
by the district periodic assessments in order to monitor and improve instruction, identify
vocabulary and concept issues, and develop teaching strategies. Teaching and curriculum
will be modified accordingly.
Departments and tracks will meet throughout the course of the year to analyze outcome
data such as the periodic assessments, CST scores, grades, retention rates, and attendance
to monitor 9th Grade House course of action; as well as identify and target any areas for
improvement.
Resource teachers and literacy coaches will collaborate with teachers.
The “Gear-up” Program will provide additional support for students and teachers in these
efforts.
Ninth Grade House Teachers will be involved in specific Ninth grade interventions
through various means: after-school tutoring, Saturday school, the Gear Up Program,
calling home, and home visits to name a few.
Equity and access is easily attained by RSP and intervention teachers as their identified
group are all in one area. The Special Education and ESL programs are fully integrated
into the Ninth Grade House and all services are provided there.
Common consequences for the Ninth Grade House and posters with Ninth Grade House
expectations will be utilized throughout Ninth grade classrooms and building.
Students are encouraged to, and assisted in, participating in advanced and honors classes
through the inclusion of more advanced classes, such as geometry and honors English.
We are also offering courses during intersession intended to prepare incoming 9th graders
for the rigors of high school mathematics courses. These classes help students to “ramp
up” to advanced placement and honors classes in 10th, 11th, and 12th grades.
IV. Personalization
Advisories will be implemented to provide personalization. An Advisory is a time set
aside once a week for each staff member to provide time and instruction to a specified
small group of students. All Ninth graders will be assigned an Advisor. The goal of the
advisories is to enhance personalization of each student’s educational experience at
Franklin. Advisories are a supplement for all students and a means of preventing students
from becoming or remaining at risk. Advisories will be used to address a number of
topics including but not limited to:
 identifying interests, talents and related personal educational goals
 study skills
 citizenship concerns
 team building
 post secondary objectives ie. college and career choices
 mentoring
Housing all three tracks of the Ninth graders within one building with contiguous space
provides an identity for incoming students. Ninth grade students will develop a sense of
community by being with their own grade level through activities, competitions, web
pages, sports activities and housing proximity.
Additional mentoring by out of classroom personnel and upperclassmen will be used to
help at-risk students in addition to advisory programs.
Ninth grade teachers will visit middle schools at least once in the spring to familiarize
students and parents with high school options and to help ease transition.
Ninth grade counselors and Advisors will assist students in developing a four year plan
and identifying the SLC which will best assist in the students' personal development. All
Ninth grade teachers will provide guidance and information to help Ninth grade students
choose their new SLC. Ninth graders will be exposed to the different SLC’s through
mini-lessons on the SLCs, information pamphlets presentations and class trips. Options
will be communicated to students in regards to switching tracks to join future SLC’s.
All SLC decisions will be made with parental input/acknowledgement.
Information will be sent home for Ninth grade families. Communication avenues such as
websites, Spanish language supports, and multiple formal and informal meetings will be
developed and utilized. Parents will be invited in to observe classes during a special week
long Back to School program and participate at the regularly scheduled schoolwide
parent events and special Ninth grade only events in conjunction with these events and
throughout the year.
The parents and students will meet and be provided with access to the Ninth Grade
Administrator, counselors and teachers via Orientation, Back to School, messages home,
website and phone access.
A separate set of Ninth grade counselors will focus on personal needs of Ninth graders.
Counselors and teachers will communicate with parents though phone calls, meetings,
and online resources to let them know about student progress and needs.
Instructional initiatives will include the development of communal lessons and strategies
as well as methods to incorporate student culture and real world experiences, diverse
learning styles, based on summative data from the eighth grade year and formative data
throughout the Ninth grade year.
Unique extended learning opportunities in Saturday School, Intersession and after school
will be developed and addressed to specific students based on data and individual needs.
Options will include both remedial and enrichment opportunities. The ninth grade house
will offer other learning opportunities that extend beyond the regular day, such as after
school tutoring (specifically for ninth graders), and clubs.
Ninth grade house staff can easily and frequently access important data for each student
(i.e. grades, behavioral data, etc.) through access to online ISIS system as well as meeting
with 9th grade counselors.
V. Accountability and Distributed Leadership
The Ninth Grade House lead teachers will be elected by the members of the SLC and will
be responsible for relaying decisions to the administration and staff. There will be one or
two Track Coordinators per track who all report to the lead teacher, and one lead teacher
for the entire Ninth Grade house.
PDT’s will be used to discuss concerns and issues and implement strategies.
Teachers will have lunch meetings and common planning time to discuss issues and
concerns; specifically time will be used for discussions about individual student needs,
lesson planning, Ninth grade house activities, intervention strategies, SLC preparation,
etc.
Representatives of each SLC, including students and teachers, will visit Ninth Grade
House to spark interest among students.
Student data will be analyzed to guide instruction and placement. Assessment data will
be gathered from middle school to place students in appropriate classes. Assessment will
be used throughout the students’ Ninth grade year and student interest to play a role in
SLC placement.
Comprehensive testing and classroom visits will be established to ensure that core
curriculum and competencies are being taught. Ninth grade teachers will visit each other
using an anonymous checklist to monitor implementation of Ninth Grade House and
school wide initiatives. The Ninth grade teachers’ role is one of support, communication,
and sharing of ideas.
Advisory team building will be used to reinforce core curriculum and competencies.
Students will be rewarded for demonstrating the Franklin Expected Schoolwide Learning
Results (ESLRs) during Advisory contests and activities. These rewards can take the
form of academic points or concrete rewards depending on the situation.
Peer Accountability groups of teachers will support and ensure proper implementation of
teaching strategies on a voluntary, supportive basis. Teachers will meet on a regular basis
with peers they feel comfortable with to discuss strategies, techniques and concerns. They
will also visit and monitor each other’s classes and offer constructive feedback on
lessons, bulletin boards, class discipline, etc. Again, this is a voluntary program.
VI. Collaboration / Parent and Community Engagement
Interfacing with parents begins before the students start at Franklin when teachers visit
the feeder schools to discuss the various options at Franklin (Magnet, Social Studies
SLC, and the 9th grade House) and at Franklin the 9th grade house will regularly make
presentations to the Parent Center about pertinent topics.
Teachers and counselors will use a variety of methods such as home calls or visits to
establish communication with families.
Parents will have online access to grades and student information and support in
understanding how to make the most of the information.
A web page for Ninth grade teachers and the Ninth Grade House will be developed that
shows which classes are needed for students to be on track for graduation and explains
the SLC process in various languages.
The 9th Grade House will work closely with such community members as Occidental
College, and Highland Park business leaders. However, at this time, 9th Grade House is
still targeting which business leaders and departments within the College. Gear Up will
assist in this effort during our initial year and is actively involved in the development and
implementation of the Life skills and Advisory curriculums.
Community and business leaders will visit and collaborate to enhance student interest in
the community and future SLC’s. Gear Up will assist in this effort during our initial year.
Teachers will visit middle schools to familiarize students with high school in order to
ease transition. Gear Up will bring the upcoming Ninth grade students to the high school
to visit.
Parents will be encouraged to attend the annual orientation event as well as periodic
open-house activities such as an open house all day, where parents may come in and
watch the 9th grade teachers teach that day.
The teachers of the Ninth Grade House wish to think of ourselves as teaching the parents
to be in HS as well. To this end we will create genuine opportunities for parents to
engage with us and their students beyond the traditional school structures already in
place.
The Ninth grade house works closely in collaboration with the other SLC’s school wide
to prepare students for the collaborative nature of their future SLC’s.
The Ninth grade house is evaluated regularly. This has taken place, and will continue to
take place. The success of the SLC is determined by student performance, including
high-stakes test scores, grades, attendance, and behavior. The evaluation process
includes parents, and other stake holders in the SLC.
The Ninth grade house is included in the SLC building council. This body holds
regularly scheduled meetings with published minutes. Meetings are open to the public
and are often attended by stakeholders in the SLC.
VII. Professional Development
Teachers will have staff development on issues relating to ninth graders. These include
discipline and academic issues such as learning new methods, strategies and techniques
for teaching ninth graders. Lead teachers in the Ninth Grade House will lead staff
development with input from other teachers and administrators.
For the past year, Ninth Grade House teachers have met weekly to discuss and create
plans to address the issues of the SLC. We will continue to use these meetings as well as
scheduled bank time to pursue the evaluation of our work and to plan the implementation
of plans to address needs. Currently we are planning the yearlong theme, Identity, and the
mester lessons and activities to address our theme. Through this curricular mapping, we
plan to develop connections across the curriculum and culminating projects intended to
address the theme and reflect a coherent approach to all content areas.
The Ninth Grade house has been working all year to develop a community of practice
with mutual goals and a supportive atmosphere. Our weekly meetings are open to all and
are intended to allow a public and free-flowing discourse among the members. Our
Professional Development times are organized to solicit input from all members on areas
of concern and in the planning of solutions. As a result, we are successful in creating a
strong group dynamic through the use of IAF Industrial Areas Foundation community
organizing model. In the future we intend to provide extended periods of time to pursue
these goals through off campus retreats, careful use of Professional Development time,
small group interaction around selected areas of interest and one-to-one conversation.
The house administrator has received IAF training and it is our plan to send other
members as time, money and interest allow.
The Ninth Grade House will use the same school wide initiatives as the other SLCs. As
the gateway to Franklin High School, the house feels it is our responsibility to acculturate
the students to high school and Franklin. We will teach the Expected School wide
Learning Results, use Understanding by Design as our curricular organizational structure,
and work towards improving rigor throughout the curriculum as indicated by our
Accreditation Action Plan. In order to accomplish these goals, the house will attend the
school wide Instructional Professional Development which will allow us to learn as a
whole group. In addition, time will be spent developing curricular maps and culminating
projects.
Once a month during bank time, the House will evaluate the new yearlong plan, results of
periodic assessments, outcomes from the end of the culminating projects and other
student achievement indicators including but not limited to attendance data, mester
grades and perception data from teachers, deans and administration. As new needs arise,
corrections will be made. The curricular maps will be evaluated and revised annually.
The Gear Up program will be supporting the Ninth Grade House during the initial year.
They will assist in the training of all staff in the use of strategies to improve
personalization. 9th Grade House teachers will be trained for the use of advisories and
work as a team to develop and improve the advisory program.
The Professional Development will encourage the interaction of house members with
partner institutions especially: Occidental College, OneLA-IAF, and GearUp. All
sessions are open to the public including students as appropriate.
A process to communicate the readiness of students to enter other SLC’s will be
developed.
Our plan for distributed leadership encourages the development of teacher leaders.
Everyone is encouraged to take the lead on some aspect of the work including: liason to
the other SLCs, special projects and leading professional development. Currently four
projects, 9th Grade Orientation, 9th Grade House Teachers Retreat, and the 9th Grade
House Proposal, are being managed by someone other than the lead teacher or the
administrator.