Table of Contents - Bravo Medical Magnet High School
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Focus on Learning Self-Study Report March 2013 Bravo Medical Magnet High School 1200 N. Cornwell Street Los Angeles, CA 90033 (323)227-4400 i Los Angeles Unified School District Central Administration Monica Garcia John Deasy Jaime Aquino Michelle King Board Member Superintendent Deputy Superintendent of Instruction Sr. Deputy Superintendent of School Operations Educational Service Center-East Administration Roberto A Martinez Raul Correa Instructional Area Superintendent Director Bravo Medical Magnet Administration Maria Torres-Flores Juanita White Holloman Laura Alvarado Jaime Gomez Principal Assistant Principal Assistant Principal Assistant Principal Secondary Counseling Services Support Services Lilia Saldivar Juan Valencia Bob Milner Todd Isa Millicent Dypiangco Esther Ramos Mario Hernandez School Administrative Assistant Plant Manager Cafeteria Manager Finance Manager Magnet Coordinator Title 1 Coordinator Intervention Coordinator Bravo Medical Magnet High School --WASC Self Study Report 2013 i- Francisco Bravo Medical Magnet High School Accreditation Leadership Team Maria Torres-Flores Juanita White-Holloman Michael Sinclair Mario Hernandez Michael Katzman Principal Self-Study Administrator Self-Study Coordinator Intervention Coordinator Data Coordinator (retired) Jaime Gomez Laura Alvarado Lanny Larsen Beth Pestian Assistant Principal, SCS Assistant Principal Focus Group Co-Leader, Vision Focus Group Co-Leader, Curriculum Department Chair, Foreign Language Focus Group Co-Leader, Instruction Focus Group Leader, Assessment Focus Group Co-Lead, Student Support Focus Group Co-Lead, Student Support Department Chair, Physical Education Dept Chair, Health/Career Awareness Focus Group Co-Leader, Instruction Dept Chair, Computer Sci/[Digital] Art Focus Group Co-Leader, Curriculum Department Chair, English Focus Group Co-Leader, Vision Department Chair, Social Studies Department Chair, Mathematics Department Chair, Science Resource Specialist Magnet Coordinator Title I Coordinator UTLA Chapter Chair School Administrative Assistant Student Body President Edward Fette Ly Hua Lisa Gutierrez Rafael Rodriguez Jose Escobar Edmond Mandin Hector Chacon Victoria Montes Brandon Nakama Judith Mendoza Michael Morgan Chinedu Ekwonye Millicent Dypiangco Esther Ramos Lanny Larsen Lilia Saldivar Mahuya Barua Bravo Medical Magnet High School --WASC Self Study Report 2013 ii- Bravo Medical Magnet Self-Study Focus Groups A. Organization: Vision and Purpose, Governance, Leadership/Staff/Resources Name Department 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Maria Torres-Flores Victoria Montes (Co-Lead) Tammy Amrhein Eric Marks Jose Salas Stephanie Chung Judith Mendoza Brian Ota Lanny Larsen (Co-Lead) Peter Renders Yesenia Marks Tishana Starling Deane Hollinshead Millicent Dypiangco Lilia Saldivar Juan Valencia Principal English 1 English 2 English 3 Foreign Language 1 Math 1 Math 2 PE 1 Science 1 Science 2 Social Studies 1 Social Studies 2 Counselor 1 Magnet Coordinator Classified Classified B. Standards-based Student Learning: Curriculum Name Department 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Laura Alvarado Hector Chacon (Co-Lead) Paulina Martinez Karen Humphries Rob Russell Beth Pestian (Co-Lead) Martin Chavez Michael Lee John Dwyer Laura Valdivia Michael Morgan Larry Quimby Enrique Diaz Brandon Nakama Wendy Bracamonte Cristina Villaneda Barbara Jimenez Jeannie Cheung Todd Isa Bridget Guiza Jose Granados Assistant Principal Art/Comp.Science English English English Foreign Language Foreign Language Math Math PE Science Science Social Studies Social Studies Health & Orientation Classified Classified Classified Classified Student Student Bravo Medical Magnet High School --WASC Self Study Report 2013 iii- C. Standards-based Student Learning: Instruction Name Department 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Juanita White Holloman Bill Pasderin Gloria Sepulveda Gloria Pace Liliana Dominguez Sherri Salgado Edward Fette (Co-Lead) Jose Escobar Omar Hussein Quyin Ho Dennis A Smith Carlos Jimenez Chinedu Ekwonye Edmond Mandin (Co-Lead) Lonny Moreno Erica Ramirez Todd Isa Assistant Principal Art/Comp.Science English English Foreign Language Math Math PE Science Science Social Studies Social Studies Special Education Health & Orientation Counselor Classified Classified D. Standards-based Student Learning: Assessment & Accountability Name Department 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Jaime Gomez Sebanz, Victoria Tom Carter Sesshu Foster Scott Ryden Alma Salas Jose Ocampo Vincent Hui Gina Williams-Wakasa Mark Hobayan Glendy Ramirez-De La Cruz Isabel Perez Gil Flores Frank Guzman Ly Hua (Lead) Art Maletz Esther Ramos Leticia Ramirez Jeannie Chung Assistant Principal, SCS Art/Comp.Science English English English Foreign Language Math Math Math PE Science Science Social Studies Social Studies Health & Orientation College Advisor Title 1 Coordinator Classified Classified Bravo Medical Magnet High School --WASC Self Study Report 2013 iv- E. School Culture & Support for Student Personal & Academic Growth Name Department 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Mario Hernandez Harlaee Santana Cesar Chavez Raphael Rodriguez (Co-Lead) Margarita Velasco Lucia Avina Cody Corbett Ana Cobian Allison Ewing Deidre Erickson Pilar Diaz Edith Ruedas Lisa Gutierrez (Co-Lead) Brandon Andrews Guillermo Hernandez Robin Byington Seble Gebremedhin Connie Flores Robert Casas Intervention Coordinator Art/Comp.Science English English Foreign Language Math Math PE Science Science Social Studies Social Studies Librarian Dean Counselor Nurse School Psychologist Classified Classified Bravo Medical Magnet High School --WASC Self Study Report 2013 v- Teachers by Department Computer Science/[Digital] Art Hector Chacon Bill Pasderin Haralee Santana Victoria Sebanz (Fine Art) English Tammy Amrhein Tom Carter Cesar Chavez Sesshu Foster Karen Humphries Eric Marks Paulina Martinez Victoria Montes Gloria Pace Raphael Rodriguez Robert Russell Scott Ryden Gloria Sepulveda Health/Career Awareness Ruth Cardenas Ly Hua Edmond Mandin Foreign Language Martin Chavez Liliana Dominguez Elizabeth Pestian Alma Salas Jose Salas Margarita Velasco Physical Education Ana Cobian Jose Escobar Mark Hobayan Brian Ota Laura Valdivia Rachel Wirtz (Adaptive) Math Lucia Avina Stephanie Chung Cody Corbett John Dwyer Edward Fette Vincent Hui Michael Lee Judith Mendoza Jose Ocampo Sherri Salgado Gina Williams-Wakasa Social Studies Yesenia Ayala Enrique Diaz Pilar Diaz Gilbert Flores Frank Guzman Carlos Jimenez Brandon Nakama Edith Ruedas Dennis Smith Tishana Starling ROP Jim Bunch Lloyd Sarte Science Wendy Bracamonte Deidre Ericksen Allison Ewing Quyin Ho Omar Hussein Special Education Chinedu Ekwonye Science (cont.) Lanny Larsen Isabel Perez Peter Renders Michael Morgan Lawrence Quimby Glendy Ramirez De La Cruz Bravo Medical Magnet High School --WASC Self Study Report 2013 vi- Student Support Personnel Support Personnel Deanne Hollinshead Guillermo Hernandez Lonny Moreno Brandon Andrews Lisa Gutierrez Marisol De La Cruz Abigail Solis Seble Gebremedhin Marco Renteria Art Maletz Robin Byington Michael Sinclair Counselor Counselor Counselor Dean Librarian Title 1 Community Representative Title 1 Community Representative School Psychologist School Police College Advisor School Nurse SIS/LAN Coordinator Clerical Staff Jeannie Cheung Connie Flores Barbara Jimenez Erica Ramirez Leticia Lopez Cristina Villaneda Office Technician, Counseling Office Technician, Magnet Office Technician, Chanda Smith/Textbooks Sr. Office Technician, Attendance Sr. Office Technician, Counseling Sr. Office Technician, Main Office Cafeteria Staff Rosalinda Aguilar Maria Escobedo Norma Gonzalez Teresa Guerra Debbie Gutierrez Licia Guzman Rosa Hernandez Ana Medina Marisela Munoz Rosario Ponce Security Salvador Jimenez Reyna Martinez Robert Casas, Jr. Luis Torres Arturo Millan Maria Pedroza Danny Nigo Custodial Staff Robert Casas (Asst. Plant Manager) Luis Paniagua Noemi Morales Tuan Lam Juan Saldivar Cafeteria Staff (cont.) Teresa Rousse Eva Ramirez Angelica Gonzalez Teacher Assistants/Support Patricia Palacios Dora Martinez Jashin Liberto Yolinda Ornelas Elizabeth Smith Emily Moreno Dustin Guyon Caroline Contreras Jennifer Vital Victor Vedoy Bravo Medical Magnet High School --WASC Self Study Report 2013 viii- Table of Contents Table of Contents Table of Contents.................................................................................................. 2 Chapter 1: School/Community Profile Data .......................................................... 4 Demographic Data ............................................................................................ 4 Community..................................................................................................... 4 WASC Accreditation History .......................................................................... 5 School Purpose and ESLR’s.......................................................................... 6 School Student Performance Status .............................................................. 6 Student/School Demographics ...................................................................... 7 Safety Conditions ............................................................................................ 17 Staff Information .......................................................................................... 18 Content of Staff Development and Numbers Participating ........................... 24 Student Participation in Co-Curricular and Extra-Curricular Activities .......... 25 District Policies/School Financial Support .................................................... 27 Student Performance Data .............................................................................. 28 Assessment Results .................................................................................... 28 Completion Rates ........................................................................................ 63 Process and Perception Data .......................................................................... 67 Chapter 2: Analysis of Profile Data ..................................................................... 68 Implications of the Data ................................................................................... 68 Prioritized Areas of Strength ........................................................................ 69 Prioritized Areas of Growth .......................................................................... 70 Critical Academic Needs ................................................................................. 70 Questions Raised from the Analysis of Data ................................................... 71 Chapter 3: Progress Report ................................................................................ 72 Introduction ..................................................................................................... 72 Significant Developments ................................................................................ 73 WASC 2007—Schoolwide Action Plan ............................................................ 78 Follow through on Identified Growth Need Areas in Action Plans ................... 79 Chapter 4 Category A: Organization ................................................................... 83 A1. Vision and Purpose ................................................................................... 83 A2. Governance .............................................................................................. 85 A3. Leadership and Staff ................................................................................ 86 A4. Leadership and Staff ................................................................................. 88 A5. Leadership and Staff ................................................................................. 89 A6. Resources ................................................................................................. 91 Chapter 4 Category B: Curriculum ...................................................................... 95 B1. Curriculum................................................................................................. 95 B2. Curriculum............................................................................................... 103 Chapter 4 Category C: Instruction..................................................................... 108 C1. Instruction Criterion .......................................................................... 108 C2. Instruction Criterion .......................................................................... 114 Chapter 4 Category D: Assessment and Accountability .................................... 125 D1. & D2. Assessment and Accountability .................................................... 125 Bravo Medical Magnet High School --WASC Self Study Report 2013 -2- Table of Contents Chapter 4 Category E: School Culture and Student Support ............................ 132 E1. School Culture and Student Support Criterion .................................... 132 E2. School Culture and Student Support Criterion .................................. 140 E3 and E4. School Culture and Student Support Criterion ....................... 144 Chapter 5: Schoolwide Action Plan ................................................................... 153 Planning for the Future .................................................................................. 153 Prioritized Areas of Growth ........................................................................ 153 Action Plan 1: Improve literacy skills schoolwide across the curriculum ........... 155 Action Plan 2: Increased transition rate through intervention ............................ 158 Action Plan 3: Increase proficiency levels for targeted subgroups through intervention ....................................................................................................... 161 Action Plan 4: Increase percentage of students on track for completion of A-G requirements ..................................................................................................... 163 Additional Strategies to Support the Action Plan ........................................... 165 Ongoing Follow-up Process .......................................................................... 165 Bravo Medical Magnet High School --WASC Self Study Report 2013 -3- Chapter 1-School/Community Profile Data Chapter 1: School/Community Profile Data Demographic Data Community Francisco Bravo Medical Magnet High School was originally designed to meet the academic needs and career goals of students interested in health professions. Bravo Medical Magnet is named after Francisco Bravo M.D., a well-known physician who practiced in East Los Angeles, established his own clinic, and founded a scholarship fund for needy high school students interested in the health science professions. Bravo is located in a commercial and residential section of East Los Angeles about 8 minutes from the Los Angeles Civic Center. While the surrounding neighborhood includes low income housing and industrial warehousing, the immediate area has been undergoing re-development of hospital facilities for several years, vastly changing the area’s use and look. Located adjacent to Bravo are the Keck School of Medicine of USC, the USC School of Pharmacy, the Doheny Eye Hospital, the Los Angeles County+USC Medical Center, the Norris Cancer Hospital, and the Keck Hospital of USC. The school's proximity to USC has enabled numerous partnerships. Bravo was adopted by the LAC+USC Medical Center in September 1981, shortly after the school opened as a small magnet center on the Lincoln High School campus. The school currently serves 1850 students. Due to the relatively moderate size of our student body, students are not anonymous and are still able to receive a personalized education despite district cutbacks. The school's reputation for safety, academic excellence, quality and variety of programs is known throughout Los Angeles. As a magnet school, Bravo draws its student population from the entire school district. Thus, approximately 30% of the students attending Bravo are from the surrounding community, and the remaining 70% commute from other areas of the Los Angeles Unified School District (LAUSD). The district itself, LAUSD, has continued in the past several years to undergo great changes due to economic, social, and political pressures. Bravo is not only part of the LAUSD but more specifically part of LAUSD’s East Educational Service Center (ESC) (formerly Local District 5 which was one of eight local districts), one of four ESC’s that allow schools greater district access and attention. Whereas the full District is comprised of about 180 senior high schools (Comprehensive, Magnets, Small Learning Communities, etc.) and has about 640,000 total students and about 28,000 teachers, the East Educational Service Center serves about 20 high schools and about 86,000 students. The East Educational Service Center office is just minutes away from Bravo on Soto Street and provides many services for the school in terms of administrative, instructional, facilitative, and overall support. However, as a magnet school, Bravo itself “serves” the entire LAUSD. Bravo’s medical magnet program was originally part of the school integration program intended to be accessible to all LAUSD students; hence, the school community has wide geographical boundaries. Currently, about eighteen buses deliver 50% of Bravo’s 1850 students, some of whom travel up to an hour to school, and are drawn from 71 middle schools. About 20% of the students who previously qualified now do not have transportation due to budget cuts and must find their own passage to school. Though this shift has had some effect on enrollment, most of the parents and students Bravo Medical Magnet High School WASC Self Study Report 2013 -4- Chapter 1-School/Community Profile Data are committed to attending Bravo and have worked out practical means of transportation. Students apply to Bravo through the District’s “Choices” program and are selected by the district’s lottery system. There is an extensive waiting list to be admitted to and there are no screening procedures to enroll in Bravo. By choosing to be here, students embrace our motto, “Quality and Integrity,” and make an important commitment to work hard, strive to become the best, and become an example for others. Bravo's Parent Community Representatives actively recruit and participate in the routine and special activities of the school. Six decision-making councils depend on the participation of parents. These councils are the School Site Council, English Learners Advisory Council, Trust Fund, Leadership Council, Parent Advisory Council, and Title I Advisory Council. Bravo parents volunteer many aspects of the school experience including hospitality activities for parentteacher conference nights, Back to School night, special meetings and workshops, registration and orientation, school grounds supervision, chaperones for field trips, school dances, winter formal, prom, and senior activities. Parent help is regularly sought for translation assistance in languages as needed. Bravo is a great source of pride for students, staff, and parents and over the years has received numerous honors: High Achieving-High Poverty School (2000); California Title I Academic Achievement School (2005); National Title I Distinguished School Recognition (2005); National Blue Ribbon School (2006); US News and World Reports Top 100 High Schools (2007); California Distinguished School (2005 and 2009); and most recently US News and World Reports Top 225 Best High School (2012). The school opened in its current building in 1990. Technologically advanced upon initial construction, the school was built to serve the interests and needs of its students, while increasing the number of underrepresented minorities in the health fields. The physical plant consists of one five story building. Our first floor is below street level and contains the cafeteria and classrooms. Our on-site PE area adjoins the cafeteria and consists of an open concrete area with two half-court basketball courts which may be converted into a volleyball court. All other PE facilities are outside the gate in the LA City maintained Hazard Park. The park contains two softball fields, two tennis courts, a flat grass area suitable for soccer, and large hilly areas upon which our students run. Our second floor is at street level and contains our gymnasium, administrative offices and classrooms. Floors three and four consist of classrooms and computer labs. Floor five contains the Library, Book Room, Lecture Hall, Resource Room, and classrooms. Every floor features 2-3 classroom science laboratories. WASC Accreditation History Historically, Bravo has consistently received a full 6 year accreditation from the Focus on Learning process. Both of the last two visits in 2001 and 2007 resulted in a 6 year accreditation term with a one day mid-term progress report revisit after 3 years. A number of faculty members have participated on WASC Visiting Committees, receiving extensive training and experience in the process. Much of the philosophy and practice of the Focus on Learning process for achievement for all students is integral to Bravo’s operation and philosophy. Bravo Medical Magnet High School WASC Self Study Report 2013 -5- Chapter 1-School/Community Profile Data School Purpose and ESLR’s The school’s curricular emphasis is on the California State Standards to develop mathematics, science and language arts skills. We believe each student can learn and we know all students can succeed. Our vision and mission ensure that every child be served with the same respect and set of expectations as follows: Bravo Vision Statement All students will succeed in an environment which encourages rigorous academics and empathetic and ethical behavior. Bravo Mission Statement Bravo will prepare students for a post-secondary education and to provide them with opportunities to explore the health professions, while fostering an environment of inquiry and learning that promotes the development of their human relations, skills, and abilities. Bravo’s Expected Student Learning Results (ESLR’s) reflect its vision and mission: Better and more effective communicators Responsible and culturally aware citizens Academic achievers Versatile and creative users of technology Organized problem solvers and critical thinkers School Student Performance Status Bravo Medical Magnet High School has been authorized by the California Department of Education to operate a Title I School-wide program. As a result, the school receives resources from the state and federal governments that enable us to upgrade the entire educational program in order to help all students meet the challenging state standards. A comprehensive needs assessment and the analysis of the school’s program were conducted, and a comprehensive plan was developed through the collaborative efforts of staff and parents. The school-wide program has been designed to raise the academic achievement of all students through the Title 1 services of intervention and support. The most recent CST results indicate a need to focus on the following areas for school-wide improvement during 2012-2013 Reading/Language Arts Mathematics Science Additionally, the following services are provided for students’ benefit: Tutoring Services School Psychologist Title I Intervention Resources Title I Science teacher Bravo Medical Magnet High School WASC Self Study Report 2013 -6- Chapter 1-School/Community Profile Data For the 2011 and 2012 years, Bravo Medical Magnet High School did not meet the Adequate Yearly Progress. However, Bravo is not identified as a Program Improvement School. In 2011, English Learners at Bravo did not meet Math proficiency requirements under the NCLB Act of 2001 and English Learners were placed in Safe Harbor for ELA. In 2012, both the English Learners and Hispanic or Latino subgroups at Bravo did not meet ELA proficiency requirements under the NCLB Act of 2001. Additionally, the following groups were placed in Safe Harbor for 2012: Schoolwide in ELA, Socioeconomically Disadvantaged in ELA, and English Learners in Math. Further explanation with charts and graphs appear later in this chapter. Student/School Demographics Student Enrollment and Population Bravo’s traditional annual enrollment of approximately 1720 students increased by about 140 to 1871 in the 2009-10 year and currently stands at 1866. This increase was one effect of the ongoing economic and policy shifts felt district, state, and nation wide in education in recent years. Bravo has been able to absorb the increased population while maintaining its high standards. School Year Total Student Enrollment 2008-09 1735 2009-10 1871 2010-11 1867 2011-12 1867 2012-13 1866 Student Enrollment – Grade Level Bravo’s official student enrollment by grade level has fluctuated with the increased population from the 2009-10 school year. The “bubble” class of 2013, graduating this year, is the largest group since the enrollment increase. Enrollment for the other class years across grade levels is fairly stable. Grade Level Enrollment Grade 9 Grade 10 Grade 11 Grade 12 Total Enrollment 2009-10 2010-11 2011-12 2012-13 566 496 449 361 1871 522 538 451 356 1867 561 457 495 354 1867 570 478 435 383 1866 However, the numbers above do not accurately reflect the “actual” members of a grade level as students from other grade levels who have not met all requirements may be included in a number. So, for example, the Grade 9 enrollment also includes students who by their respective Class Year should be in the 10th Grade but do not have enough credits, usually because of failed classes, to be included in their proper Grade Level. Thus the enrollment numbers also reflect the “demote” students who have not moved on to the next grade level but are in the annual class. The issue of Transition Rate is discussed more fully later in the chapter. Bravo Medical Magnet High School WASC Self Study Report 2013 -7- Chapter 1-School/Community Profile Data An additional factor influencing the variance in enrollment across the past few years has been the reduction in transportation funding resulting in some students not continuing to attend Bravo. Because of Bravo’s unique program and problems with potential transfer students lacking corresponding required classes, admitting upper grade-level students as transfers has proven difficult and thus many of the students displaced by transportation issues have not been replaced by incoming students. Student Enrollment - Racial and Ethnic Subgroups The table below delineates Bravo’s changing demographic make-up in terms of racial and ethnic subgroups. Factors affecting Bravo's changing demographics include the larger demographic shifts in the Los Angeles (and California) population and reductions in the Magnet Transportation program. As a result, Bravo has experienced an increase in local enrollment and a decrease in district wide populations who qualify for transportation. Thus evident is a marked annual increase in the Hispanic population from 70% in 2009-10 to 77% this year. The other major ethnic populations indicated are 10% Asian (down 5%), 2.2% African-American (up 1%), and 8.25% White (down 4%). (The Filipino population numbers appear to have fluctuated greatly but appear to be incorrect for two years). FALL NORM DAY 2009-2010 # % Students Ethnicity Enrolled ALL ETHNICITIES FALL NORM DAY 2010-2011 # % Students Ethnicity Enrolled FALL NORM DAY 2011-2012 # % Students Ethnicity Enrolled SEPTEMBER 20122013 # % Students Ethnicity Enrolled 1,871 100.00 1,867 100.00 1,867 100.00 1,866 100.00 AMERICAN INDIAN/ALASKA NATIVE ASIAN 3 0.16 7 0.37 6 0.32 5 0.27 292 15.61 250 13.39 186 9.96 176 9.43 BLACK 24 1.28 33 1.77 41 2.20 41 2.20 FILIPINO 1 0.05 1 0.05 57 3.05 50 2.68 HISPANIC 1,312 70.12 1,355 72.58 1,384 74.13 1,436 76.96 1 0.05 3 0.16 4 0.21 220 11.78 190 10.18 154 8.25 PACIFIC ISLANDER WHITE 239 12.77 Another factor in demographic shifts has been an on-going outreach program to the local predominately Hispanic community making families aware of the Magnet application process and how to successfully apply to the school. As magnet school, Bravo historically has never had a traditional feeder school. However, through an outreach partnership program with USC, students attending the local Murchison Elementary and El Sereno Middle School have increasingly been included on a track to come to Bravo. This outreach program has also increased the number of students from the local area attending Bravo. Student Enrollment – Predominant Primary Languages other than English As the Hispanic population is by far the largest ethnic subgroup, Spanish is the largest nonEnglish language represented at Bravo, followed by Armenian spoken by most of the identified White population. Cantonese, Korean, and Tagalog followed by Bengali are the other significantly represented languages. Nevertheless, in just about any class one can also find students whose primary language is Russian, Vietnamese, Thai, Gujarati, Hindi and Arabic amongst others. This cultural diversity is one of the most exciting assets of the school and results in constant intercultural learning. Bravo Medical Magnet High School WASC Self Study Report 2013 -8- Chapter 1-School/Community Profile Data Languages at Bravo 2011-12 School Year (no order) Language 1. Spanish 2. Vietnamese 3. Cantonese 4. Korean 5. Filipino (Tagalog) 6. Mandarin 7. Cambodian (Khmer) 8. Arabic 9. Armenian 10. French 11. Hebrew 12. Hindi 13. Indonesian 14. Russian 15. Thai 16. Urdu 17. Chiu Chow 18. Gujarati 19. Toishanese 20. Tigrinya 21. Bengali 22. Other Totals Totals Type EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP EL FEP 9 16 355 10 13 291 11 6 246 12 4 250 3 1 13 2 1 6 19 8 5 7 19 13 9 9 8 11 1 1 1 2 20 20 1 23 26 1 1 1 2 1 1 1 2 1 2 3 2 1 1 1 1 1 2 1 2 3 1 1 1 1 10 9 8 10 2 19 423 14 350 6 7 339 2 4 336 Bravo Medical Magnet High School WASC Self Study Report 2013 Total 40 1142 0 5 2 46 0 44 0 37 0 2 0 1 0 3 0 89 0 1 0 1 0 5 0 3 0 8 0 1 0 1 0 3 1 7 0 1 2 1 0 37 0 10 45 1448 -9- Chapter 1-School/Community Profile Data Student Enrollment – Title 1 Title I Students The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, proficiency on challenging State academic achievement standards and assessments. For 2012-13, approximately 83% (1538 students) of all Bravo students are designated as Socioeconomically Disadvantaged, an number that has fluctuated between 80-85% in the past 5 years. About 81% of students’ home language is not English, an increase of about 10% since Bravo’s last accreditation report. Bravo High School has a schoolwide Title I program and is one of the very few Title I High Schools that has surpassed the 800 API level annually since 2005. The Title I program has helped create equal opportunities and access to quality instruction for all students including those at-risk and struggling. Bravo HS Title I Enrollment 2008-2009 Number 1470 (85.86%) and % 2009-2010 2010-2011 2011-2012 2012-2013 1427 (83.11%) 1595 (85.61%) 1489 (80.01%) 1538 (82.47%) Student Enrollment – Special Needs and other programs Special Education Program Currently, Bravo continues to have about 30 Special Education students, the majority of whom receive RSP services. As has been the trend, about 20% have other health related services requiring itinerant personnel both certificated and classified. One student currently is Orthopaedically Impaired and has a full time aid assigned; a few are designated as Autistic and one also has a full time aid. Bravo continues full inclusion in which the RSP teacher works in a collaborative model with English and Math classroom teachers to service their IEP’s. Since 2007-08 the program has included a Learning Center to provide a range of supports for students with disabilities. Currently the Learning Center is open one period to provide additional academic support to about half of the RSP students. Special Education Enrollment 2008-2009 Number of Students 23 2009-2010 2010-2011 2011-2012 2012-2013 25 22 (3 in Special Day Program) 29 32 GATE-Gifted Students Bravo’s identified Gifted population has traditionally consisted of over 30% of total students in the past but has risen to about 40% in recent years currently peaking at 42%. Numbers of GATE students per grade level give a sense of shifting numbers in classes over time though the overall percentage remains stable. Bravo Medical Magnet High School WASC Self Study Report 2013 - 10 - Chapter 1-School/Community Profile Data Gifted and Talented (GATE) Enrollment FALL NORM DAY 20092010 ALL GRADE LEVELS GRADE 9 GRADE 10 GRADE 11 GRADE 12 FALL NORM DAY 20102011 FALL NORM DAY 20112012 SEPTEMBER 2012-2013 # Students Enrolled % of Total Population # Students Enrolled % of Total Population # Students Enrolled % of Total Population # Students Enrolled % of Total Population 742 40.00 758 41.00 770 41.00 786 42.00 # Students Enrolled % of Gifted Population # Students Enrolled % of Gifted Population # Students Enrolled % of Gifted Population # Students Enrolled % of Gifted Population 227 30.59 201 26.52 220 28.57 201 25.57 174 23.45 229 30.21 178 23.12 199 25.32 179 24.12 171 22.56 230 29.87 188 23.92 162 21.83 157 20.71 142 18.44 198 25.19 Language Proficiency Numbers English Learners (EL) and Reclassified English Learners Currently there are 48 identified English Learners (Limited English Proficiency below), 293 Fluent English Proficient (Initially Fluent English Proficiency below), and 1163 Redesignated FEP (Reclassified Fluent English Proficiency below) students at Bravo. Historic trends evidenced in the tables below indicate decreasing numbers of EL students on an annual basis that have continued from years past to current levels dropping from 60 three years ago to the current 48. English Only and Initially Fluent speakers have increased annually. Lower reclassification percentages therefore may be due to lower numbers of students needing reclassification. Language Classification FALL NORM DAY 2009-2010 # % Lang Students Class Enrolled FALL NORM DAY 2010-2011 # % Lang Students Class Enrolled FALL NORM DAY 2011-2012 # % Lang Students Class Enrolled SEPTEMBER 20122013 # % Lang Students Class Enrolled ALL LANGUAGE CLASSIFICATIONS 1,871 100.00 1,867 100.00 1,867 100.00 1,866 100.00 ENGLISH ONLY 323 17.26 324 17.35 337 18.05 361 19.35 INITIALLY FLUENT ENGLISH PROFICIENCY 256 13.68 247 13.23 266 14.25 293 15.70 LIMITED ENGLISH PROFICIENCY 60 3.21 58 3.11 53 2.84 48 2.57 RECLASSIFIED FLUENT ENGLISH PROFICIENCY 1,228 65.63 1,232 65.99 1,211 64.86 1,163 62.33 Bravo Medical Magnet High School WASC Self Study Report 2013 - 11 - Chapter 1-School/Community Profile Data Student Attendance Bravo students have traditionally maintained excellent attendance rates a factor that likely contributes greatly to the school’s overall achievement success. Thus far for 2012-13 the month to month attendance rate has averaged over 98%. The high attendance rate is paralleled by a relatively low transciency rate. The table below represents the attendance rate for the past five years. Attendance Data Bravo High School Year Stability Rate Transiency Rate Actual Attend Rate 2011-12 93.73 7.68 97.05% 2010-11 95.76 5.25 96.74% 2009-10 95.71 4.93 96.64% 2008-09 96.12 4.39 96.67% 2007-08 96.06 4.17 96.53% Month-to-Month Attendance, Two Year Comparison Previous Year 2011-12 AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY JUNE 98.40% 98.20% 97.90% 97.60% 97.50% 97.50% 97.30% 97.20% 97.20% 97.10% Current Year 2012-13 98.80% 98.40% 98.10% 98.10% Percentage Point Change 0.00% 0.00% 0.30% Consistent high attendance is credited to the coordinated efforts of faculty, school personnel, attendance clerks, school counselors, and assistant principals, and the strong commitment of most of Bravo’s student body Truancy Rate The table below reports truancy rates over the past three years for Bravo. While the results may reflect the status of truancy at Bravo, they more likely may be a reflection of issues arising from the implementation and monitoring of the online attendance system in place for the last several years. A primary problem with the system is unresolved absences for students, many which anecdotally may be input errors of isolated periods where students are unaware they were marked absent or were in an activity not properly cleared. The question of the “true” rate of truancy needs to be investigated further, but in terms of “official” numbers, the table below represents the current status. The reporting and absence resolution has reportedly been improved this school year as evidenced by the much improved numbers thus far for 2012-13. Bravo Medical Magnet High School WASC Self Study Report 2013 - 12 - Chapter 1-School/Community Profile Data Truancy Classification Report Number of Truant Students By Category NOT TRUANT (0-2 OCCASIONS) INITIAL TRUANTS (3-4 OCCASIONS) SECOND-NOTICE TRUANTS (5-8 OCCASIONS) HABITUAL TRUANT (9 OR MORE OCCASIONS) Enrolled Students End of 2010-11 # of % of Students Students 665 35.50% 336 18.00% End of 2011-12 # of % of Students Students 770 41.40% 337 18.10% 2012-13 (Feb 2013 # of % of Students Students 1,293 68.7 268 14.2 360 19.20% 340 18.30% 206 10.9 510 27.30% 415 22.30% 116 6.2 1,871 100.00% 1,862 100.00% 1,867 100.00% Tardiness Rate The chart below displays the total number of absences and tardies by period for the entire 201112 school year and as of Nov 7 2012 for the 2012-13 school year. As is evident the highest number of tardies by far occur Period 1 which, being the beginning of the day, is an on-going problem despite concerted efforts by the Dean and the APSSS to increase tardy sweeps, record and assign detention for habitual tardy students, and to reach out to parents. However, some of the tardies in the data below may be excused tardies for events such as late buses which would greatly add to the number reported. Also apparent are the subsequent highest numbers of tardies after nutrition to Period 3 and after lunch to Period 5. Interestingly, Period 3 is higher possibly because students have less break time at nutrition than lunch. Absence and Tardiness Report--Number of Absent and Tardy Students By Period for Year 2012-13 (as of Nov 2 2012) 2011-12 Period: 1 2 3 4 5 6 Number Absent Number Tardy Number Absent Number Tardy 4709 4723 3633 682 2,918 2510 2047 240 4343 705 2511 355 4385 4769 5112 597 649 608 2519 2896 3137 163 299 173 Absences are relevant to this report in that many absences early in the day, particularly Period 1 both years and also Period 2 in 2011-12, are high and may be an indication of tardiness to the school day in general. Also quite significant is the fact that Period 5 and 6 for both years have the highest levels of absenteeism; an indicator of early exiting by students who are often picked up by parents but may also include athletic activities in the reported data which would significantly increase the numbers. Tardiness in general has greatly decreased in the past few years due to the regular and well run Tardy Sweeps which take place randomly on a given day, sometimes more than once per day. The Sweeps have had a great impact of tardiness during the day though tardiness to Period 1 remains an issue. Bravo Medical Magnet High School WASC Self Study Report 2013 - 13 - Chapter 1-School/Community Profile Data Discipline Referrals, Suspension and Expulsion Rates and Crime Statistics Suspensions and Expulsions The table below details the number of suspensions events and the total number of days suspended for the last two school years. Suspensions were greatly decreased in 2011-12 due to changes district wide in the discipline policy which encouraged schools to determine alternatives to suspension. Comparisons of Enrollment and Suspensions by Grade Level Number of Suspension Events Total Number of Suspension Days Grade GRADE 9 2010-11 2011-12 2010-11 2011-12 11 5 13 5 GRADE 10 22 4 25 6 GRADE 11 10 4 18 6 GRADE 12 6 49 13 10 66 17 Overall The table below shows the percentage of reductions in suspensions again as a result of a district wide discipline policy changes. Grade GRADE 9 Change in Number of Suspension Events Over Two Full Years Change in Number of Suspension Days Over Two Full Years -54.50% -61.50% GRADE 10 -81.80% -76.00% GRADE 11 -60.00% -66.70% -73.50% -74.20% GRADE 12 Overall The three tables below illustrate suspensions by subgroup over the past three years. As can be seen, the vast majority of suspensions were of Hispanic students which went from 76% in 2010 to over 90% last year, highly reflective of discipline issues experienced in the last three years. Comparisons of Enrollment and Suspensions by Subgroup--Bravo HS Time Occurrence: Enrollment Counts as of FALL NORM DAY 2009-2010 and Suspension Counts through JUNE 2009-2010 Ethnicity AMERICAN INDIAN/ALASKA NATIVE ASIAN BLACK # of Students Enrolled % of Students Enrolled 3 0.20% 292 15.60% 24 1.30% # of Suspension Events % of Total Suspension Events Days Suspended Avg Days Suspended 2 4.30% 2 1 FILIPINO 1 0.10% HISPANIC 1,312 70.10% 36 76.60% 41 1.1 WHITE 239 1,871 12.80% 100.00% 9 47 19.10% 100.00% 14 57 1.6 1.2 Overall Bravo Medical Magnet High School WASC Self Study Report 2013 - 14 - Chapter 1-School/Community Profile Data Comparisons of Enrollment and Suspensions by Subgroup--Bravo HS Time Occurrence: Enrollment Counts as of FALL NORM DAY 2010-2011 and Suspension Counts through JUNE 2010-2011 # of % of # of % of Total Days Avg Days Students Students Suspension Suspension Suspended Suspended Ethnicity Enrolled Enrolled Events Events AMERICAN INDIAN/ALASKA 7 0.40% NATIVE ASIAN 250 13.40% 1 2.00% 1 1 BLACK 33 1.80% FILIPINO 1 0.10% HISPANIC 1,355 72.60% 1 0.10% 220 1,867 11.80% 100.00% PACIFIC ISLANDER WHITE Overall 44 89.80% 61 1.4 4 49 8.20% 100.00% 4 66 1 1.3 Comparisons of Enrollment and Suspensions by Subgroup--Bravo HS Time Occurrence: Enrollment Counts as of FALL NORM DAY 2011-2012 and Suspension Counts through JUNE 2011-2012 # of % of # of % of Total Days Avg Days Students Students Suspension Suspension Suspended Suspended Enrolled Enrolled Events Events Ethnicity AMERICAN INDIAN/ALASKA 6 0.30% NATIVE ASIAN 186 10.00% BLACK 41 2.20% FILIPINO 57 3.10% HISPANIC 1,384 74.10% 3 0.20% 190 1,867 10.20% 100.00% PACIFIC ISLANDER WHITE Overall 1 7.70% 1 1 12 92.30% 16 1.3 13 100.00% 17 1.3 The table below details the number of Opportunity Transfers in the past years of which only two took place, both Hispanic students. Most students who have transferred from Bravo have done so on their own volition back to their home schools by choice or to alternative schools due to the need to make up credits to be able to graduate in a timely manner. OPPORTUNITY TRANSFERS Year AI/Alsk Asian Filipino Pac Isl Black Hispanic Other White Unknown Total 2011-12 0 0 0 0 0 0 0 0 0 2010-11 0 0 0 0 0 1 0 0 1 2009-10 0 0 0 0 0 0 0 0 0 2008-09 0 0 0 0 0 0 0 0 0 2007-08 0 0 0 0 0 1 0 0 1 As evidenced by the table below, no expulsions from Bravo have taken place. EXPULSION REFERRALS Year AI/Alsk Asian Filipino Pac Black Hispanic Isl Other White Unknown Total Expulsion (Rate) 2011-12 0 0 0 0 0 0 0 0 0 0.0 2010-11 0 0 0 0 0 0 0 0 0 0.0 2009-10 0 0 0 0 0 0 0 0 0 0.0 2008-09 0 0 0 0 0 0 0 0 0 0.0 2007-08 0 0 0 0 0 0 0 0 0 ** Bravo Medical Magnet High School WASC Self Study Report 2013 - 15 - Chapter 1-School/Community Profile Data The table below illustrates comparative data between Bravo and LAUSD. Bravo’s rate of suspensions and expulsions is much lower than the District overall. Note: the District expulsion rate was not calculated on the data retrieved. 2008-09 Bravo 2009-10 2010-11 2008-09 District 2009-10 2010-11 Number of Suspensions Rate of Suspensions Number of Expulsions 27 47 49 42,620 38,223 32,863 1.6 2.5 2.6 6.2 5.7 4.8 0 0 0 324 260 257 Rate of Expulsions 0.0 0.0 0.0 ? ? ? Socioeconomic Status Free/Reduced Lunch and AFDC status Currently Bravo is in Provision 2 Year II of a four-year cycle as a Provision 2 lunch program school. The Free and Reduced Price Meal percentage calculated for the school is 83.41%. With that eligibility percentage all students are fed and are not required to apply. Parent Education Levels The following tables relate data regarding parent education levels based upon the Standardized Testing and Reporting student answer documents for the years included. Based upon these reports below, in years past the average parent education level ranged from 2.91 in 2003-04 to 2.71 last year, where "1" represents "Not a high school graduate" and "5" represents "Graduate school." However, recent data has shown a decline in parent education level with the average decreasing steadily each year closer to high school graduate with no college. Parent Education Level Percent with a response* Of those with a response: % Not a high school graduate % High school graduate % Some college % College graduate % Graduate school Average Parent Education Level 2009-10 71 2010-11 64 2011-12 60 27 30 19 19 6 31 29 17 17 6 31 27 17 28 6 2.46 2.38 2.40 The table also shows a continued trend towards decreased reporting. Parent Education Levels would appear to be consistent with other demographic data. One possible inference from the data suggests that parents generally have expectations of their children at Bravo to exceed their own education levels. Bravo Medical Magnet High School WASC Self Study Report 2013 - 16 - Chapter 1-School/Community Profile Data Safety Conditions School Safety Plan As required by California Education Code (CEC), Section 35294, the school’s Safe School Plan was revised and reviewed with staff on the following dates (latest available info from district): Safe School Plan Date revised Volume 1 Prevention Programs Volume 2 Emergency Procedures 12/01/11 Date reviewed with staff 12/01/11 10/14/11 10/14/11 School facility data is as of October 15, 2011. School Facility Conditions and Planned Improvements (School Year 2011-12) Determination of repair status is based on the most recent Safe School Inspection. The assessment areas listed as “Poor” have been determined to have deficiencies as described in the Department of Education “Interim Evaluation Instrument.” Deficiency details can be found at www.lausd-oehs.org under “School Inspection Results.” Additional information about the condition of the school facilities may be obtained from the school. Repair Status Repair Needed and Action Taken or Item Inspected Planned Good Fair Poor Gas Leaks X Mechanical Systems X Windows/Doors/Gates (interior/exterior) Interior Surfaces (walls, floors, and ceilings) Hazardous Materials (interior and exterior) X X X Structural Damage X Fire Safety X Electrical (interior and exterior) X Pest/Vermin Infestation X Drinking Fountains (inside and outside) X Restrooms X Sewer X Playground/School Grounds X Roofs X Overall Cleanliness X Bravo Medical Magnet makes every effort to provide a safe, clean environment for learning. Bravo prides itself on maintaining a clean, fully functional facility. Faculty and staff work closely with the Plant Manager, custodial staff, and school safety personnel to constantly monitor and respond as quickly as possible to problems, damage, vandalism, and any potentially violent Bravo Medical Magnet High School WASC Self Study Report 2013 - 17 - Chapter 1-School/Community Profile Data situations. However, deep reductions in custodial funding have resulted in far fewer personnel than those who previously maintained Bravo. Bravo’s custodial staff at one time consisted of 9 members covering two shifts but in the past two years the staff is 5.5 members covering two shifts. The security staff consists of one full time LA School Police officer, two full time campus security aids and four part time noon-aids. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. Overall Summary of School Facility Good Repair Status (School Year 2011-12) This table displays the overall summary of the results of the most recently completed school site inspection which shows Exemplary Conditions. Item Inspected Exemplary Overall Summary Facility Condition Good Fair Poor X Staff Information Faculty Demographic and Qualification Data [WORKING ON THIS SECTION] Bravo’s faculty represents a diverse educational background. Of the about 80 certificated staff members, 2 hold doctorate degrees, 4 received National Board Certification, and many hold Masters degrees. To support faculty and students, Bravo has a staff of about 45 classified personnel. Teachers and students have participated in research at laboratories at the University of Southern California. Some have received summer stipends to work with professors actively involved in medically significant research and in computer-based imaging techniques with medical applications. Three members of our science department participated in writing the state Science Standards; a social studies teacher was invited to write questions for the Advanced Placement examination; and our staff, after twice being named a California Distinguished School and National Title I Distinguished School, has made presentations as a High Poverty, High Performing model. Six of Bravo’s teachers are alumni. Number of Certificated and Classified Staff Certificated Staff 2012-13 School Number of Staff Full-Time Equivalents Per Pupil Ratio District Per Pupil Ratio (2010-11) Administrators 4 4 467 197.6 Pupil Services 13 12.1 154.21 241.1 Teachers 65 63.7 30 20.2 The number of teachers has reduced over the years in Science, Foreign Language, Computer Science/Life Skills, and ROP. The official ratio went from 27.5:1 (FBAO ratio) to 32:1 in the 2010-11 school year reflected in the reduced teacher staffing seen in the table below. Since then, shifts in ROP posititons with a net loss and one Science position filled out via the auxillary periods account for the further decrease while maintaining the school program. The district ratios included above are from two years ago and are probably very different now. Bravo Medical Magnet High School WASC Self Study Report 2013 - 18 - Chapter 1-School/Community Profile Data 20092010 20102011 20112012 20122013 Total Teachers 70 69 68 65 Teachers with Full Credential 70 69 68 65 Teachers Teaching Outside Subject Area (fully credentialed but teaching outside subject area-may be for only one period—see section on Misassignments below)* 37 11 5 0.33 Teacher Credential Status Teachers in Alternative Routes to Certification (district and university internship) 0 Pre-internship (Specialized training/interns) 0 Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements) 0 Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit) 0 0 0 0 National Board Certified Teachers 4 4 3 4 Teachers with Advanced Degrees (see chart below) Counselors and Other Support Staff The table below regarding support staffing is reported in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% (i.e., full time). Two staff persons working 50% of full time also equals one FTE. The most significant impact to support staffing has been the loss of counseling positions from 6 counselors in the 2009-10 and 2010-11 schools years to the present 3 positions due to budget cuts. This staffing change has greatly impacted the ratio of students to counselors from roughly 300:1 to the present 600:1 causing counselors to be unable to devote the same time and resources to each individual student. The other positions have remained stable though Bravo has alternatively had either a single or combination of the following positions in the paste few years: Literacy Coordinator, Intervention Coordinator, and Data Coordinator. The current focus on implementation of intervention programs and strategies has prioritized the Intervention Coordinatorship to be a steady position in the next few years. Title Number of FTE Assigned to School Academic Counselor 3.0 Title I Coordinator 1.0 Magnet Coordinator 1.0 Intervention Coordinator 1.0 Library Media Teacher (Librarian) 1.0 Psychologist 1.0 Dean 1.0 Nurse 1.0 Speech/Language/Hearing Specialist 0.1 Student Info System/Technology Coordinator 1.0 College Advisor 1.0 Percent of ESEA Qualified Teachers Bravo Medical Magnet High School WASC Self Study Report 2013 - 19 - Chapter 1-School/Community Profile Data Core Academic Classes Taught by No Child Left Behind (NCLB) Compliant Teachers (School Year 2010-11) As of the 2012-13 school year, Bravo has 100% NCLB Compliancy in terms of teachers in Core Academic Classes. The table below reflects our status as of 2010-11 when a small percentage of periods taught were non-compliant. 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. To give a comparative view, this table displays the percentage of classes in core academic subjects taught in 2010-11 by NCLB-compliant and non-NCLB compliant teachers at Bravo, at all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. Bravo fell somewhere between the averages of the other entities in that year. Percent of Classes In Core Academic Subjects Schools in District in 2010-11 Taught by NonTaught by NCLB Compliant NCLB Compliant Teachers Teachers Bravo Medical Magnet HS 93.4% 6.6% All Schools in District 88.9% 11.1% High-Poverty Schools in District 89.7% 10.3% Low-Poverty Schools in District 95.1% 4.9% Teacher Misassignments and Teacher Vacancies This table displays the number of teacher misassignments (those classes that do not have a teacher with a state recognized certificate or credential) and the number of teacher vacancies (those classes without a full-time, permanent teacher). Through the concerted efforts of the Assistant Principal of Secondary Counseling Services (APSCS) and the Principal misassignments of teachers is essentially non-existent in the current school year. Teacher Misassignments and Vacancies 2009-10 2010-11 2011-12 2012-13 Misassignments of Teachers of English Learners* 17 4 2 0 Misassignments of Teachers of Physical Education (Secondary 2 0 3 0 level only)* Misassignments of Other Subjects* 18 7 0 0.33 Total Teacher Misassignments* 37 11 5 0.33 Vacant Teacher Positions 0 0 0 0 Note: Misassignments and vacancies for the 2011-12 school year are as of October 1, 2011. * At the Secondary level, this count is at the course assignment level and is a duplicated count of teachers. Bravo Medical Magnet High School WASC Self Study Report 2013 - 20 - Chapter 1-School/Community Profile Data Teachers with Advanced Degrees For the current school year, faculty academic degree levels are as follows: Teacher Education Level—Bravo HS Number at level Doctorate 2 Master's Degree plus 30 or more semester hours 2 Master's Degree 29 Bachelor's Degree plus 30 or more semester hours 1 Bachelor's Degree 47 While Bravo has a significant number of teachers at the Master’s degree level or above, it is important to note that in LAUSD the salary scale is based largely on units or credits earned beyond the degree with a differential for advanced degrees, rather than requiring degrees to advance up the ladder. Teacher Years in Education As can be seen from the chart below the vast majority of the staff are veteran teachers who have had 11 or more years in the district, about half of whom have been at Bravo for the same amount of time which gives Bravo great consistency, experience and expertise at the classroom level and in coordinating aspects of the student experience at the school. Teaching Staff Data Certificated Management 4 Certificated Teachers in the classroom 64 Certificated Others 12 Total Teaching Staff 80 Teaching Staff Stability Assigned to this Location 7 1 Year 2 - 5 Years 18 6 - 10 Years 18 11 or more Years 37 Teaching Experience in LAUSD Less than 1 Year 1 1 Year 0 2 - 5 Years 6 - 10 Years 4 12 11 or more Years 63 Bravo Medical Magnet High School WASC Self Study Report 2013 - 21 - Chapter 1-School/Community Profile Data Teachers by Ethnicity and Gender The chart below reveals that the ethnic profile of Bravo is fairly similar to that of the district as a whole with a higher percentage of Hispanic or Latino teachers at Bravo and consequent general lower percentage of other ethnicities. The statistic may reflect the location of Bravo in East Los Angeles and the predominantly Hispanic population; yet Bravo maintains a fair amount of diversity of staff and student body. As can be seen, Bravo’s teaching population is relatively evenly divided amongst male and female staff members giving the school a balanced gender representation. Teachers by Race/Ethnicity and Gender-2012-13 School District (2011-12) Number of Percent Teachers of Total Percent of Total American Indian or Alaska Native 0 0.0% 0.58% Asian 6 7.5% 8.51% Native Hawaiian or Pacific Islander 3 3.8% 0.28% Filipino 2 2.5% 2.65% Hispanic or Latino 37 46.3% 33.52% Black or African American 7 8.8% 10.63% White 25 31.3% 39.20% Two or More Races 0 0.0% 0.11% None Reported 0 0.0% 4.53% Total 100% 100% 80 47% N/A Female 38 52% N/A Male 42 Total 100% N/A 80 Attendance Rates of Teachers Last year, the average annual number of days teachers were absent was 3.16 days, up slightly from the previous two years, but significantly lower than the 6.7 days reported on the last full WASC report six years ago. The number of absences for certificated staff includes days for illness or unpaid leave. It does not include days out of classroom for training purposes. The days preceding a long term leave (19 or 20 days before long term leave) are also excluded. As can be seen from the table below, average certificated absences edged up slightly last year but are on track to be lower this year. Currently, there is a district goal for all teachers to have 96% or higher attendance annually which translates to about 7 days of absence. Based on averages, Bravo faculty are meeting that goal. Based on School Report Card data, attendance rates are declining, though it is not clear how the results are determined. Certificated Staff Attendance Rate Average Number of Days Absent per year % of Staff with 96% or higher attendance (School Report Card data) 2009-2010 2010-2011 2011-2012 2012-2013 (through Dec) 2.99 2.99 3.16 2.55 77% 70% 66% Not available As a side note, most of the substitute teachers who work at Bravo are regularly used, know the students and teachers well, and consequently provide a strong level of continuity in the absence of the teacher. Bravo Medical Magnet High School WASC Self Study Report 2013 - 22 - Chapter 1-School/Community Profile Data Classified Staff The tables below reflect the number of Classified Staff (not including paraprofessionals) at Bravo by type, gender and ethnicity in 2010-11 and then by type for the present year. Overall total Classified Staff has risen by a few positions since 2010-11, primarily due to shifts in Cafeteria positions. As can be seen, most Classified Staff are of Hispanic or Latino ethnicity, which often greatly benefits the school in terms of the need to communicate with the sizeable non-English speaking Hispanic parent population. Number of Classified Staff by Gender and Ethnicity 2010-11 and 2012-13 Female Description Asian not Hispanic 2010-11 Hispanic or Latino of Any Race 2010-11 White not Hispanic 2010-11 Full time Office/Clerical Staff 1 6 Part time Office/Clerical Staff 0 Full time Other Staff Part time Other Staff 2010-2011 Total 2012-13 Total 0 7 (100.0%) 7 2 0 2 (100.0%) 0 0 1 0 1 (14.3%) 4 0 13 0 13 (81.3%) 15 Number of Classified Staff by Gender and Ethnicity 2010-11 and 2012-13 Male and Grand Totals Description Asian not Hispanic 2010-11 Hispanic or Latino of Any Race 2010-11 Full time Office/Clerical Staff 0 0 0 0 (0.0%) 7 0 7 Part time Office/Clerical Staff 0 0 0 0 (0.0%) 2 0 0 Full time Other Staff 2 3 1 6 (85.7%) 7 5 9 Part time Other Staff All Classified Staff Total 0 3 0 3 (18.8%) 16 4 19 White not Hispanic 2010-11 20102011 Total Bravo Medical Magnet High School WASC Self Study Report 2013 20102011 Grand Total 2012-13 Total 201213 Grand Total 32 35 - 23 - Chapter 1-School/Community Profile Data Number/Assignment of Paraprofessionals Meeting ESEA Paraprofessionals at Bravo work as Teacher Aides in the classrooms directly with students. Some are Special Education Aides who are assigned in a 1:1 capacity with students with special needs. The table below shows the change in number of paraprofessionals assigned to Bravo from 2010-11 to the current year by gender (first table is female, second male) and then within each gender by ethnicity. Due to budget restraints, Bravo has experienced a loss by half in part time paraprofessionals who are funded by Title 1 for classroom support whereas full time aides have increased by 1, reflecting a slight rise in the number of individual students who require full-time support. Number of Female Classified Staff by Gender and Ethnicity 2010-11 & 2012-13 Female Description Pacific Islander not Hispanic Hispanic or Latino of Any Race African American not Hispanic White not Hispanic Two or More Races not Hispanic Full time Paraprofessionals 0 3 0 0 Part time Paraprofessionals 0 5 1 0 20102011 Total 201213 Total 0 3 (75.0%) 5 0 6 (50.0%) 4 Number of Male Classified Staff by Gender and Ethnicity 2010-11 and 2012-13 Description Pacific Islander not Hispanic Hispanic or Latino of Any Race African American not Hispanic White not Hispanic Male Two or More Races not Hispanic Full time Paraprofessionals 0 1 0 0 0 Part time Paraprofessionals 1 1 0 1 3 20102011 Grand Total 201213 Total 201213 Grand Total 1 (25.0%) 4 0 5 6 (50.0%) 12 2 6 20102011 Total Content of Staff Development and Numbers Participating Bravo Medical Magnet High School has 14 Professional Development (PD) days per year as designated by the Los Angeles Unified School District (LAUSD). Professional Development activities are planned according to required topics by the district and the others are conducted according to school need. Professional Development days are held on predetermined Tuesdays by the district from 1:45 p.m. to 3:04 p.m. Most faculty and staff are required to attend. Generally there are about 80 people on average in attendance for these PDs. For the 2012-2013 school year, Bravo has added an additional 10 days for the development of Professional Learning Communities (PLCs). These days are reserved exclusively for Bravo Medical Magnet High School WASC Self Study Report 2013 - 24 - Chapter 1-School/Community Profile Data departments to work together to establish norms, goals, policies, procedures, design curriculum aligned with State Standards, develop common assessments, review student work, review various data related to student achievement, and implement intervention within the department. It is felt that PLCs are needed to provide in-depth academic achievement assistance from a unified team working with the same core requirements and expectations. Within the last several years PD activities have been centered around Specific, Measureable, Attainable, Realistic, and Timely goals (SMART) developed school-wide and within individual departments. Bravo’s SMART goals are to increase literacy across content areas, improve academic vocabulary, and improve numeracy. To facilitate the development of SMART goals several experts were brought in to do presentations on topics such as Instructional Strategies, Response to Intervention (RTI), MyData (to gather information on students scores based upon CST, Periodic Assessments, CAHSEE, etc.), Core K12 (develop assessments based upon specific strands and student achievement, etc.) and Professional Learning Communities (PLC). In addition, workshops have been conducted by Bravo staff to share best practices. From the school-wide SMART goals, the critical academic needs were established. Although Bravo is a high achieving school, there are still areas where work is needed to increase academic achievement for several subgroups. With the introduction of Common Core Standards, additional emphasis has been put on developing instructional strategies designed to help all subgroups move up the academic achievement ladder. Additionally, staff attend outside Professional Development activities based upon their content area. Teachers from the math and science departments go to their specific conferences. The Gifted and Advanced Placement teachers keep abreast of current policy by attending required trainings. Many staff and faculty have attended trainings and workshops to help implement new programs at Bravo such as RTI and PLCs. Every effort is made to ensure that Bravos’ staff is well trained with current pedagogy. For the 2012/2013 school year, LAUSD has mandated that specific topics be covered during PD. These topics include Common Core ELA, Common Core Math, Teaching and Learning Framework, and English Learners Master Plan. To adequately cover the required topics, 7 of the 14 district provided PD days is required. The remaining 7 days have been dedicated to PLC Overview, PLC Development and Implementation Plan, data review, preparing for the WASC visitation, and Periodic Assessment. Student Participation in Co-Curricular and Extra-Curricular Activities Bravo offers a wide variety of co-curricular and extra-curricular activities in which participate. Well rounded students take required courses as well as courses that are of interest. Most cocurricular courses available to students meet A-G requirements. Although Bravo is a school recognized for its academic achievement, students are also able to enjoy the athletic program available at Bravo. Many students have some interest in the science, technology, research, engineering and health fields. At Bravo, students are able to participate in several different programs that support those interests and provide students with hands on experience in those areas. The Engineering and Health and Health Academy (EHA) is a three year program that gives students the opportunity to take preparatory classes and work in various labs at USC hospital under the guidance of Bravo Medical Magnet High School WASC Self Study Report 2013 - 25 - Chapter 1-School/Community Profile Data professors who are doing research and publishing research and journal articles. Currently there are about 60 students in the program. In addition to the EHA program there is a two year program, Science Technology and Research (STAR) that also affords students the chance to take courses at USC and work in labs under the guidance of professors who are doing research and publishing research and journal articles. About 50 students are in the STAR program. Still other students are able to participate in the Regional Occupation Program (ROP) Medical Office Occupations program which also gives about 80 students students the opportunity to volunteer in various areas within USC hospital. Other ROP programs at school include Medical Terminology and Sports Therapy with about 40 students per period for 3 periods. Because there are many students interested in the sciences there are several opportunities for students to participate in activities beyond the science classes. Some of these opportunities include participation in the Ocean Bowl, Science Bowl, Bridge Building, Day at the Beach, Science Olympiad, Biology Olympiad, and Math Olympiad, to name a few. Many Bravo students participate in these activities beyond the classroom. For those students who are well versed in many areas and like to debate various issues, Bravo has a debate team and Academic Decathlon team. This academic year, Bravo will also be participating in the Aspen Program, based out of Aspen, Colorado. Participating students are charged with identifying a civic issue, designing a resolution to that issue, and then arguing their justification for their resolution. If nothing else, students can fight for justice and equality for all through the Anti-defamation League (ADL) class. Future photographers and journalist are able to start preparing for their careers at Bravo as well. And because everyone wants to be in the know of what’s happening at and around school Bravo’s journalism class produces the “Vital Signs” newspaper. Students are able to recapture many activities and events via the school’s yearbook. For those who appreciate Fine Arts, there are programs for them as well. Students can earn a spot on the famous “Dances of the World” team, cheer on their classmates by becoming a part of the cheer squad, or join Folkloric. If they are more musically inclined, then they can participate in the Jazz Band, Marching Band or Mariachi. There are over 33 clubs for students to join. These clubs range from Anti-Defamation League Club to Yoga. Students are able to join any club that they have an interest in. These clubs meet weekly and have outside activities as well. Offering such a variety of clubs gives students many different opportunities to get involved and become a part of the Bravo community. Last, but not least, Bravo has an extensive athletic programs for males and females. Bravo has strong girls’ varsity and junior varsity soccer squads (undefeated this school year), and boys varsity and junior varsity soccer teams. Many participate in the boys and girls basketball and volleyball teams. Still others are able to run whether it is with cross country or track and field. Bravo has almost 100 students on these teams. Additionally, Bravo has a girls’ softball and a co-ed swim team. Although Bravo doesn’t have a soccer field, baseball diamond, track field, or a swimming pool, our students participate in all of these sports quite successfully. Bravo Medical Magnet High School WASC Self Study Report 2013 - 26 - Chapter 1-School/Community Profile Data District Policies/School Financial Support Expenditures Per Pupil This information is intended to provide a comparison of a school's per pupil funding from unrestricted sources with other schools in the district and throughout the state. As the most recent information from the district available, the information below provides a comparison of a school's per pupil funding from unrestricted sources with other schools in the district and throughout the state. Expenditures Per Pupil (Fiscal Year 2009-10 and 2010-11) School Site Expenditures per Pupil Total 2009-10: $7,487 2010-11: $7,417 Expenditures per Pupil from Unrestricted Sources Restricted Unrestricted Sources Sources $1,605 $1,299 $5,882 $6,118 Percent Difference Between School Site and District State District State $4,544 $4,814 $5,455 $5,455 29.4% 27.1% 7.8% 12.2% The table above shows the most recent accounting available from district sources for this category. Bravo receives more funding for unrestricted sources than average district and state expenditures per pupil. Monies from other Funding Sources Additional funding sources include categorical, grant, and other funding entities. budgetary information will be available upon request during the visit. Actual Categorical Funding: Title 1, Economic Impact Aid/Dis Bilingual Dir, Gifted Grant funding: Specialized Secondary Programs (from the CDE for the Engineering for Health Academy), Career Technical Education/Perkins Funding, USC Neighborhood Outreach (UNO, in conjunction with USC), Donors Choose (individual teacher applied for/funded projects). Other district funding: School Discretionary Per Pupil Funding Other funding: Bravo Trust Fund, Bravo Boosters Inc., Associated Student Body Bravo Medical Magnet High School WASC Self Study Report 2013 - 27 - Chapter 1-School/Community Profile Data Student Performance Data Assessment Results Bravo uses various measurement tools to gather information regarding student needs, program effectiveness, and improvements. The data gathered from the following assessments is used to develop ongoing strategies to support students, families and staff. Academic Assessments: CAHSEE-The California High School Exit Exam is a state mandated high school graduation requirement. CST- The California Standards Test is a state mandated exam for students in grades 911 in English , math, science and social science. Preliminary Scholastic Aptitude Test (PSAT), Scholastic Aptitude Test (SAT), American College Test (ACT), AP Exams- The college entry exams are an important part of our college prep program. Periodic Assessments-Quarterly assessments in English, math, and science. CELDT- The California English Language Development Test is for limited English proficient students. IEP- The Individual Educational Plan is a special education assessment to assist students with special learning needs. English Department administered writing diagnostic UCLA Mathematics Diagnostic Testing Project- This is a math readiness test used for appropriate placement. Career Assessments: Career Cruising: Web site based interest inventory are used as career exploration tools for students. ACT Explorer: 9th grade exam given as a “pre” PSAT results of which are used for career interest exploration advisement by Counselors and Career Awareness Senior Survey- This survey obtains information regarding seniors' career and post secondary plans. Personal/Social Assessments: Health Screenings- Medical professionals conduct various health screenings annually, including vision, audio, and athletic screenings. Individual Education Plan/Behavior Plans: Determine the need for Designated Instructional Counseling Services. Coordination of Services Team (COST): Assesses strategies for student success and/or utilization of student services. Bravo Medical Magnet High School WASC Self Study Report 2013 - 28 - Chapter 1-School/Community Profile Data Annual Performance Index (API) and School Ranking The California Academic Performance Index (API) is an achievement indicator that uses the results of the California High School Exit Exam and the California Standards Test to assign a performance number for each California Public School. The maximum is 1,000 with California setting a goal of 800 for all schools. Bravo’s API has steadily risen over the years: 815 in 2009, 820 in 2010, 831 in 2011, and 842 this past year of 2012. Bravo has consistently met its API goals and has surpassed the 800-goal set by the state of California every year since 2005. Bravo has ranked between 9th and 10th in Statewide Ranking in the past four years and has also ranked between 9th and 10th in Similar Schools Ranking as well. API Base Data API Growth Data 2008 2009 2010 2011 Percent Tested 100 100 100 100 API Base Score 818 815 820 832 Growth Target A A A A Statewide Rank Similar Schools Rank 9 9 10 9 10 10 9 9 Percent Tested API Growth Score Actual Growth 2009 2010 2011 2012 100 100 100 100 815 820 831 842 -3 5 11 10 As can be seen from the table below, Bravo has consistently scored higher than the District and State averages over the last several years in terms of the API. However it is important to note that all three entities have experienced rises in API over the four year period. Bravo Medical Magnet HS LAUSD State of CA 2009 2010 2011 2012 2009 2010 2011 2012 2009 2010 2011 2012 Base 818 815 820 832 681 693 709 729 741 754 768 778 Growth 815 820 831 842 694 709 729 745 755 767 779 788 API – Racial/Ethnic and Socioeconomically Disadvantaged Subgroups The following table details the API Base and Growth scores and growth targets for all numerically significant subgroups for the past three years and shows that each significant subgroups met their growth targets each year. API Base Data API Base Score 2010 2011 925 923 932 A A 800 812 Growth Target A Hispanic or Latino API Base Score API Growth Data 2009 Asian 799 Growth Target 1 A White (not Hispanic) A 2010 Asian 2011 2012 923 932 940 Met Target Yes Yes Hispanic or Latino Yes API Growth Score API Growth Score 811 822 Met Target Yes Yes White (not Hispanic) Yes Bravo Medical Magnet High School WASC Self Study Report 2013 800 - 29 - Chapter 1-School/Community Profile Data API Base Score 786 824 847 API Growth Score 824 824 869 Growth Target 5 A A Met Target Yes Yes Yes Socioeconomically Disadvantaged API Base Score 810 Growth Target A English Learners Socioeconomically Disadvantaged 817 828 A A API Growth Score 817 817 838 Met Target Yes Yes English Learners Yes API Base Score 700 706 721 API Growth Score 707 721 731 Growth Target 5 5 5 Met Target Yes Yes Yes All subgroups have increased their scores and met growth targets with some groups, such as the White (not Hispanic), showing great gains in the past year, and all save the English Learners being above 800 in the past two years. As has been noted in the past, there is an at least 100 point disparity between the Asian subgroup and other identified subgroups. California Standards Test (Standardized Testing and Reporting-STAR) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (apporaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA); Bravo has not had students in this category and therefore does not have CAPA results. CST Results in Core Subject Areas All Students Percent Proficient Subject School Year 2005- 200606 07 200708 200809 200910 201011 201112 EnglishLanguage Arts 63% 65.1% 63% 65.2% 66.31% 66.55% 72.78% Mathematics Science 31% 46% 36.1% 49.6% 34.7% 53.6% 38.3% 54.9% 38.26% 55.39% 43.37% 52.71% 42.24% 56.57% HistorySocial Science 49% 42.7% 46% 49.1% 49.83% 55.82% 61.43% Bravo Medical Magnet High School WASC Self Study Report 2013 - 30 - Chapter 1-School/Community Profile Data Highlighted scores above show highest percentage reached over the seven year period. As can be seen, three of the four core subject areas achieved their highest proficiency levels last year with only Math losing about 1% point from its high in 2010-11. Over the seven year period, each subject area has improved by about 10%. ELA, which seemed stalled at about 63-66%, jumped by six points to 73% last year, and Social Studies also saw an approximate 6% rise in the same one year period. Multi-year CST Grade Level Scores by Proficiency Levels The first table below details CST results in English Language Arts for the past three years. With the exception of the 9th Grade in 2010-11, proficiency levels have risen in each grade level particularly in the last year with consequent decreases in Basic and below levels. General proficiency levels have risen to the low 70% range, marking significant progress. CST by Grade Levels-English Language Arts ALL GRADE LEVELS # Students Counted % Proficient & Advanced % Advanced % Proficient % Basic % Below Basic % Far Below Basic # Students Counted GRADE 9 % Proficient & Advanced % Advanced % Proficient ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 1,413 1,444 1,396 66.31 66.55 72.78 33.97 32.48 37.03 GRADE 10 ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 # Students Counted 472 527 432 % Proficient & Advanced 61.86 65.84 68.06 % Advanced 32.42 30.55 35.65 % Proficient 29.45 35.29 32.41 32.34 34.07 35.74 24.56 26.59 22.64 % Basic 29.03 27.89 26.16 6.37 4.57 3.51 % Below Basic 6.36 4.55 4.40 2.76 2.29 1.07 % Far Below Basic 2.75 1.71 1.39 533 508 552 # Students Counted 408 409 412 71.67 67.13 75.91 % Proficient & Advanced 64.46 66.75 73.54 33.40 34.25 38.04 % Advanced 36.52 32.76 37.14 % Proficient 27.94 33.99 36.41 GRADE 11 38.27 32.87 37.86 % Basic 21.95 26.57 19.93 % Basic 22.79 24.94 22.57 % Below Basic 5.07 4.92 3.08 % Below Basic 8.09 4.16 3.16 % Far Below Basic 1.31 1.38 1.09 % Far Below Basic 4.66 4.16 0.73 Bravo Medical Magnet High School WASC Self Study Report 2013 - 31 - Chapter 1-School/Community Profile Data For Mathematics, proficiency scores have fluctuated, generally increasing in 2011 but decreasing in 2012 with the exception of Grade 11. Analysis shows a general increase in % Basic and Below Basic, and general overall proficiency in the low 40% range, leaving room for long term improvement. Grade 9 in particular has experienced significant decreases in proficiency indicative of issues and changes in Algebra 1 and Geometry at the school and district levels as well as the observation by the Math and Science department that many incoming students do not have the basic Math skills necessary for success in Algebra, Geometry, and Chemistry for that matter. CST by Grade Levels-Mathematics ALL GRADE LEVELS GRADE 9 ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 # Students Counted 1,406 1,411 1,385 470 519 428 % Proficient & Advanced % Advanced % Proficient % Basic 38.26 43.37 42.24 % Proficient & Advanced 32.34 39.88 37.15 10.67 12.26 10.83 % Advanced 9.36 10.79 8.41 27.60 31.11 31.41 % Proficient 22.98 29.09 28.74 % Below Basic 28.88 29.70 29.96 % Basic 27.02 28.71 29.91 24.54 19.84 22.96 % Below Basic 30.64 22.35 25.93 % Far Below Basic # Students Counted 8.32 7.09 4.84 % Far Below Basic 10.00 9.06 7.01 532 507 553 404 385 404 % Proficient & Advanced % Advanced % Proficient % Basic 50.56 49.11 45.21 % Proficient & Advanced 28.96 40.52 43.56 13.72 12.82 11.93 % Advanced 8.17 13.51 11.88 36.84 36.29 33.27 % Proficient 20.79 27.01 31.68 30.83 32.54 29.29 % Basic 28.47 27.27 30.94 % Below Basic 15.04 15.19 22.24 % Below Basic 29.95 22.60 20.79 3.57 3.16 3.25 % Far Below Basic 12.62 9.61 4.70 % Far Below Basic GRADE 10 GRADE 11 # Students Counted # Students Counted CST Science scores have also fluctuated, with proficiency levels ranging from 55 to 53 and back up to 56% over the last three years. This fluctuation is reflected in the 9th and 10th grade levels (Biology and Chemistry respectively) whereas the Grade 11 level rose dramatically in the past year from about 49 to 59%. One area of concern is the growing % Below Basic in Grade 10 over the past three years which would primarily be students in Chemistry. Chemistry in particular has experienced drops in proficiency levels attributed by many in the department to deficient basic math skills of incoming students. Bravo Medical Magnet High School WASC Self Study Report 2013 - 32 - Chapter 1-School/Community Profile Data CST by Grade Levels-Science ALL GRADE LEVELS GRADE 9 ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 # Students Counted 1,845 1,920 1,720 937 1,044 838 % Proficient & Advanced % Advanced % Proficient % Basic 55.39 52.71 56.57 % Proficient & Advanced 56.99 52.59 53.70 25.04 24.74 28.08 % Advanced 25.61 25.86 24.34 30.35 27.97 28.49 % Proficient 31.38 26.72 29.36 % Below Basic 31.87 33.18 29.24 % Basic 32.23 33.72 28.40 7.86 9.11 8.14 % Below Basic 6.94 9.10 10.26 % Far Below Basic # Students Counted 4.88 5.00 6.05 % Far Below Basic 3.84 4.60 7.64 532 508 546 # Students Counted 376 368 336 % Proficient & Advanced % Advanced % Proficient % Basic 57.33 55.31 59.34 % Proficient & Advanced 48.67 49.46 59.23 27.63 25.98 31.14 % Advanced 19.95 19.84 32.44 29.70 29.33 28.21 % Proficient 28.72 29.62 26.79 30.83 30.31 29.30 % Basic 32.45 35.60 31.25 % Below Basic 6.95 8.46 6.04 % Below Basic 11.44 10.05 6.25 % Far Below Basic 4.89 5.91 5.31 % Far Below Basic 7.45 4.89 3.27 GRADE 10 GRADE 11 # Students Counted Social Science CST proficiency has seen a consistent upswing in the past three years with levels rising from about 50 to over 60% and consequent general decrease in levels Basic and below. Grade 9 data below reflects “demoted” students (9+) enrolled in Social Studies. CST by Grade Levels-Social Science ALL GRADE LEVELS ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 871 953 840 % Proficient & Advanced % Advanced % Proficient % Basic 49.83 55.82 61.43 21.58 26.44 28.24 % Below Basic # Students Counted % Far Below Basic ANNUAL 20092010 ANNUAL 20102011 ANNUAL 20112012 455 493 350 % Proficient & Advanced 44.62 51.12 59.71 29.40 % Advanced 18.68 24.34 22.00 29.38 32.02 % Proficient 25.93 26.77 37.71 29.05 26.23 28.93 % Basic 31.87 28.19 32.00 9.30 9.44 4.40 % Below Basic 10.33 11.76 3.14 11.83 8.50 5.24 % Far Below Basic 13.19 8.92 5.14 GRADE 10 # Students Counted Bravo Medical Magnet High School WASC Self Study Report 2013 - 33 - Chapter 1-School/Community Profile Data GRADE 9 # Students Counted 9 41 79 % Proficient & Advanced % Advanced % Proficient % Basic 11.11 21.95 30.38 0.00 2.44 11.11 % Below Basic % Far Below Basic GRADE 11 # Students Counted 407 419 411 % Proficient & Advanced 56.51 64.68 68.86 12.66 % Advanced 25.31 31.26 38.93 19.51 17.72 % Proficient 31.20 33.41 29.93 11.11 31.71 43.04 % Basic 26.29 23.39 23.60 11.11 7.32 8.86 % Below Basic 8.11 6.92 4.62 66.67 39.02 17.72 % Far Below Basic 9.09 5.01 2.92 CST - Results for All Students - Four-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards); it compares Bravo with the Distrct and State. School Subject EnglishLanguage Arts Mathematic s Science HistorySocial Science District State 2008 -09 2009 -10 2010 -11 2011 -12 2008 -09 2009 -10 2010 -11 2011 -12 2008 -09 2009 -10 2010 -11 2011 -12 65% 66% 67% 73% 38% 41% 44% 48% 50% 52% 54% 56% 38% 55% 38% 55% 43% 53% 42% 57% 37% 38% 39% 43% 43% 47% 44% 51% 46% 50% 48% 54% 50% 57% 51% 60% 49% 50% 56% 61% 29% 33% 37% 39% 41% 44% 48% 49% As is evident above, Bravo ‘s overall proficiency levels by subject area have seen a rise in the past four years with a relatively large spike in ELA and Social Studies for the past year and a slight decrease for Math. Comparatively speaking the District and State have also experienced significant gains in the four year period ranging from 6 to 13% increases in the subject areas. Notable is the fact that for Bravo three of the four subject area proficiency levels are significantly higher than parallel levels for the District and State. Only Mathematics for Bravo generally corresponds to the District level and that level runs significantly lower than the State levels. It is believed that the Math proficiency levels are affected by deficiencies in more basic math skills for incoming students which become an apparent critical area for intervention. Also believed to be related to these apparent basic math skills deficiencies are the results of the analysis of the table below which details in descending order the average percentage of students scoring on the CST at the proficient and advanced levels over the past four years by course exam. As apparent from the table above as well, Bravo’s students have their greatest achievement in terms of proficiency in ELA followed by most of the Science courses leading to a supposition that in those areas the various factors (curriculum, instruction, assessment, student interest and skill sets) are comparable. It is interesting in contrast that Social Studies courses Bravo Medical Magnet High School WASC Self Study Report 2013 - 34 - Chapter 1-School/Community Profile Data are in the mid ground where US History scores at about 13% higher than World History (as was reflected in the CST grade level score differences above). Given that skill sets for students are similar, accounting for the discrepancy in terms of other factors should be examined including AP results relative to the courses. CST Results: By Course in Descending Order of Average % Proficient & Advanced 2008200920102011Average 2009 2010 2011 2012 67 72 67 76 ENGLISH LANGUAGE ARTS (GR 9) 70 66 68 69 68 LIFE SCIENCE 68 ENGLISH LANGUAGE ARTS (GR 11) 67 62 64 67 74 67 62 66 68 ENGLISH LANGUAGE ARTS (GR 10) 66 75 58 60 55 PHYSICS 62 55 57 65 69 US HISTORY 61 56 61 60 65 BIOLOGY 61 HS MATHEMATICS 49 50 61 57 54 EARTH SCIENCE 68 70 0 67 51 WORLD HISTORY 44 44 49 55 48 ALGEBRA II 44 43 46 50 46 ALGEBRA I 34 46 50 48 45 CHEMISTRY 40 37 34 36 37 GEOMETRY 25 22 20 22 22 Finally and most significantly are the lowest four course areas listed in the table above. As is consistent with overall proficiency levels, three of four Mathematics courses have the lowest averages along with Chemistry the only Science course with lower than at least 50% proficiency. These same four courses were at the bottom of this same analysis six years ago as well though the proficiency levels for each Math area has improved: 15% increase for Algebra 1, 6% increase for Geometry, 22% increase for Algebra II. Chemistry, however, has witnessed a decrease of 2% over the period, fluctuating between about 25 to 45% since 2003-04. As stated above, it is now believed that one factor that is a common denominator to all four courses is a basic math skill deficiency in many students for these courses which by various School and District policies are being required to be taken by all students. Bravo Medical Magnet High School WASC Self Study Report 2013 - 35 - Chapter 1-School/Community Profile Data CST - Racial/Ethnic Groups The following tables below delineate the performance levels on the CST’s by Racial/Ethnic Groups. CST by Ethnicity by Proficiency Levels-English Language Arts AMERICAN INDIANALASKA NATIVE ASIAN # Students Counted % Proficient & Advanced % Advanced 20102011 20112012 5 7 4 FILIPINO # Students Counted 20092010 20102011 20112012 52 44 44 82.69 88.64 95.45 20.00 14.29 25.00 % Proficient & Advanced % Advanced 53.85 50.00 75.00 % Proficient 40.00 28.57 25.00 % Proficient 28.85 38.64 20.45 % Basic 40.00 42.86 50.00 % Basic 15.38 11.36 4.55 % Below Basic 0.00 14.29 0.00 % Below Basic 1.92 0.00 0.00 # Students Counted 157 142 139 # Students Counted 1,006 1,063 1,040 89.17 88.73 88.49 61.83 62.56 68.94 % Proficient & Advanced % Advanced 60.00 42.86 50.00 HISPANIC 66.24 58.45 61.87 % Proficient & Advanced % Advanced 27.83 27.75 30.77 % Proficient 22.93 30.28 26.62 % Proficient 34.00 34.81 38.17 % Basic 8.92 10.56 10.79 % Basic 27.83 29.82 25.87 % Below Basic 7.46 5.17 3.94 % Far Below Basic 2.88 2.45 1.25 1 3 100.00 100.00 % Below Basic BLACK 20092010 # Students Counted % Proficient & Advanced % Advanced 1.91 0.70 0.72 23 26 31 69.57 61.54 67.74 34.78 26.92 45.16 % Proficient 34.78 34.62 22.58 % Basic 21.74 23.08 25.81 % Below Basic % Far Below Basic 4.35 7.69 3.23 4.35 7.69 3.23 PACIFIC ISLANDER # Students Counted % Proficient & Advanced % Advanced WHITE # Students Counted % Proficient & Advanced % Advanced 100.00 100.00 166 161 135 66.27 68.94 80.00 34.94 37.27 44.44 % Proficient 31.33 31.68 35.56 % Basic 22.29 23.60 14.81 % Below Basic 6.02 4.35 4.44 % Far Below Basic 5.42 3.11 0.74 The first table above details levels in ELA by ethnicity. While some groups have remained at fairly fixed levels, the table evidences substantial increases in proficiency levels of the Filipino and White populations and solid increases in the Hispanic population though there is still progress that can be made with that latter large population. Note that the Asian population, though it has a high percentage of proficiency, has decreased slightly each year. Bravo Medical Magnet High School WASC Self Study Report 2013 - 36 - Chapter 1-School/Community Profile Data CST by Ethnicity by Proficiency Levels-Mathematics AMERICAN INDIANALASKA NATIVE ASIAN # Students Counted % Proficient & Advanced % Advanced 20102011 20112012 5 7 4 60.00 42.86 50.00 20092010 20102011 20112012 # Students Counted % Proficient & Advanced % Advanced 52 44 44 55.77 63.64 65.91 20.00 28.57 0.00 15.38 20.45 18.18 % Proficient 40.00 14.29 50.00 % Proficient 40.38 43.18 47.73 % Basic 20.00 0.00 0.00 % Basic 26.92 22.73 20.45 % Below Basic 0.00 42.86 25.00 % Below Basic 17.31 13.64 13.64 % Far Below Basic 20.00 14.29 25.00 1,001 1,035 1,033 157 142 139 # Students Counted % Proficient & Advanced 32.07 39.23 35.24 75.16 68.31 76.98 % Advanced 6.39 9.76 6.97 # Students Counted % Proficient & Advanced % Advanced BLACK 20092010 FILIPINO HISPANIC 36.94 26.76 36.69 % Proficient 25.67 29.47 28.27 % Proficient 38.22 41.55 40.29 % Basic 30.77 31.69 32.24 % Basic 13.38 21.83 17.27 % Below Basic 28.07 21.16 26.91 % Below Basic 9.55 9.15 5.04 % Far Below Basic 9.09 7.92 5.61 % Far Below Basic 1.91 0.70 0.72 1 3 23 25 30 # Students Counted % Proficient & Advanced 100.00 100.00 43.48 24.00 43.33 100.00 0.00 13.04 4.00 16.67 % Proficient 30.43 20.00 26.67 30.43 24.00 20.00 % Below Basic 17.39 40.00 26.67 # Students Counted % Proficient & Advanced % Advanced % Far Below Basic 8.70 12.00 10.00 # Students Counted % Proficient & Advanced % Advanced % Proficient % Basic PACIFIC ISLANDER WHITE % Advanced 0.00 100.00 164 157 132 34.76 45.22 50.76 9.76 13.38 10.61 % Proficient % Basic 25.00 31.85 40.15 32.32 28.03 32.58 % Below Basic 21.34 18.47 13.64 % Far Below Basic 11.59 8.28 3.03 As with the ELA levels, Mathematics proficiency has seen solid increases with some subgroups particularly the Filipino and White populations. Other groups have fluctuated in their progress, the largest of which, the Hispanic, saw a 7 point rise from 2010 to 2011 but then a 5 percentage point drop in 2012. The general proficiency levels for math are much lower than the other Core Subjects, and particularly noteworthy are the increasing numbers in % Basic and Below Basic for the Hispanic population as well as the overall level of percent proficient and advanced relative to other groups in the population, reflecting the lower levels seen in analyses of Mathematics results above. Bravo Medical Magnet High School WASC Self Study Report 2013 - 37 - Chapter 1-School/Community Profile Data CST by Ethnicity by Proficiency Levels-Science AMERICAN INDIANALASKA NATIVE # Students Counted % Proficient & Advanced % Advanced 20112012 6 12 3 FILIPINO # Students Counted 20092010 20102011 20112012 68 61 58 72.06 78.69 84.48 16.67 25.00 0.00 44.12 47.54 53.45 % Proficient 16.67 25.00 66.67 % Proficient 27.94 31.15 31.03 % Basic 33.33 25.00 33.33 % Basic 25.00 21.31 15.52 % Below Basic 16.67 25.00 0.00 % Below Basic 2.94 0.00 0.00 # Students Counted 1,319 1,389 1,294 49.73 46.58 51.08 18.04 19.44 21.56 # Students Counted % Proficient & Advanced % Advanced BLACK 20102011 % Proficient & Advanced % Advanced % Far Below Basic ASIAN 20092010 33.33 50.00 16.67 0.00 66.67 0.00 202 199 163 83.66 87.44 85.28 HISPANIC % Proficient & Advanced % Advanced 55.94 57.79 62.58 % Proficient 31.69 27.14 29.52 % Proficient 27.72 29.65 22.70 % Basic 35.25 36.86 32.53 % Basic 13.37 9.55 12.88 % Below Basic 9.40 10.44 9.12 % Far Below Basic 5.61 6.12 7.26 1 4 100.00 75.00 100.00 75.00 % Below Basic 2.48 2.01 1.23 % Far Below Basic 0.50 1.01 0.61 # Students Counted % Proficient & Advanced % Advanced % Proficient % Basic 31 38 33 51.61 44.74 57.58 12.90 7.89 33.33 38.71 36.84 24.24 PACIFIC ISLANDER # Students Counted % Proficient & Advanced % Advanced % Basic WHITE # Students Counted 0.0 25.00 216 220 165 59.26 54.09 60.61 35.48 39.47 30.30 % Below Basic 6.45 7.89 12.12 % Proficient & Advanced % Advanced 34.72 24.55 34.55 % Far Below Basic 6.45 7.89 0.00 % Proficient 24.54 29.55 26.06 % Basic 30.09 34.09 24.24 % Below Basic 5.09 9.09 9.70 % Far Below Basic 5.56 2.73 5.45 Though there is some slight fluctuation, almost every subgroup has exhibited overall gains in proficiency levels in Science, though the Asian population decreased slightly but has a high percentage of proficiency. Bravo Medical Magnet High School WASC Self Study Report 2013 - 38 - Chapter 1-School/Community Profile Data CST by Ethnicity by Proficiency Levels-Social Science AMERICAN INDIANALASKA NATIVE # Students Counted % Proficient & Advanced % Advanced % Proficient % Below Basic ASIAN # Students Counted % Proficient & Advanced % Advanced % Proficient BLACK 20092010 20102011 20112012 1 6 3 FILIPINO # Students Counted 20092010 20102011 20112012 32 31 32 59.38 77.42 81.25 0.00 50.00 66.67 % Proficient & Advanced % Advanced 28.13 45.16 50.00 100.00 33.33 33.33 % Proficient 31.25 32.26 31.25 0.00 16.67 0.00 % Basic 34.38 22.58 15.63 % Below Basic 6.25 0.00 0.00 0.00 0.00 3.13 617 684 609 45.06 48.54 54.68 100.00 83.33 100.00 95 105 90 70.53 80.95 93.33 42.11 46.67 60.00 % Far Below Basic HISPANIC # Students Counted 28.42 34.29 33.33 % Basic 17.89 15.24 5.56 % Proficient & Advanced % Advanced 17.34 21.20 21.18 % Below Basic 5.26 2.86 1.11 % Proficient 27.71 27.34 33.50 % Far Below Basic 6.32 0.95 0.00 % Basic 31.28 29.82 33.33 % Below Basic 11.02 11.11 5.09 12.64 10.53 6.90 0 1 # Students Counted % Proficient & Advanced % Advanced % Proficient 14 22 13 64.29 50.00 30.77 35.71 18.18 30.77 28.57 31.82 0.00 % Basic 21.43 31.82 53.85 % Below Basic 7.14 18.18 15.38 % Far Below Basic 7.14 0.00 % Far Below Basic PACIFIC ISLANDER WHITE 0.00 # Students Counted % Proficient & Advanced % Proficient # Students Counted % Proficient & Advanced % Advanced 100.00 100.00 110 105 92 52.73 71.43 70.65 23.64 35.24 45.65 % Proficient 29.09 36.19 25.00 % Basic 26.36 15.24 25.00 % Below Basic 4.55 5.71 3.26 % Far Below Basic 16.36 7.62 1.09 Almost every subgroup has shown dramatic rises in proficiency in Social Science with the Asian population at 93% proficient and advanced. Though the Hispanic population has shown solid gains of about 10% over three years, it still remains significantly lower than almost every other group in proficient and advanced, and has seen an increase in % Basic. The Black population, which has seen decreasing population numbers at Bravo, has also seen a dramatic decrease in proficiency in Social Science in the past year. Bravo Medical Magnet High School WASC Self Study Report 2013 - 39 - Chapter 1-School/Community Profile Data CST - Other Subgroups by Subject Area The tables below detail the proficiency levels of students by Special Programs, gender and Language Classification in core academic CST scores. The first table below focuses on ELA proficiency levels. Most subgroups show gains over the years. Note the very high rates of proficient/advanced levels in the Gifted and Talented sub-population. Male proficiency levels caught up and slightly surpassed Female levels in the last year at about 73%. CST by Special Program-English Language Arts FREEREDUCED LUNCH PROGRAM NO FREEREDUCED LUNCH PROGRAM # Students Counted % Proficient & Advanced % Advanced MIGRANT EDUCATION 20102011 20112012 1,232 1,178 1,178 SOCIOECONOMICALLY DISADVANTAGED # Tested 65.26 65.53 71.73 32.55 31.58 34.55 % Proficient & Advanced % Advanced 20092010 20102011 20112012 1,245 1,210 1,197 65.19 65.40 71.63 32.56 31.37 34.90 % Proficient 32.71 33.96 37.18 % Proficient 32.64 34.02 36.74 % Basic 25.24 27.50 23.68 % Basic 25.32 27.65 23.77 % Below Basic 6.57 4.75 3.48 % Below Basic 6.59 4.72 3.51 2.89 2.24 1.09 20 21 19 10.00 19.05 26.32 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 2.92 2.21 1.10 181 266 218 73.48 71.05 78.44 STUDENTS WITH DISABILITIES % Far Below Basic # Tested 43.65 36.47 50.46 % Proficient & Advanced % Advanced 0.00 4.76 15.79 % Proficient 29.83 34.59 27.98 % Proficient 10.00 14.29 10.53 % Basic 19.89 22.56 16.97 % Basic 20.00 14.29 36.84 % Below Basic 35.00 33.33 10.53 35.00 33.33 26.32 812 800 786 67.61 68.84 72.14 % Below Basic GIFTED AND TALENTED 20092010 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 4.97 3.76 3.67 1.66 2.63 0.92 555 583 590 90.09 90.39 93.05 FEMALE % Far Below Basic # Tested 62.34 57.46 61.86 % Proficient & Advanced % Advanced 34.73 32.92 36.51 % Proficient 27.75 32.93 31.19 % Proficient 32.88 35.92 35.62 % Basic 8.83 8.40 6.95 % Basic 25.25 25.03 24.17 % Below Basic 1.08 0.69 0.00 % Below Basic 5.05 4.13 3.05 2.09 2.00 0.64 603 646 612 64.56 63.72 73.61 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 0.00 0.51 0.00 25 22 19 MALE % Far Below Basic # Tested 12.00 18.18 10.53 % Proficient & Advanced % Advanced 32.95 31.94 37.70 % Proficient 36.00 27.27 57.89 % Proficient 31.61 31.78 35.90 % Basic 32.00 36.36 26.32 % Basic 23.63 28.53 20.66 % Below Basic 16.00 13.64 5.26 % Below Basic 8.15 5.12 4.10 0.00 % Far Below Basic 3.66 2.64 1.64 % Far Below Basic 48.00 45.45 68.42 4.00 4.55 Bravo Medical Magnet High School WASC Self Study Report 2013 - 40 - Chapter 1-School/Community Profile Data In terms of Mathematics the table below reveals findings consistent with the other disaggregated data: the major part of the school population, below represented by the FreeReduced Lunch and Socioeconomically Disadvantaged, have consistent proficient and advanced levels as the overall schoolwide measure and show a drop of about 1% for last year’s measure. What is notable about this table is that Female levels of proficient/advanced were equal to Males two years ago at about 43% but then dropped by 5% while the Male population increased by 4%, another insight into analyzing achievement in Mathematics. CST by Special Program-Mathematics FREEREDUCED LUNCH PROGRAM # Students Counted % Proficient & Advanced % Advanced GIFTED AND TALENTED MIGRANT EDUCATION 20102011 20112012 1,226 1,153 1,168 SOCIOECONOMICALLY DISADVANTAGED # Tested 20092010 20102011 20112012 1,240 1,184 1,185 37.40 42.86 41.43 10.11 12.49 10.62 % Proficient & Advanced % Advanced 10.18 12.68 10.72 % Proficient 27.24 30.44 30.39 % Proficient 27.22 30.18 30.72 % Basic 28.71 30.88 30.22 % Basic 28.76 30.68 29.79 23.97 % Below Basic 24.96 19.27 23.88 8.89 7.19 4.89 20 17 19 5.00 0.00 26.32 % Below Basic NO FREEREDUCED LUNCH PROGRAM 20092010 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 37.36 42.93 41.01 25.04 8.89 19.08 7.11 4.79 180 258 217 44.44 45.35 48.85 STUDENTS WITH DISABILITIES % Far Below Basic # Tested 14.44 11.24 11.98 % Proficient & Advanced % Advanced 5.00 0.00 0.00 % Proficient 30.00 34.11 36.87 % Proficient 0.00 0.00 26.32 % Basic 30.00 24.42 28.57 % Basic 15.00 35.29 10.53 % Below Basic 21.11 23.26 17.51 % Below Basic 20.00 52.94 31.58 60.00 11.76 31.58 809 782 781 36.76 43.15 38.28 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 4.44 6.98 5.07 554 574 586 58.66 62.20 62.46 FEMALE % Far Below Basic # Tested 21.48 23.34 19.28 % Proficient & Advanced % Advanced 9.41 10.63 8.32 % Proficient 37.18 38.85 43.17 % Proficient 27.35 32.52 29.96 % Basic 26.71 28.40 25.60 % Basic 30.07 28.94 31.75 % Below Basic 12.27 7.84 10.92 % Below Basic 26.11 21.13 25.35 7.05 6.79 4.61 599 630 604 40.30 43.65 47.35 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced % Proficient 2.35 25 1.57 20 1.02 19 MALE % Far Below Basic # Tested 4.00 5.00 5.26 % Proficient & Advanced % Advanced 12.37 14.29 14.07 12.00 25.00 15.79 % Proficient 27.93 29.37 33.28 16.00 30.00 21.05 % Basic 36.00 35.00 47.37 % Basic 27.26 30.63 27.65 % Below Basic 24.00 25.00 31.58 % Below Basic 22.41 18.25 19.87 0.00 % Far Below Basic 10.03 7.46 5.13 % Far Below Basic 24.00 10.00 Bravo Medical Magnet High School WASC Self Study Report 2013 - 41 - Chapter 1-School/Community Profile Data Levels of proficiency for Science on the CST for Special Programs evidence mixed results as can be seen from the table below. Levels of proficiency have generally increased over the three year period but seem to have generally dipped during the 2010-11 school year. Male proficiency levels run about 7% higher than Female in Science. CST by Special Program-Science FREEREDUCED LUNCH PROGRAM NO FREEREDUCED LUNCH PROGRAM # Students Counted % Proficient & Advanced % Advanced MIGRANT EDUCATION 20102011 20112012 1,607 1,551 1,458 SOCIOECONOMICALLY DISADVANTAGED # Tested 20092010 20102011 20112012 1,625 1,591 1,484 54.09 51.16 55.43 23.71 24.05 27.09 % Proficient & Advanced % Advanced 23.75 23.91 27.31 % Proficient 30.30 27.34 28.26 % Proficient 30.34 27.25 28.12 % Basic 32.98 33.78 29.70 % Basic 32.92 33.92 29.53 % Below Basic 8.15 9.74 8.37 % Below Basic 8.12 9.88 8.36 4.86 5.03 6.68 22 26 23 13.64 15.38 34.78 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced % Proficient GIFTED AND TALENTED 20092010 54.01 51.39 55.35 4.85 238 5.09 369 6.58 262 STUDENTS WITH DISABILITIES % Far Below Basic # Tested 64.71 58.27 63.36 34.03 27.64 33.59 % Proficient & Advanced % Advanced 0.00 7.69 21.74 30.67 30.62 29.77 % Proficient 13.64 7.69 13.04 31.82 34.62 17.39 31.82 15.38 13.04 22.73 34.62 34.78 1,056 1,068 963 51.52 49.16 53.43 % Basic 24.37 30.62 26.72 % Basic % Below Basic 5.88 6.50 6.87 % Below Basic % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 5.04 4.61 3.05 710 793 730 76.62 76.29 78.08 FEMALE % Far Below Basic # Tested 44.79 42.75 46.99 % Proficient & Advanced % Advanced 22.54 21.54 22.97 % Proficient 31.83 33.54 31.10 % Proficient 28.98 27.62 30.46 % Basic 20.28 19.29 17.67 % Basic 35.70 36.80 33.68 % Below Basic 1.83 3.28 2.60 % Below Basic 8.43 9.83 8.00 4.36 4.21 4.89 789 854 760 60.58 57.16 60.55 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 1.27 1.13 1.64 30 25 26 46.67 48.00 50.00 MALE % Far Below Basic # Tested 10.00 20.00 19.23 % Proficient & Advanced % Advanced 28.39 28.76 34.56 % Proficient 36.67 28.00 30.77 % Proficient 32.19 28.40 25.99 % Basic 30.00 20.00 46.15 % Basic 26.74 28.64 23.61 % Below Basic 10.00 20.00 0.00 % Below Basic 7.10 8.22 8.31 3.85 % Far Below Basic 5.58 5.99 7.52 % Far Below Basic 13.33 12.00 Bravo Medical Magnet High School WASC Self Study Report 2013 - 42 - Chapter 1-School/Community Profile Data Social Science CST proficiency levels by Special Program reveal increases in proficiency across the board of 10-20% in some cases reflecting positive achievement in the subject area. Proficiency for Males is about 10% higher than for females in this core subject area suggesting that, along with Math and Science, there may be somewhat of a gender gap in achievement at Bravo. CST by Special Program-Social Science FREEREDUCED LUNCH PROGRAM NO FREEREDUCED LUNCH PROGRAM GIFTED AND TALENTED MIGRANT EDUCATION # Students Counted % Proficient & Advanced % Advanced 20092010 20102011 20112012 758 773 699 49.60 54.85 59.66 SOCIOECONOMICALLY DISADVANTAGED # Tested 20092010 20102011 20112012 774 797 717 49.22 54.35 60.03 20.18 25.87 27.90 % Proficient & Advanced % Advanced 19.97 25.60 28.61 % Proficient 29.42 28.98 31.76 % Proficient 29.24 28.75 31.42 % Basic 28.36 26.26 29.90 % Basic 28.72 26.73 29.59 % Below Basic 9.63 9.70 4.72 % Below Basic 9.66 9.71 4.63 12.40 9.21 5.75 13 14 8 7.69 14.29 50.00 0.00 7.14 0.00 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 12.40 9.18 5.72 113 180 141 STUDENTS WITH DISABILITIES % Far Below Basic # Tested 51.33 60.00 70.21 30.97 28.89 36.88 % Proficient & Advanced % Advanced % Proficient 20.35 31.11 33.33 % Proficient 7.69 7.14 50.00 % Basic 33.63 26.11 24.11 % Basic 23.08 28.57 12.50 % Below Basic 7.08 8.33 2.84 % Below Basic 7.69 21.43 0.00 61.54 35.71 37.50 517 542 476 45.22 48.80 56.12 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 7.96 5.56 2.84 334 382 384 70.66 75.92 78.91 FEMALE % Far Below Basic # Tested 35.93 40.31 42.19 % Proficient & Advanced % Advanced 18.32 23.66 24.47 % Proficient 34.73 35.60 36.72 % Proficient 26.90 25.14 31.65 % Basic 22.75 19.37 16.15 % Basic 32.36 31.42 31.65 % Below Basic 2.69 2.88 3.13 % Below Basic 11.11 10.54 5.91 11.31 9.24 6.33 362 415 370 56.42 65.05 68.31 % Far Below Basic # Students Counted % Proficient & Advanced % Advanced 3.89 1.83 1.82 16 11 13 37.50 36.36 61.54 MALE % Far Below Basic # Tested 12.50 18.18 7.69 % Proficient & Advanced % Advanced 26.26 30.10 35.79 % Proficient 25.00 18.18 53.85 % Proficient 30.17 34.95 32.51 % Basic 25.00 36.36 23.08 % Basic 24.30 19.42 25.41 % Below Basic 25.00 18.18 7.69 % Below Basic 6.70 8.01 2.46 7.69 % Far Below Basic 12.57 7.52 3.83 % Far Below Basic 12.50 9.09 Bravo Medical Magnet High School WASC Self Study Report 2013 - 43 - Chapter 1-School/Community Profile Data The following four tables delineate CST proficiency levels by language classification. In all instances the general patterns follow those already established: solid gains in ELA and Social Science, mixed results in Math and Science, and Math levels generally much lower than the other subject areas. What is most striking in these tables is the highly volatile progress of the Limited English Proficient population which would consist of English Learners (EL) and Long Term English Learners (LTEL). While the population is relatively small it is significant as a population that in the past has been monitored but appears to have possibly not had the same amount of attention in the past three years possibly due to the level of turnover in administration, coordinator positions, and in the English Department which may have affected practices established previously to monitor the population effectively. CST by Language Classification-English Language Arts ENGLISH ONLY INITIALLY FLUENT ENGLISH PROFICIENCY # Tested % Proficient & Advanced % Advanced 20092010 20102011 20112012 237 264 263 LIMITED ENGLISH PROFICIENCY # Tested 69.20 68.18 77.57 34.18 37.12 44.87 % Proficient & Advanced % Advanced 20092010 20102011 20112012 48 44 40 14.89 4.65 2.50 2.13 0.00 0.00 % Proficient 35.02 31.06 32.70 % Proficient 12.77 4.65 2.50 % Basic 24.47 24.24 16.73 % Basic 31.91 37.21 47.50 % Below Basic 4.22 4.92 4.56 % Below Basic 34.04 34.88 35.00 19.15 23.26 15.00 926 952 892 65.98 67.12 72.84 % Far Below Basic # Tested % Proficient & Advanced % Advanced 2.11 2.65 1.14 204 186 203 76.35 75.68 80.20 47.29 44.86 52.48 % Proficient 29.06 30.81 % Basic 14.78 18.92 % Below Basic 4.93 3.24 % Far Below Basic 3.94 2.16 RECLASSIFIED FLUENT ENGLISH PROFICIENCY % Far Below Basic # Tested % Proficient & Advanced % Advanced 32.61 30.25 32.88 27.72 % Proficient 33.37 36.87 39.96 17.82 % Basic 26.35 28.26 24.35 0.99 % Below Basic 5.83 3.36 2.36 0.99 % Far Below Basic 1.84 1.26 0.45 20092010 20102011 20112012 48 40 39 4.17 17.50 5.13 0.00 CST by Language Classification-Mathematics ENGLISH ONLY INITIALLY FLUENT ENGLISH PROFICIENCY # Tested % Proficient & Advanced % Advanced 20092010 20102011 20112012 236 259 260 LIMITED ENGLISH PROFICIENCY # Tested 37.45 37.45 43.08 10.21 10.04 11.54 % Proficient & Advanced % Advanced 0.00 0.00 % Proficient 27.23 27.41 31.54 % Proficient 4.17 17.50 5.13 % Basic 28.94 33.20 33.46 % Basic 27.08 12.50 23.08 % Below Basic 26.38 21.62 20.00 % Below Basic 37.50 50.00 41.03 31.25 20.00 30.77 921 934 884 39.20 45.18 41.63 % Far Below Basic # Tested % Proficient & Advanced % Advanced 7.23 7.72 3.46 203 179 202 RECLASSIFIED FLUENT ENGLISH PROFICIENCY % Far Below Basic # Tested 16.83 14.61 15.84 % Proficient & Advanced % Advanced 9.99 12.96 9.95 % Proficient 26.24 33.71 35.15 % Proficient 29.21 32.23 31.67 % Basic 24.75 29.78 29.21 % Basic 29.86 29.44 29.41 % Below Basic 24.75 16.29 13.86 % Below Basic 23.34 18.74 25.11 5.94 % Far Below Basic 7.60 6.64 3.85 % Far Below Basic 43.07 48.31 50.99 7.43 5.62 Bravo Medical Magnet High School WASC Self Study Report 2013 - 44 - Chapter 1-School/Community Profile Data CST by Language Classification-Science ENGLISH ONLY INITIALLY FLUENT ENGLISH PROFICIENCY # Tested % Proficient & Advanced % Advanced 20092010 20102011 20112012 309 355 316 LIMITED ENGLISH PROFICIENCY # Tested 60.19 52.39 64.44 27.18 25.35 33.97 % Proficient & Advanced % Advanced 20092010 20102011 20112012 56 61 41 16.07 3.28 9.76 3.57 0.00 0.00 % Proficient 33.01 27.04 30.48 % Proficient 12.50 3.28 9.76 % Basic 29.13 36.06 24.44 % Basic 30.36 31.15 31.71 % Below Basic 6.47 6.76 6.03 % Below Basic 23.21 37.70 17.07 30.36 27.87 41.46 1,218 1,245 1,137 54.68 52.70 53.74 % Far Below Basic # Tested % Proficient & Advanced % Advanced 4.21 4.79 5.08 262 261 229 61.45 64.75 68.12 30.92 34.48 39.30 % Proficient 30.53 30.27 % Basic 28.63 24.90 % Below Basic 5.73 6.51 % Far Below Basic 4.20 3.83 RECLASSIFIED FLUENT ENGLISH PROFICIENCY % Far Below Basic # Tested % Proficient & Advanced % Advanced 24.22 23.73 25.20 28.82 % Proficient 30.46 28.96 28.55 21.40 % Basic 33.33 34.19 32.07 5.68 % Below Basic 7.96 8.93 8.90 4.80 % Far Below Basic 4.02 4.18 5.29 20092010 20102011 20112012 20 27 13 5.00 11.11 8.33 0.00 CST by Language Classification-Social Science ENGLISH ONLY INITIALLY FLUENT ENGLISH PROFICIENCY # Tested % Proficient & Advanced % Advanced 20092010 20102011 20112012 143 167 150 LIMITED ENGLISH PROFICIENCY # Tested 22.38 18.56 34.67 % Proficient & Advanced % Advanced 5.00 0.00 % Proficient 30.77 26.95 30.00 % Proficient 0.00 11.11 8.33 % Basic 27.27 36.53 26.00 % Basic 10.00 7.41 25.00 % Below Basic 6.99 10.18 6.00 % Below Basic 15.00 11.11 0.00 70.00 70.37 66.67 595 632 564 49.40 57.48 59.82 % Far Below Basic # Tested % Proficient & Advanced % Advanced 53.15 45.51 64.67 12.59 121 7.78 131 3.33 119 55.37 70.23 70.34 RECLASSIFIED FLUENT ENGLISH PROFICIENCY % Far Below Basic # Tested % Proficient & Advanced % Advanced 28.10 36.64 38.14 20.61 27.55 26.79 % Proficient 27.27 33.59 32.20 % Proficient 28.79 29.94 33.04 % Basic 26.45 16.79 24.58 % Basic 30.66 26.27 30.71 3.39 % Below Basic 10.05 9.55 4.29 1.69 % Far Below Basic 9.88 6.69 5.18 % Below Basic % Far Below Basic 7.44 10.74 7.63 5.34 California High School Exit Exam The California High School Exit Exam (CAHSEE) graph below shows the consistent high pass rate for 10th grade students. The CAHSEE graduation requirement is a two-day exam in English Language Arts and Mathematics. Bravo has generally had high and increasing rates of passage for the CAHSEE in the mid to high 90% range. While both ELA and Math have seen fluctuating to increasing proficiency rates, the table below shows the dramatic jump of 9 percentage points for Math this past year Bravo Medical Magnet High School WASC Self Study Report 2013 - 45 - Chapter 1-School/Community Profile Data School Year 20112012 20102011 20092010 20082009 20072008 CAHSEE Results, 10th Grade Census ELA MATH # % % # % % Tested Passed Proficient Tested Passed Proficient 390 97.20% 77.20% 393 97.50% 84.00% 509 96.50% 76.80% 509 95.90% 75.20% 455 95.20% 71.90% 453 95.40% 74.00% 431 93.00% 72.40% 432 95.40% 75.00% 439 95.00% 71.50% 442 93.90% 74.40% CAHSEE Results, 10th Grade Census--Language Classification ELA Language Classification EO IFEP LEP RFEP School Year 20112012 20102011 20092010 20082009 20072008 20112012 20102011 20092010 20082009 20072008 20112012 20102011 20092010 20082009 20072008 20112012 20102011 20092010 20082009 20072008 # Tested % Passed MATH % Proficient # Tested % Passed % Proficient 66 100.00% 97.00% 67 97.00% 94.00% 87 100.00% 78.20% 87 97.70% 71.30% 74 95.90% 79.70% 76 93.40% 68.40% 78 97.40% 84.60% 78 96.20% 78.20% 72 94.40% 70.80% 72 88.90% 76.40% 43 97.70% 74.40% 43 97.70% 81.40% 79 96.20% 83.50% 79 94.90% 82.30% 61 91.80% 72.10% 59 93.20% 79.70% 63 95.20% 81.00% 63 93.70% 84.10% 53 96.20% 84.90% 53 96.20% 86.80% 11 45.50% 9.10% 9 66.70% 22.20% 20 50.00% 5.00% 20 65.00% 15.00% 9 55.60% 22.20% 9 66.70% 22.20% 14 28.60% 7.10% 14 57.10% 7.10% 9 44.40% 10 40.00% 10.00% 270 98.50% 75.60% 274 98.50% 83.90% 323 98.50% 79.30% 323 97.50% 78.30% 311 96.80% 71.40% 309 97.10% 75.70% 276 94.60% 70.30% 277 97.50% 75.50% 305 96.40% 71.50% 307 96.40% 73.90% In terms of Language Classification subgroups, the table above reveals the sharp contrast between the passage and proficiency rates of the EL (LEP) subgroups versus the others. The Bravo Medical Magnet High School WASC Self Study Report 2013 - 46 - Chapter 1-School/Community Profile Data English Only population had a dramatic jump in proficiency this past year to the 90% range, and RFEPs were up in both measures, whereas the LEP subgroup had only a 9% proficiency rate in ELA and the IFEP population decreased in proficiency levels. Groups generally declined in ELA and increased in Math. Turning to the table below focused on CAHSEE results in terms of ethnicity, while not all subgroups increased in proficiency rate, most of them have a high rate that, when translated to the AYP, keeps them above the Target AMO. However, as the Hispanic subgroup’s proficiency rate is in the low 70% rate, their decrease by about one point caused them to not make AYP, as will be evidenced in the section on AYP later in the chapter. CAHSEE Results, 10th Grade Census-Ethnicity ELA Ethnicity AMERICAN INDIAN/ALASKA NATIVE ASIAN BLACK FILIPINO HISPANIC PACIFIC ISLANDER WHITE School Year 20112012 20102011 20092010 20082009 20112012 20102011 20092010 20082009 20112012 20102011 20092010 20082009 20112012 20102011 20092010 20082009 20112012 20102011 20092010 20082009 20112012 20112012 20102011 20092010 20082009 # Tested % Passed 1 100.00% 5 80.00% 1 MATH % Proficient # Tested % Passed % Proficient 1 100.00% 80.00% 5 80.00% 80.00% 100.00% 100.00% 1 100.00% 100.00% 1 100.00% 100.00% 1 100.00% 100.00% 32 100.00% 93.80% 32 100.00% 100.00% 61 100.00% 96.70% 61 100.00% 98.40% 45 95.60% 88.90% 45 100.00% 93.30% 51 96.10% 86.30% 51 100.00% 96.10% 2 100.00% 100.00% 2 100.00% 50.00% 12 100.00% 58.30% 12 100.00% 50.00% 8 87.50% 75.00% 8 75.00% 62.50% 7 100.00% 100.00% 7 100.00% 85.70% 15 100.00% 100.00% 15 100.00% 100.00% 17 100.00% 94.10% 17 100.00% 100.00% 16 100.00% 81.30% 16 100.00% 81.30% 14 100.00% 85.70% 14 100.00% 85.70% 303 96.40% 72.30% 305 96.70% 82.00% 351 95.40% 73.50% 351 95.20% 69.80% 323 94.70% 69.30% 321 94.40% 70.70% 304 92.10% 68.80% 304 93.80% 70.40% 1 100.00% 100.00% 1 100.00% 100.00% 36 100.00% 94.40% 37 100.00% 83.80% 63 98.40% 74.60% 63 95.20% 81.00% 62 96.80% 69.40% 62 98.40% 75.80% 54 92.60% 72.20% 55 98.20% 76.40% Bravo Medical Magnet High School WASC Self Study Report 2013 - 47 - Chapter 1-School/Community Profile Data Proficiency levels increased for both Male and Female populations in both subject areas of CAHSEE over the past four years as seen below in general with the exception of Males in ELA where rates decreased by 5% while Female proficiency conversely increased by the same amount. The Female population had a large jump in proficiency in Math over the last two years, up 12% that, coupled with the 3% increase in the Male population, underscores the dramatic rise in CAHSEE proficiency in Math reflected in Bravo’s AYP as well. CAHSEE Results, 10th Grade Census-Gender ELA Gender FEMALE MALE School Year 20112012 20102011 20092010 20082009 20112012 20102011 20092010 20082009 MATH # Tested % Passed % Proficient # Tested % Passed % Proficient 219 97.70% 80.40% 220 96.80% 82.70% 294 97.30% 75.50% 294 95.90% 70.70% 267 95.50% 74.20% 269 94.80% 69.90% 266 94.70% 77.40% 268 95.90% 76.90% 171 96.50% 73.10% 173 98.30% 85.50% 215 95.30% 78.60% 215 95.80% 81.40% 188 94.70% 68.60% 184 96.20% 79.90% 165 90.30% 64.20% 164 94.50% 72.00% Passage and proficiency rates increased dramatically for Special Education students in CAHSEE last year. Special Education results are based on testing with no accommodations. CAHSEE Results, 10th Grade Census-Special Education ELA School Year 2011-2012 2010-2011 2009-2010 2008-2009 MATH # Tested 7 9 9 11 % Passed 57.10% 44.40% 11.10% 36.40% % Proficient 28.60% 11.10% 11.10% 9.10% # Tested 8 9 9 11 % Passed 50.00% 22.20% 44.40% 54.50% % Proficient 37.50% 22.20% 11.10% CAHSEE Results for All 10th grade Students - Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for comparison of the School, District and State for the years indicated. As can be seen, Bravo has a generally much higher rate than the District and the State which have also seen overall gains. Subject EnglishLanguage Arts Mathematics 200809 School 2009- 201010 11 200809 District 200910 201011 200809 State 200910 201011 72.5% 71.9% 77.0% 36.8% 40.2% 47.0% 52.0% 54.0% 59.0% 75.1% 74.1% 75.0% 38.9% 39.8% 46.0% 53.3% 53.4% 56.0% Bravo Medical Magnet High School WASC Self Study Report 2013 - 48 - Chapter 1-School/Community Profile Data Adequate Yearly Progress (AYP) The Adequate Yearly Progress (AYP) is California’s Federal Accountability instrument determining whether a school has met their Federal Achievement goals. The California Department of Education uses the California High School Exit Exam (CAHSEE) results as the basis for issuing a school’s (AYP) Report. Federal Achievement goals in the AYP report include a 95% participation rate schoolwide and for each significant subgroup, proficiency rates in English Language Arts/mathematics schoolwide and for each significant subgroup, an Academic Performance Index (API), and graduation rate. Each report disaggregates data for statistically significant socioeconomic and ethnic/racial groups. While Bravo has always met all Participation Rates (almost always 100% participating), since the last report, Bravo has not made its AYP in three of the last four years, 2009, 2011 and 2012 due to not all subgroups showing gains in proficiency consistently. In 2009, Bravo did not make the AYP because the English Learner population did not advance in percent proficient and was below the target AMO. For the subsequent years, disaggregation of the data below will reveal how Bravo did not make the AYP for 2011 and 2012. In 2010, all subgroups met their goals though English Learners were placed in Safe Harbor as they did not meet the Target AMO’s. AYP-Percent Proficient-Annual Measurable Objectives (AMOs)-2009-2010 English-Language Arts Target 55.6 % Mathematics Target 54.8 % Met all percent proficient rate criteria? Yes GROUPS Schoolwide Black or African American Valid Score s Number At or Above Proficie nt Percent At or Above Proficie nt Met 2010 AYP Criteri a 455 327 71.9 8 -- Met all percent proficient rate criteria? Yes Valid Score s Number At or Above Proficie nt Percent At or Above Proficie nt Met 2010 AYP Criteri a Yes 451 334 74.1 Yes -- -- 8 -- -- -- Alternati ve Method American Indian or Alaska Native 1 -- -- -- 1 -- -- -- Asian 45 40 88.9 -- 45 42 93.3 -- Filipino 16 13 81.2 -- 16 13 81.2 -- Hispanic or Latino 323 224 69.3 Yes 319 226 70.8 Yes Native Hawaiian or Pacific Islander 0 -- -- -- 0 -- -- -- White 62 43 69.4 -- 62 47 75.8 -- Two or More Races 0 -- -- -- 0 -- -- -- Socioeconomically Disadvantaged 415 299 72 Yes 411 301 73.2 Yes 138 53 38.4 Yes 135 70 51.9 Yes 9 -- -- -- 9 -- -- -- English Learners Students with Disabilities SH Alternati ve Method SH In 2011, all subgroups met their goals except English Learners in Mathematics whose proficiency levels decreased by about 2 points. They were also placed in Safe Harbor for ELA as they did not meet the Target AMO. Bravo Medical Magnet High School WASC Self Study Report 2013 - 49 - Chapter 1-School/Community Profile Data AYP-Percent Proficient-Annual Measurable Objectives (AMOs)-2010-2011 English-Language Arts Target 66.7 % Mathematics Target 66.1 % Met all percent proficient rate criteria? No Met all percent proficient rate criteria? Yes GROUPS Schoolwide Black or African American Valid Score s Number At or Above Proficien t Percent At or Above Proficien t Met 2011 AYP Criteri a Valid Score s Number At or Above Proficien t Percent At or Above Proficien t Met 2011 AYP Criteri a 503 386 76.7 Yes 503 378 75.1 Yes 12 7 58.3 -- 12 6 50 -- Alternativ e Method American Indian or Alaska Native 4 -- -- -- 4 -- -- -- Asian 60 58 96.7 -- 60 59 98.3 -- Filipino 17 16 94.1 -- 17 17 100 -- Hispanic or Latino 347 255 73.5 Yes 347 242 69.7 Yes Native Hawaiian or Pacific Islander 0 -- -- -- 0 -- -- -- White 63 47 74.6 -- 63 51 81 -- Two or More Races 0 -- -- -- 0 -- -- -- Socioeconomically Disadvantaged 417 314 75.3 Yes 417 306 73.4 Yes 135 56 41.5 Yes 135 67 49.6 No 9 -- -- -- 9 -- -- -- English Learners Students with Disabilities SH Altern ative Metho d AYP-Percent Proficient-Annual Measurable Objectives (AMOs)-2011-2012 GROUPS Schoolwide Black or African American English-Language Arts Target 77.8 % Mathematics Target 77.4 % Met all percent proficient rate criteria? No Met all percent proficient rate criteria? Yes Valid Score s Number At or Above Proficien t Percent At or Above Proficien t Met 2012 AYP Criteri a 77.4 Yes 385 298 2 -- -- 1 -- Asian 32 Filipino Hispanic or Latino Native Hawaiian or Pacific Islander 14 300 American Indian or Alaska Native White Two or More Races Socioeconomical ly Disadvantaged English Learners Students with Disabilities Alternativ e Method Valid Score s SH Number At or Above Proficien t Percent At or Above Proficien t Met 2012 AYP Criteri a 84.1 Yes 390 328 -- 2 -- -- -- -- -- 1 -- -- -- 30 93.8 -- 32 32 100 -- 14 100 -- 14 14 100 -- 218 72.7 No 304 250 82.2 Yes 1 -- -- -- 1 -- -- -- 35 33 94.3 -- 36 30 83.3 -- 0 -- -- -- 0 -- -- -- 339 258 76.1 Yes 345 285 82.6 Yes 100 41 41 No 104 61 58.7 Yes 5 -- -- -- 8 -- -- -- SH Bravo Medical Magnet High School WASC Self Study Report 2013 Alternativ e Method SH - 50 - Chapter 1-School/Community Profile Data In 2012, all subgroups met their goals except English Learners and the Hispanic or Latino subgroups in ELA both whose proficiency levels decreased by about ½ to 1 point. For ELA, Bravo Schoolwide was placed in Safe Harbor along with the Socioeconomically Disadvantaged subgroup for not making the Target of 77.8%, with Schoolwide missing the goal by 0.4%. Mathematics generally made dramatic gains with a Schoolwide score of 84.1% in proficiency, though English Learners were placed in Safe Harbor but nevertheless improved by almost 10%. The table below details the API indicator for the AYP. The API scores have been discussed above. Academic Performance Index (API) - Additional Indicator for AYP 2010 Growth API 2009 Base API 2009-10 Growth Met 2010 API Criteria 815 820 5 Yes 2010 Base API 2011 Growth API 2010-11 Growth Met 2011 API Criteria 820 831 11 Yes 2011 Base API 2012 Growth API 2011-12 Growth Met 2012 API Criteria 832 842 10 Yes Alternative Method Alternative Method Alternative Method Below is the Graduation Rate table from the AYP report. Bravo generally has a high graduation rate despite issues with transition rates between grade levels which center upon passing classes. 2010 Graduation Rate (Class of 2008-09) 96.89 Graduation Rates from AYP Report 2011 Graduation 2012 Graduation Rate (Class of Rate (Class of 2009-10) 2010-11) 98.27 93.28 2013 Graduation Rate (Class of 201112) ? In contrast to Bravo, the LAUSD as a whole did not make AYP in any of the previous four years. School Schoolwide All Students District 2008 2009 2010 2011 2008 2009 2010 2011 Yes No Yes No No No No No Examination of the following tables reveal upward trends in all subgroups except EL Mathematics which came back and increased in 2011-12 and the decrease in proficiency percentages in the last year for Hispanic and EL ELA. Bravo Medical Magnet High School WASC Self Study Report 2013 - 51 - Chapter 1-School/Community Profile Data The EL population in Mathematics did not met the targeted growth in two of the years but remains in Safe Harbor this past year.. Bravo Medical Magnet High School WASC Self Study Report 2013 - 52 - Chapter 1-School/Community Profile Data CELDT-California English Language Development Test The purpose of the CELDT is to identify new students who are English Learners, determine their level of English proficiency, and annually assess their progress towards English proficiency. Most Bravo students who are tested fall within the Early Advanced and Intermediate stages. Bravo Medical Magnet High School WASC Self Study Report 2013 - 53 - Chapter 1-School/Community Profile Data CELDT--Number and Percent of Students per Proficiency Level 2009-10 2010-11 2011-12 2009-10 # Advanced 6 # Early Advanced # Intermediate # Early Intermediate # Beginning 3 26 27 21 0 2 0 0 2011-12 % Advanced 10% 6% 10% 28 % Early Advanced 44% 51% 54% 18 % Intermediate 5 27 2010-11 46% 40% 35% 1 % Early Intermediate 0% 4% 2% 0 % Beginning 0% 0% 0% Local Assessments: Periodic Assessments The Periodic Assessment testing program was introduced in the 2003-2004 year. The program has been adopted by the district as a means to provide diagnostic data critical to assuring that every student receives instruction needed to help them improve their achievement on California's Standardized Testing and Reporting program (STAR), used to meet NCLB requirements. The assessments have been administered three or four times during the school year to students starting in Algebra 1 in 2003-04, adding 9th and 10th grade English/Language Arts and Writing in 2004-05, and Biology and Chemistry in 2005-06 and History/Social Science the following year. The Periodic Assessment program is in use and continues to be evaluated by faculty, the school, and the District. Results continue to be mixed and though the assessments are used faculty generally feel they are not reflective of their curricular planning. Periodic Assessment Data-ELA GRADE LEVEL ENGLISH GRADE 9 ENGLISH GRADE 10 ASSESSMENT # ASSESSMENT 1 ASSESSMENT 2 ASSESSMENT 3 ASSESSMENT 1 ASSESSMENT 2 ASSESSMENT 3 % of Proficient & Advanced Students % of Proficient & Advanced Students 20102011 2011-2012 30% 73% 35% 44% 43% 78% 59% 47% 49% 65% 57% 82% Periodic Assessment Data-ELA by Ethnicity % of Students 2011-12 Ethnicity ASIAN BLACK HISPANIC WHITE FILIPINO PACIFIC ISLANDER Bravo Medical Magnet High School WASC Self Study Report 2013 Assessment 1 Assessment 2 Assessment 3 78% 59% 89% 89% 54% 67% 70% 40% 75% 76% 52% 88% 100% 86% 100% 100% 100% - 54 - Chapter 1-School/Community Profile Data Periodic Assessment Data-Mathematics % of Proficient & Advanced Students GRADE LEVEL MATH Algebra AB MATH Geometry ASSESSMENT # ASSESSMENT 1 ASSESSMENT 2 ASSESSMENT 3 ASSESSMENT 1 ASSESSMENT 2 ASSESSMENT 3 2010-2011 % of Proficient & Advance d Students 20112012 HS BIOLOGY HS CHEMISTR Y ASSESSMEN T# ASSESSMENT 1 ASSESSMENT 2 ASSESSMENT 3 ASSESSMENT 1 ASSESSMENT 2 ASSESSMENT 3 ASSESSMEN T3 Ethnicity Assessment 1 Assessment 2 Assessment 3 ASIAN 29% 20% 20% 35% 40% BLACK 86% 56% 40% 20% HISPANIC 53% 40% 16% 18% 6% WHITE 46% 42% 36% 4% 5% FILIPINO 67% 50% 6% 15% Periodic Assessment Data-Science by Ethnicity % of Proficient & Advance d Students % of Proficient & Advance d Students 20102011 20112012 27% 13% 31% 11% 24% 30% 30% 18% 3% 21% % of Proficient & Advance d Students ASSESSMEN T# ASSESSMEN T1 ASSESSMEN T2 2011-12 53% 16% Periodic Assessment Data-Social Science GRADE LEVEL GR10 WORLD HISTORY & GEOGRAPHY : THE MODERN WORLD % of Students 47% Periodic Assessment Data-Science GRADE LEVEL Periodic Assessment Data-Mathematics by Ethnicity % of Proficient & Advance d Students 20112012 44% 38% % of Students 2011-12 Ethnicity ASIAN BLACK HISPANIC WHITE FILIPINO PACIFIC ISLANDER Assessment 1 Assessment 2 37% 30% 57% 14% 6% 20% 9% 8% 20% 15% 9% 19% 36% 29% 60% 100% Assessment 3 100% Periodic Assessment Data-Science by Ethnicity % of Students 2011-12 Ethnicity ASIAN Assessment 1 Assessment 2 Assessment 3 55% 40% 81% BLACK 67% HISPANIC 43% 37% 68% WHITE FILIPINO PACIFIC ISLANDER 38% 73% 36% 64% 69% 100% 100% 100% 70% Bravo Medical Magnet High School WASC Self Study Report 2013 - 55 - Chapter 1-School/Community Profile Data SAT Exams The tables below indicate the average SAT verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. While the number of students taking the SAT has increased in the past three years, the Mean scores have generally decreased indicating continued efforts in Literacy and Numeracy skills and general college-level readiness. The second set of figures indicates the percentage of students in a given class year who took either the SAT or ACT and what percentage achieved a “passing” score. These figures also show an increase in the number of students taking the exams but a decrease overall in “passage”. SAT Results 2010-2012 SAT Year 2010 2011 2012 SAT Year 2010 2011 2012 Test-Takers Number 263 285 309 Test-Takers Number 263 285 309 Critical Reading Mean 482 480 465 Students taking ACT or SAT 68% 74% 75% Mathematics Mean 503 503 490 Achieving 1400 or 19 62% 64% 56% Writing Mean 480 482 468 Writing Subscores Multiple Choice Mean 48.1 48.7 46.7 Essay Mean 7.1 7.5 7.3 The Early Assessment Program (EAP) is a collaborative effort among the State Board of Education (SBE), the California Department of Education (CDE) and the California State University (CSU). The program was established to provide opportunities for students to measure their readiness for college-level English and mathematics in their junior year of high school, and to facilitate opportunities for them to improve their skills during their senior year. Based on the data below (the 2011-12 numbers do not appear to add up correctly), most Bravo juniors are not ready for College though the rate of those ready is increasing. This points to the need for further work with ELA and Math skills and college-level readiness. Early Assessment Program Year 2009-10 2010-11 2011-12 # of 11th Grade CST ELA Testtakers 411 448 430 # of 11th Grade EAP ELA Testtakers 404 400 409 Participation in EAP ELA Testing # of 11th Graders Ready for College # of 11th Graders Not Ready for College % of 11th Graders Ready for College % of 11th Graders Not Ready for College 98% 89% 95% 122 131 138 282 269 193 30% 33% 34% 69.8 67.25 47.19 Advanced Placement AP enrollment has increased over the past several years at Bravo. Since 2001 Bravo has consciously worked to increase Advanced Placement enrollment and testing. This year’s participation of 581 students enrolled in AP is an all time high. Bravo Medical Magnet High School WASC Self Study Report 2013 - 56 - Chapter 1-School/Community Profile Data AP Enrollment School Year 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 # Students Enrolled at Bravo # Students Enrolled in AP 1,858 1,809 1,837 1,822 1,694 581 512 522 469 466 Enrolled and passing with a C or better 92% 88% 89% 88% Also evident in the chart above is a very high passage rate for AP courses with students getting a C or better in the course rising from 88% in 2008-09 to 92% last year. AP enrollment has the greatest numbers in juniors and seniors with about 14% enrollment for each class in an at least one AP course. AP Course Enrollment ALL GRADE LEVELS GRADE 9 GRADE 10 GRADE 11 GRADE 12 ANNUAL 2009-2010 ANNUAL 2010-2011 ANNUAL 2011-2012 Course Enrollment AP Enrollment 29,643 28,834 28,296 2,005 1,915 2,053 % Enrolled in AP 6.76 6.64 7.26 Course Enrollment AP Enrollment 8,492 7,992 9,067 0 0 56 % Enrolled in AP 0.00 0.00 0.62 Course Enrollment AP Enrollment 7,581 7,928 6,443 246 261 199 % Enrolled in AP 3.24 3.29 3.09 Course Enrollment AP Enrollment 6,868 6,560 6,780 860 874 970 % Enrolled in AP 12.52 13.32 14.31 Course Enrollment AP Enrollment 6,702 6,354 6,006 899 780 828 % Enrolled in AP 13.41 12.28 13.79 The number of AP exams given and the number of exams passed has generally remained consistent over the past three years with a passage rate overall of about 58%. Particularly outstanding has been passage of Calculus AB (subcore)/BC which jumped from a 35-57% passage rate to an astounding 94% passage rate in one year. While World and US History have divergent CST proficiency levels, both last year had high AP passage rates. Most categories have been consistent; however, English Language and Composition and Chemistry have seen uneven progress. Bravo Medical Magnet High School WASC Self Study Report 2013 - 57 - Chapter 1-School/Community Profile Data AP Exam Results ALL TEST NAMES PSYCHOLOGY CHEMISTRY ENVIRONMENTAL SCIENCE ENGLISH LIT & COMP 20092010 20102011 20112012 949 933 949 20092010 20102011 20112012 # Tests Given 35 33 34 # AP Exams Passed % of 1s 12 13 32 48.6 48.5 5.9 % of 2s 17.1 12.1 0.0 % of 3s 34.3 21.2 8.8 AP Exam Results # Tests Given # AP Exams Passed % of 1s 555 548 552 20.3 18.9 21.5 % of 2s 21.2 22.4 20.3 % of 3s 25.5 25.7 23.2 % of 4s 18.3 19.9 18.0 % of 4s 0.0 3.0 14.7 % of 5s 14.6 13.1 17.0 % of 5s 0.0 15.2 70.6 % AP Exams Passed # Tests Given # AP Exams Passed % of 1s 58.5 58.7 58.2 34.3 39.4 94.1 10 7 % AP Exams Passed # Tests Given 53 85 120 0 3 90.0 % of 2s 10.0 % of 3s 0.0 14.3 % of 4s 0.0 % AP Exams Passed # Tests Given # AP Exams Passed % of 1s CALCULUS BC 21 19 15 42.9 # AP Exams Passed % of 1s 37.7 49.4 58.3 14.3 % of 2s 22.6 28.2 29.2 % of 3s 32.1 21.2 12.5 28.6 % of 4s 5.7 1.2 0.0 0.0 42.9 % of 5s 1.9 0.0 0.0 46 43 63 39.6 22.4 12.5 30 13 37 57 55 49 10.9 44.2 25.4 41 % of 2s 23.9 25.6 % of 3s 23.9 14.0 % of 4s 21.7 4.7 19.0 % of 5s 19.6 11.6 % AP Exams Passed # Tests Given # AP Exams Passed % of 1s 65.2 3770.2 STATISTICS 54 50 15.9 # AP Exams Passed % of 1s 0.0 5.5 4.1 27.0 % of 2s 5.3 3.6 12.2 % of 3s 40.4 40.0 28.6 12.7 % of 4s 40.4 34.5 36.7 58.7 % of 5s 14.0 16.4 18.4 % AP Exams Passed # Tests Given 94.7 90.9 83.7 122 80 93 54 54 66 37 32 17 11 32.4 40.6 % of 2s 21.6 % of 3s 10.8 % of 4s 24.3 15.6 % of 5s 10.8 % AP Exams Passed # Tests Given # AP Exams Passed % of 1s 45.9 3.1 4.1 4.1 % of 2s 42.2 28.4 % of 3s 32.8 40.5 % of 4s 15.6 20.3 22.4 % of 5s % AP Exams Passed % AP Exams Passed # Tests Given SPANISH LITERATURE 25.0 # AP Exams Passed % of 1s 23.0 7.5 8.6 12.5 % of 2s 32.8 25.0 20.4 % of 3s 30.3 32.5 36.6 6.3 % of 4s 9.8 22.5 20.4 34.4 % of 5s 4.1 12.5 14.0 % AP Exams Passed # Tests Given 44.3 67.5 71.0 % of 1s 66.7 24.5 % of 2s 33.3 42.9 # Tests Given 1 # AP Exams Passed % of 3s 1 64 74 49 35 50 35 6.3 6.8 6.1 54.7 67.6 71.4 GOVERN & POLITICS US ECONOMICS MACRO CHINESE LANGUAGE AND CULTURE Bravo Medical Magnet High School WASC Self Study Report 2013 % AP Exams Passed 3.0 100.0 100.0 - 58 - Chapter 1-School/Community Profile Data AP Exam Results WORLD HISTORY CALCULUS AB ENGLISH LANG & COMP 20102011 20112012 48 68 34 24 # Tests Given # AP Exams Passed % of 1s 22 38 16.7 16.2 2.9 % of 2s 37.5 27.9 26.5 % of 3s 20.8 27.9 50.0 % of 4s 20.8 13.2 20.6 % of 5s 4.2 14.7 0.0 % AP Exams Passed # Tests Given # AP Exams Passed % of 1s 45.8 55.9 70.6 105 89 114 45 63 51 43.8 18.0 40.4 % of 2s 13.3 11.2 14.9 % of 3s 18.1 20.2 15.8 % of 4s 12.4 24.7 % of 5s 12.4 % AP Exams Passed # Tests Given # AP Exams Passed % of 1s 42.9 20092010 20102011 20112012 # Tests Given 35 33 34 # AP Exams Passed % of 1s 14 19 32 40.0 27.3 2.9 % of 2s 20.0 15.2 2.9 % of 3s 22.9 27.3 0.0 % of 4s 17.1 12.1 11.8 % of 5s 0.0 18.2 82.4 40.0 57.6 94.1 3 11 1 8 0.0 18.2 AP Exam Results CALCULUS AB SUBSCORE GRADE % AP Exams Passed # Tests Given # AP Exams Passed % of 1s % of 2s 66.7 9.1 % of 3s 0.0 36.4 11.4 % of 4s 0.0 36.4 25.8 17.5 % of 5s 33.3 0.0 70.8 44.7 33.3 72.7 74 89 94 % AP Exams Passed # Tests Given 45 41 46 54 43 49 2.7 3.4 4.3 % of 2s 24.3 48.3 43.6 % of 3s 45.9 24.7 29.8 % of 4s 20.3 22.5 % of 5s % AP Exams Passed # Tests Given # AP Exams Passed % of 1s SPANISH LANGUAGE 20092010 PHYSICS C: MECHANICS # AP Exams Passed % of 1s 22 17 21 40.0 48.8 30.4 % of 2s 11.1 9.8 23.9 % of 3s 15.6 17.1 19.6 14.9 % of 4s 13.3 12.2 15.2 % of 5s 20.0 12.2 10.9 % AP Exams Passed # Tests Given 48.9 41.5 45.7 61 96 94 39 49 56 6.8 1.1 7.4 73.0 48.3 52.1 139 117 93 125 104 82 BIOLOGY 3.6 5.1 6.5 # AP Exams Passed % of 1s 6.6 13.5 20.2 % of 2s 6.5 6.0 5.4 % of 2s 29.5 35.4 20.2 % of 3s 13.7 23.1 18.3 % of 3s 27.9 20.8 24.5 % of 4s 29.5 37.6 32.3 % of 4s 23.0 19.8 27.7 % of 5s 46.8 28.2 37.6 % of 5s 13.1 10.4 7.4 % AP Exams Passed 89.9 88.9 88.2 % AP Exams Passed # Tests Given 63.9 51.0 59.6 11 12 9 5 9.1 33.3 % of 2s 9.1 25.0 % of 3s 18.2 33.3 % of 4s 18.2 8.3 % of 5s 45.5 0.0 % AP Exams Passed 81.8 41.7 US HISTORY # AP Exams Passed % of 1s ART: HISTORY Bravo Medical Magnet High School WASC Self Study Report 2013 - 59 - Chapter 1-School/Community Profile Data UC A-G Enrollment Though there has been controversy in the news lately regarding the true merits of this measure, Bravo views the A-G requirement as a valuable measure and goal for students in its magnet Bravo which is generally regarded as college prepatory. Therefore UC A-G enrollment and progress is a measure which is used and will be increasingly scrutinized as a measure of success. However, because of the multiple ways to track students (by grade level, class year) and the way to measure success (whether they have obtained a C required for credit by the university system as opposed to a D to pass as minimally required by the district for credit) it may take some work to arrive at a solid and meaningful process. LAUSD averages about 33% of its students on track for A-G while Bravo’s measure ranges from about 53-80%. A to G Progress Report: On-Track Completion By Grade Level and Ethnicity-School Year: 2012-13 # of # AG on % AG on Track # AG Not on Track Students Track % AG Not on Track GRADE 10 477 311 65% 166 35% GRADE 11 433 237 55% 196 45% GRADE 12 382 245 64% 137 36% Class of 2013 478 266 56% 212 44% Class of 2014 418 241 58% 177 42% Class of 2015 396 286 72% 110 28% 4 2 50% 2 50% 137 32 42 955 116 17 34 541 85% 53% 81% 57% 21 15 8 414 15% 47% 19% 43% 2 1 50% 1 50% 120 82 68% 38 32% AMERICAN INDIANALASKA NATIVE ASIAN BLACK FILIPINO HISPANIC PACIFIC ISLANDER WHITE The following table reveals increased A-G enrollment by all grade levels over time. UC A-G Enrollment - Number and Percentage ALL GRADE LEVELS GRADE 9 GRADE 10 GRADE 11 GRADE 12 ANNUAL 2009-2010 ANNUAL 2010-2011 ANNUAL 2011-2012 Course Enrollment 29,643 28,834 28,296 A-G Enrollment 19,079 18,552 20,249 % Enrolled in A-G 64.36 64.34 71.56 Course Enrollment 8,492 7,992 9,067 A-G Enrollment 4,829 4,441 5,540 % Enrolled in A-G 56.87 55.57 61.10 Course Enrollment 7,581 7,928 6,443 A-G Enrollment % Enrolled in A-G 5,169 68.18 5,524 69.68 4,932 76.55 Course Enrollment 6,868 6,560 6,780 A-G Enrollment % Enrolled in A-G 4,918 71.61 4,894 74.60 5,551 81.87 Course Enrollment 6,702 6,354 6,006 A-G Enrollment 4,163 3,693 4,226 % Enrolled in A-G 62.12 58.12 70.36 Bravo Medical Magnet High School WASC Self Study Report 2013 - 60 - Chapter 1-School/Community Profile Data Courses for University of California and/or California State University Admission (School Year 2010-11) This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. This table, published by the District, seems to have different resulting figures than other District resources and again indicates a need to arrive at a solid method to measure this indicator. Indicator Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Percent 81.9% 76.1% Algebra Enrollment by Grade Level Algebra Enrollment by Grade Level ALGEBRA 1A - 310301 ALL GRADE LEVELS GRADE 9 ANNUAL 2009-2010 ANNUAL 2010-2011 ANNUAL 2011-2012 ANNUAL 2012-2013 Course Enrollment Course Enrollment Course Enrollment Course Enrollment 285 342 196 202 272 317 184 188 GRADE 10 9 24 10 10 GRADE 11 4 1 1 4 GRADE 12 ALGEBRA 1B - 310302 ALG1 TUT LAB A 312601 ALL GRADE LEVELS GRADE 9 1 274 307 199 202 258 279 185 188 GRADE 10 7 26 11 10 GRADE 11 3 1 1 4 GRADE 12 6 1 2 ALL GRADE LEVELS GRADE 9 GRADE 10 36 35 1 Evident in the table above is that most Algebra 1 enrollment is centered in the ninth grade where about 50-75% of the students are in the course. Of the current class of about 484 ninth graders, 287 or 60% did not have to retake Algebra in high school. About 197 students were designated to take Algebra 1, of which 188 ended up being enrolled in the class; 35 of those students were also placed in the Algebra 1 Tutorial lab, an additional period of tutorial Algebra functioning as a school day intervention to help indentified students pass the class. An additional strategy introduced this year by the District and in effect at Bravo is that those students taking Algebra 1 for the first time in high school are enrolled in the course in a year long capacity. This means that though the students receive a first semester grade, they receive the credits for passing the course at the end of the Spring semester. In effect, a student can fail the course the first semester but still pass the entire year (for 10 credits) by passing in the spring. What effect this will have remains to be seen but it should help the transition rate. Bravo Medical Magnet High School WASC Self Study Report 2013 - 61 - Chapter 1-School/Community Profile Data Course Marks—Analysis of D’s and F’s Number and Percentage of D's and F's Last Three Semesters ALL SUBJECTS ART (20) END OF SPRING SEM 20102011 END OF FALL SEM 20112012 END OF SPRING SEM 20112012 # of D 1,153 1,134 1,148 % of D 10.46 10.11 10.20 # of F 951 841 787 # of F % of F 8.63 7.50 7.00 # of D 23 67 53 5.90 11.43 8.75 21 31 27 % of F 5.38 5.29 4.46 # of D 1 0 7 1.35 0.00 10.61 0 0 4 % of F 0.00 0.00 6.06 # of D 8 23 21 12.90 19.66 25.00 4 10 9 % of F 6.45 8.55 10.71 # of D 22 53 0 8.56 8.63 0.00 16 25 0 % of F 6.23 4.07 0.00 % of D # of D 260 213 247 # of F 13.52 11.19 13.16 200 183 155 % of F 10.40 9.61 8.26 # of D 103 112 78 % of D 8.86 9.48 6.84 79 89 61 6.80 7.54 5.35 % of D # of F BUSINESS EDUCATION (21) % of D # of F COMPUTER SCIENCE (18) % of D # of F ED AND CAR PL(42) % of D # of F ENGLISH (23) % of D # of F FOREIGN LANGUAGE (25) # of F % of F HEALTH CAREERS (27) # of F % of F 12.50 HEALTH EDUCATION (26) # of D 18 73 10.17 15.77 13 17 7.34 3.67 % of D # of F % of F 2 END OF SPRING SEM 20102011 END OF SPRING SEM 20112012 230 END OF FALL SEM 20112012 229 13.36 13.21 13.59 252 178 210 % of F 14.64 10.27 12.46 # of D 3 0 0 1.99 0.00 0.00 81 44 65 7.41 3.79 5.70 32 51 24 % of F 2.93 4.39 2.10 # of D 1 0 2 11.11 0.00 18.18 2 0 1 % of F 22.22 0.00 9.09 # of D 2 2 0 1.03 2.38 0.00 2 1 4 % of F 1.03 1.19 4.82 # of D 259 251 266 15.16 14.72 16.17 243 226 222 % of F 14.23 13.26 13.50 # of D 129 134 103 % of D 8.94 9.08 7.28 76 45 47 % of F 5.27 3.05 3.32 SP ED:VOC ED F HAND (49) # of D 0 0 1 0.00 0.00 33.33 THEATER ARTS (38) # of D 8 3 2 7.48 3.45 2.20 4 1 1 3.74 1.15 1.10 MATHEMATICS (31) MUSIC (32) # of D % of D % of D PHYSICAL EDUCATION (33) # of D % of D # of F READING (35) % of D # of F SCHOOL SERVICE (46) % of D # of F SCIENCE (36) SOCIAL SCIENCE (37) # of F Bravo Medical Magnet High School WASC Self Study Report 2013 % of D % of D # of F % of F 229 - 62 - Chapter 1-School/Community Profile Data The previous table delineates grades given by academic departments over the past three years. Bravo teachers give full letter grades for most quarterly marking periods (5, 10, 15 week and Final). Teachers at Bravo have always submitted marks digitally, currently using the Integrated Student Information System (ISIS) to input grades. Grades were examined in terms of course/department and grade level. The highest frequencies of D’s and F’s have been in Computer Science, Science, Mathematics and English; the latter three have seen a general decline in F’s over the past three years by about 1-2% each. While Math and Science have also seen a level of correspondence with relatively lower proficiency rates in the CSTs and the higher percentages of D’s and F’s (and therefore are areas for intervention), presumably ELA should not have as high a ratio of D’s and F’s and may be an area for exploration as well as intervention. Failure to pass Core classes result in demotion and loss of credit causing students to remain in their previous grade level (as a “9+” for example) which negatively affects the transition rates and further effects students’ achievement in variety of classes and success in testing. Transition and completion rates are discussed in the next section. Completion Rates Graduation Rates The following is the AYP Graduation Rate table. Graduation Rates for 2012-13 are yet to be determined. Bravo has always maintained a high Graduation Rate. 2010 Graduation Rate (Class of 2008-09) 96.89 Graduation Rates from AYP Report 2011 Graduation 2012 Graduation Rate (Class of Rate (Class of 2009-10) 2010-11) 98.27 93.28 2013 Graduation Rate (Class of 201112) ? Number Entering Freshman vs. Exiting Seniors Transition rate is defined as the percentage of students who have moved to the next grade level at the end of the the grade year. Caution has to be taken because the rate is calculated only on current 10th, 11th, 12th—not incoming ninth or exited 12th. Determining the transition rate involves comparing the expected year of graduation (eg. 2015) with the current assigned grade level (eg. 09) based upon class credits earned: To be a tenth grader: a student needs to earn 55 credits To be an 11th grader: a student needs 110 credits To be a 12th grader: a student needs 170 credits. Example: A student with an expected graduation year of 2013, needs 170 credits to be a 12th grader. If not, the student has not transitioned. Three year data study, focused on Class of 2013 (current 12th graders) 2012: (2011-2012) At the close of school year, a total of 247 students had not earned enough credits to transition. This is a 82% successful transition rate using only current 10th, 11th, and 12th. (Incoming ninth graders do not incur credits.) Bravo Medical Magnet High School WASC Self Study Report 2013 - 63 - Chapter 1-School/Community Profile Data Transition Rates 2012 Grad year 2013 2014 2015 TOTALS: Not Enough Credits Enough Credits Total % Not Enough Credits % Enough Credits 89 81 387 476 23.00% 77.00258 342 423 23.68% 76.31579 77 388 465 19.85% 80.15464 247 1117 1364 81.89% 2011: (2010-2011) Data is only available as below Transition Rates 2011 Grad year 2013 2014 TOTALS: Not Enough Credits Enough Credits Total % Not Enough Credits % Enough Credits 83 390 473 21.28205 78.71795 79 336 415 23.5119 76.4881 162 726 888 81.75% 2010 (2009-2010) Transition Rates 2010 Grad year Not Enough Credits Enough Credits Total % Not Enough Credits % Enough Credits 2013 85 372 457 22.84946 77.15054 TOTALS: 85 372 457 81.4% It is difficult to track long term transition rates because the credit data is not transactional per time period, but continuously updated, making it difficult to determine if the same students catch up or a different group of students fails to transition. Also because Bravo is a magnet, student attrition can be attributed to a number of factors, having nothing to do with credits and achievement (ie, bus transportation). With the given data, the transition rate appears to be stable at 81%. Anecdotal data (hearsay from people close to the issue) tracking over the past five years, about 210 students are routinely short of transition credits. Keeping in mind that falling short of transition is strictly based on failing a core class, when asked, students generally indicate a lack of study habits and homework completion to be the cause. We have also found, enigmatically, that a significant number of these students score proficient for the CST assessment for the same course. Additionally, our monitoring of subject grades, suggests that grading practices and adherence to state Standards differs between faculty members teaching the same course. Department wide common assessments and periodic assessments to provide all teachers data on student progress with regard to accessing Core Standards is one solution to the issue of Bravo Medical Magnet High School WASC Self Study Report 2013 - 64 - Chapter 1-School/Community Profile Data Transition Rate Bravo has been working on for quite some time. Faculty grading practices and curricular choices will have to align to student achievement as demonstrated by data. The tables below indicate another way to look at Transition Rate in terms of Cohorts. Four-Year Cohort Class of 2013 2014 2015 2016 Grand Total # Cohort 508 440 483 484 # On Track 353 330 375 % On Track 69.50% 75.00% 77.60% 1,058 33.00% 1,915 # Not On Track 152 107 105 % Not On Track 29.90% 24.30% 21.70% # Unknown 3 3 3 484 % Unknown 0.60% 0.70% 0.60% 100.00% 364 51.70% 493 15.40% Four-Year Cohort, Currently Enrolled Class Of 2013 2014 2015 2016 Grand Total # Currently Enrolled # On Track % On Track # Not On Track % Not On Track 478 426 475 483 348 329 372 72.80% 77.20% 78.30% 130 96 102 27.20% 22.50% 21.50% 1,862 1,049 56.30% 328 17.60% # Unknown % Unknown 1 1 483 0.20% 0.20% 100.00% 485 26.00% In the above tables, analysis by ethnicity for the current year reveals that the Hispanic and White populations comprise the majority of those students identified not on track. Dropout Rates Bravo has long had a very low Dropout rate and a high graduation rate. The figures below show the higher rate of graduation of the school relative to the District and State. However, it must be stated that different sources, even from the District itself, report different rates. According to the latest School Report Card (included in Appendix), Bravo graduation rate for 2011-12 was 85%, much lower than the general reported figures. It is clear though that the rates can be calculated in varying manners and often are not finalized until some time later to account for students in a particular class who finish credits and graduate as well as students who may have transferred out of the District but are still associated with the school. In this case, sometimes State data more be more accurate in that those students are traced by the State and accounted for. DROPOUT AND GRADUATION RATE Year 1 Year Dropout Rate (CBEDS) 4 Year Derived Dropout Rate (CBEDS) 4 Year Graduation Rate (NCLB) 2007-08 0.8 3.3 96.1 2006-07 0.6 2.6 94.2 2005-06 1.3 5.6 91 2004-05 1.2 5.4 91.4 2003-04 1.3 5.7 95 Bravo Medical Magnet High School WASC Self Study Report 2013 - 65 - Chapter 1-School/Community Profile Data 200708 Grades 9-12 Dropout Rate (1year) Grades 9-12 Dropout Rate (4year) Graduation Rate School 2008- 200909 10 200708 District 200809 200910 200708 State 200809 200910 0.6 0.8 1.4 6.7 7.6 6.4 4.9 5.7 4.6 2.6 3.3 5.6 26.4 29.6 24.1 18.9 21.5 17.4 96.1 96.9 98.2 72.4 69.6 68.7 80.2 78.6 80.4 Post Enrollment and Continuing Education Data On an annual basis the College Advisor conducts a senior survey regarding post-graduation plans. Over the past six years the results have been relatively consistent; generally about 55% report plans to attend 4-year schools and 35% to attend 2-year schools, though two years again almost 47% declared they would be going to Community College. Considerations of economic realities must factor into the equation, but nevertheless the class of 2012 fits the general past model. Percentage breakdowns are also determined for types of colleges they plan to attend, with 40-50% reporting plans to attend University of California or California State University colleges. College Attendance as Reported by Graduating Seniors Class of 2010 Class of 2011 Class of 2012 University of California 16.1% 16.9% 17.6% California State University 25.7% 33% 34% California Private Colleges Community Colleges Vocational School Military Employment Other 5.1% 46.9% 1.7% 1.5% 0% 0% 6.1% 37.3% 0.5% 0.3% 0% 0% 2.9% 36% 1% 1.7% 0.2% 2.7% Adult School Non-Calif 4 Year Colleg Non-Calif 2 Year College No Data Available 0% 2.9% 0% 0% 4.3% 1.5% 0% 0% 0% 2.7% 0.5% 0.5% These results are included annually in the Bravo School Profile brochure published by the College Advisor (the latest full copy is in the Appendix). Bravo Medical Magnet High School WASC Self Study Report 2013 - 66 - Chapter 1-School/Community Profile Data Process and Perception Data For the past several years LAUSD has annually published a School Report Card which includes the results of the School Experience Survey administered to students, parents and staff in regard to the learning environment of the school annually. The table below summarizes the results of the survey for the past three years. As can be seen, most years a sizable number of responses have been included though the number was limited in 2010-11. The percentage of staff members responding may seem low but it is believed that the respondents are primarily teachers while the total number of staff included to determine the percentage may also include classified staff. Thus the Staff response may be a fairly accurate reflection of teacher perception. Learning Environment Survey for Bravo HS from School Report Card 2009-10 2010-11 2011-12 975-59% 28-2% 1645-89% Students-Number and percent responding 76% 77% 84% What we are learning takes a lot of thinking 66% 64% 62% Adults at this school know my name 77% 59% 58% My school is clean 91% 82% 89% I feel safe on school grounds 210-36% 617-37% 449-30% Parents---Number and percent responding 92% 92% 85% I feel welcome to participate at this school The school offers me opportunities to participate in councils, parent organizations I talk with the teacher about my child's schoolwork My child is safe on school grounds Staff----Number and percent responding I get the help I need to communicate with parents I am proud of this school My school is clean I feel safe on school grounds 92% 84% 83% 30% 31% 15% 90% 56-36% 88% 18-13% 87% 67-54% 87% 94% 89% 96% 89% 96% 100% 92% 100% 97% 65% 98% Generally speaking students’ perception of the rigor of Bravo appears to have risen by about 8% over the three years and is in fact the highest indicator in terms of percentage. Respondents generally feel safe at Bravo. Cleanliness is clearly an issue as the percentage of respondents perceiving the school as “clean” has dropped quite dramatically; however this is consistent with the sever cutbacks in our custodial staff and is identified as a critical growth need. Parents generally have high positive responses save for their access to teachers, also a critical issue recognized in the self-study and identified as a critical growth area. An copy of the latest full School Experience Survey is included in the Appendix. Bravo Medical Magnet High School WASC Self Study Report 2013 - 67 - Chapter 2-Analysis of Profile Data Chapter 2: Analysis of Profile Data Implications of the Data Bravo High School uses the state assessment data along with district and school site data to guide our schoolwide academic achievement plan for students. Core subject departments use the data to adjust curriculum and instruction to focus on academic standards in which students experience the most difficulty. Bravo Medical Magnet High School uses student achievement data to allocate resources. As can be seen from the data, Bravo’s API score has risen steadily on an annual basis to its highest level in 2011-12, last year. The trend would suggest that the concerted effort towards refining standards-based instruction over the past two WASC cycles has been successful and indicates that overall the school has achieved continuous improvement. However, for the third time in the last four years, Bravo did not make its AYP and, in fact, had highly mixed results in the 2011-12 year. While Math achievement overall was very high and reflected the positive results of conscious and strategic intervention, the EL population nevertheless was placed in Safe Harbor because it did not meet the (annually increasing) AMO target. In ELA, two subgroups did not make progress and therefore did not make AYP: the Hispanic and EL subgroups. While the EL subgroup has been a focus of intervention, the Hispanic subgroup, which was also a targeted group but had made continued progress, was unexpected. Closer inspection of the Hispanic subgroup, by far one of the largest subgroups of the school comprising the majority of the population, is needed to determine what subsets of the group, (likely in the EL/IFEP/RFEP category) may need increased strategic attention. Additionally, the Schoolwide population and the Socioeconomically Disadvantaged subgroup (an even larger subgroup than the Hispanic) were both placed in Safe Harbor for ELA. The SH status of these groups was not completely unexpected as the AYP ELA proficiency rates have long been in the 70% range and, although indicating positive achievement, were eventually going to be surpassed by the Target if they did not keep pace and increase. The concern that ELA scores were relatively high but not continuously improving became a reality in last year’s results, while the Math proficiency rates jumped considerably as a result of increased attention on the EL subgroup in Math as that subgroup did not make the AYP Math the previous year. Continued attention to both areas for targeted subgroups is necessary. CST results have indicated fluctuations in achievement across grade levels and ethnicities in Math and Science. Related to these results is the observation that many of the students enter Bravo without developed lower math skills which impacts their success in both Math and Science classes, particularly Chemistry in 11th grade. Additionally, data such as SAT, AP, and EAP points to the need for further emphasis and work on literacy skills that will improve Bravo student college readiness. There is a sense among the staff that academic vocabulary, test taking strategies, college level writing, and general preparation for self responsibility in terms of successfully completing work and classes are vital to create a culture of academic achievement and accountability. Bravo has high rates of population stability and graduation. However, there is about an 82% transition rate between grade levels, meaning many students tend to “scramble” their last year to make up classes in order to graduate, taking away energy and time from achieving in their respective grade level Bravo Medical Magnet High School WASC Self Study Report 2013 - 68 - Chapter 2-Analysis of Profile Data classes and on college entrance and equivalency exams. Thus the focus on achievement, accountability, and readiness are critical to continued academic and personal improvement. Based upon assessments by teachers, other certificated and classified staff, parents, students and administration in departmental meetings and School Site Council meetings a number of instructional support and intervention strategies were determined to be continued and/or developed with the Title 1 budget priority being ELA and Math. In terms of personnel, an Intervention Coordinator and a Data Coordinator were funded and added as support personnel. The Intervention Coordinator has worked to oversee such activities as the Bridge Program, the After School Academy, in-school intervention in an Algebra 1 program, and the newly expanded After School Academy which now includes support for higher level sciences and math, CAHSEE preparation, and homework study hall. The Title I Coordinator and the Intervention Coordinator keep records of student attendance and academic progress. We evaluate assessment data to monitor the effectiveness of our intervention programs. The Data Coordinator amongst other duties analyzed and produced EL data; presented to faculty and particular teachers in English and Math; analyzed and produced other assessment data for Professional Development and Departmental assessment; and worked on Response Through Intervention (RTI) preparation of a model to implement concerning school schedule and distribution of students for advisory for the 2013-14 school year. A continued trend in assessment data indicated a need for assistance in the 9th grade entry level Algebra I course. Previously, our School Site Council reprioritized the Title I budget to include an extra math teacher significantly reducing the class size of freshman Algebra I courses. This resulted in greater individual attention to student needs in achievement of Algebra I standards and has continued Bravo teachers and staff have continued to evaluate and consider the relationship between student assessment data and alignment of curriculum to the California State Academic Standards. A greater amount of time is dedicated to using data to inform instruction in the classroom. This has helped to coordinate all efforts towards improving student and school academic performance. As we moved through the self-study process and analyzed our data in large groups, by department, and in focus groups the staff identified perceived areas of strength and growth as follows: Prioritized Areas of Strength 1. Bravo has high expectations for all students, inclusively all students are expected to complete the A-G requirements. 2. College preparatory and academic opportunities that extend beyond the classroom are abundant (STAR/EHA, SAT prep, college visits, formalized application brag sheets, college application workshops, FAFSA workshops, AP Readiness programs, ROP, etc.) 3. Bravo is a “college preparatory school” committed to making sure that students shall graduate being successful “academic achievers” as indicated by the ESLRs. 4. Individual teachers providing informal tutoring and academic support (before/after school and during nutrition and lunch) may have provided our students and the school with gains in overall standardized test scores. 5. Every student has an individual four-year graduation plan Bravo Medical Magnet High School WASC Self Study Report 2013 - 69 - Chapter 2-Analysis of Profile Data 6. Multiple modes of assessment school-wide are utilized 7. Staff members overall are professional, knowledgeable, and dedicated to student achievement. 8. Faculty and staff member commitment to student success results in many dedicating time to students before and after school and during nutrition and lunch. 9. A wide range of classes and programs such as Sheltered, RSP, Humanitas, Honors, ROP, STAR/EHA, support the learning needs of all students 10. CST results provide evidence that our Mission, Vision, and ESLRs are supporting student learning. Prioritized Areas of Growth 1. Develop a system to identify and place students in appropriate classes prior to the beginning of the year. 2. Develop a strategy to reach all students for intervention including those who need assistance but do not seek help or take advantage of valuable programs provide by school and teachers 3. Increase effective communication between all stakeholders to negate the perception of distrust among the faculty with the governance and management of the school. 4. Improve School Spirit: sell more Bravo paraphernalia in student store (i.e., attire, school supplies, etc.), and increase types of in-school and after-school activities (i.e., multiple allinclusive dances, rallies, food festivals, carnivals, performances, concerts, etc.) 5. Develop a strategy to provide sufficient time to conduct effective parent conferences during Parent Conference Nights 6. Increase inter-disciplinary planning of lessons and units to engage and expand students’ exposure to more relevant and real life opportunities and experiences. 7. Develop identification and assessment protocol for talented students who don’t fall within the standard parameters of cognitively gifted. 8. Increase teacher access to student data and technical support for data analysis. 9. Involve all staff members in using data and implementing effective teaching methods to develop and implement a long-range, comprehensive intervention program for student academic gains. 10. Improve the tracking of student academic and professional progress by expanding the school’s alumni association (including development of a Bravo Wall of Fame) 11. Train general education teachers in providing differentiation of instruction to address the needs of all students. 12. In light of custodial budget cuts and increased student population, devise a strategy to encourage students to clean up after themselves and demonstrate a custodial respect for the school grounds and positive ownership of their environment. 13. Continue the development of the Professional Learning Communities (PLCs) from implementation to providing improved classroom instruction. Critical Academic Needs In the last six years Bravo has kept its API scores above the California State goal of 800, received national recognition, and continued high graduation rates. Nevertheless, progress needs to continue in helping all students master the academic standards. The determined critical academic needs relate to the five ESLRs: Better and more effective communicators, Responsible and culturally aware citizens, Academic achievers, Versatile users of technology, and Organized problem solvers and critical thinkers. Bravo Medical Magnet High School WASC Self Study Report 2013 - 70 - Chapter 2-Analysis of Profile Data Based on the analysis of our Chapter I data we have determined our critical academic needs as follows: 1. Improve Literacy Skills Overall Population: a. Academic Vocabulary b. Test Taking Skills c. Bravo needs to continue to develop and deepen standards-based instruction throughout all curricular areas particularly with respect to literacy as a crosscurricular skill area. d. Related ESLR’s: Better and more effective communicators, Academic achievers, and Organized problem solvers and critical thinkers. 2. Target Specific Subgroups for academic improvement in Literacy, Numeracy (low math skills) and Science as needed: a. English Learners b. At Risk c. Low Performers d. Special Education e. Hispanic f. Related ESLR’s: Better and more effective communicators, Academic achievers, Versatile users of technology, and Organized problem solvers and critical thinkers. 3. Define, implement and monitor what a “Successful Bravo Student” is to improve overall academic achievement in areas such as grades and transition rates, college readiness, and student accountability a. Common planning, assessments, and standards b. Cross curricular assignments and projects c. Monitoring of Transition Rate and A-G Progress towards Completion Rate d. Related ESLR’s: Better and more effective communicators, Responsible and culturally aware citizens, Academic achievers, Versatile users of technology, and Organized problem solvers and critical thinkers. Questions Raised from the Analysis of Data Based upon staff wide analysis of key measures of data (see Summary above), questions to consider and possibly develop action plans for are as follows: What needs to be done with the instructional program to improve the skills and effectively address the needs of the Limited English Proficient population? What needs to be done differently to improve CAHSEE proficiency levels for all subgroups in both ELA and Math? How can Bravo work to raise CST Math proficiency levels to be on par with the other core subject areas which generally exceed comparable District and State measures? How can Bravo work to make US and World History CST proficiency levels more comparable? Do generally higher levels of proficiency in CST results for Males suggest a gender gap? What are best practices for assessing the academic and/or social/emotional needs of students? Bravo Medical Magnet High School WASC Self Study Report 2013 - 71 - Chapter 3-Progress Report Chapter 3: Progress Report Introduction Bravo Medical Magnet High School last underwent a full WASC self-study in the 2006-07 school year, receiving a 6-year accreditation with a one-day midterm review in March 2010. The Visiting Committee left the following critical areas for follow-up: 1. Continue to collaboratively analyze student work with common rubrics that ensures mastery of grade-level standards. 2. Continue to learn about and appropriately use formative assessment results in order to improve the mastery of standards for all students and ensure the development of systematic intervention. 3. Continue to develop, validate, and utilize Common Assessments in core courses, analyzing student performance results in order to continually share, refine, and improve instructional practice and ensure consistent and equitable learning opportunities for all students. 4. Continue to refine the Course Notebooks used to guide the delivery of curriculum through the consistent use and modification of Common Assessments, protocols, lessons, and the sharing of best practices. 5. Continue to provide teacher-driven professional development that includes a balance between site-based collaboration informed by external learning of effective researchbased strategies. Ensure that insulated learning is not the sole form of professional development. In the Midterm Visiting Committee report from 2010, Bravo was commended for making significant progress in the interim three years and for continuing to use a model of continual analysis and modification of its plan, based on data, to ensure student academic success. Bravo was also commended for being extremely honest and in integrating and embracing the WASC process into a process of continual improvement. The VC determined that other than specific Growth Need Area recommendations (discussed below), no further recommendations were necessary, citing that the school had seriously addressed all areas of its action plans and that the staff had achieved a great deal in the three years and was well on its way to full implementation of all action plans. The VC also observed that the culture of the school demonstrated a collective responsibility for ensuring student success. This Visiting Committee was confident that the school would continue in their collaborative efforts to improve student achievement. The following two sections will address the ways in which Bravo has followed up on recommended areas first by discussing significant developments generally and then specifically how Bravo addressed each Growth Need Area from the Action Plan (Specific mid-term VC recommendations are addressed in the discussion of Growth Needs below). Bravo Medical Magnet High School WASC Self Study Report 2013 - 72 - Chapter 3-Progress Report Significant Developments At the midterm report in 2010, Bravo reported significant developments in the areas of, personnel, budget and instruction and academic support. Those areas continue to see on-going transformation along with other key areas including student access to transportation, recognition, technology, and school morale. Even more than the previous six year period, the past six years for Bravo has seen a highly significant turnover of administrative staff members, certificated faculty and classified staff, particularly in the past three years because of budget cuts. Over the past six years, Bravo has seen not only a loss of one full time AP position but also a complete overturn of the Assistant Principal team at least twice over in the three remaining positions. The fourth AP position was cut in the 2010-11 school year, and the current AP team has seen one new member each year for the past three years. None of the current AP team was at Bravo for the mid-term visit. Additionally, the Counseling Staff has been greatly impacted by not only two changes in leadership over the six year period but also a reduction of staffing from a high of six academic counselors at the time of the mid-term visit to four in the 2011-12 year to three for the current year. This reduction of course has severely impacted the counselor-student ratio and attendant processes which went from a low of 300 to 1 several years ago to the current 600 to 1 ratio which makes it virtually impossible for counselors to know each student. Also, classified staff has seen significant reduction and turnover. The reduction of the Custodial staff in the 2011-12 school year from 7 to 4.5 has resulted in issues of cleanliness and facility functionality becoming identified as a Growth Need instead of a Strength. Though difficult, Bravo nevertheless has been generally able to maintain a high level of facility quality. Finally, impacting the level of efficiency in clerical processes has been the loss of three clerical/secretarial positions from 10 to 7 over the past three years which has meant fewer staff taking on increased tasks and responsibilities. It is a testament to all classified staff that in general most processes and functions have continued to be carried out in an effective manner. The only area where the numbers have remained relatively stable is in actual teaching and coordinator areas though a number of successful young teachers lost positions due to district reduction in force and in several cases long-time teachers also retired. However, these positions were filled by qualified teaching staff transferred from other schools. A few newer coordinator positions have been funded on and off over the past several years including Literacy Coordinator, Data Coordinator, and Intervention Coordinator. Currently, Bravo has an Intervention Coordinator heading up the efforts towards the increased multi-tiered implementation of a comprehensive intervention plan. An additional significant reduction has been in the district magnet/integration transportation program. Reductions in funding for buses and bus drivers have resulted in a redefinition of qualification for transportation services. The reduction from 24 to 18 routes has impacted students by changing the parameters of qualification from what had traditionally been a two mile to a three mile radius in 2010-11 to the current five mile radius for this year. The effects upon the student population are most reflected in the demographic shifts to a higher percentage of Hispanic students and a lower percentage of almost all other ethnicities. This shift is significant as one of the key goals of the Magnet program in the LAUSD is stimulate integration of populations. Less access to transportation may thus have increased the local population and decreased the diversity of the school demographic. Bravo Medical Magnet High School WASC Self Study Report 2013 - 73 - Chapter 3-Progress Report Since the midterm review, significant positive developments at Bravo have included the honor of receiving additional national awards of recognition: US News and World Reports Top 100 High Schools (2007); California Distinguished School (2009 and previously in 2005); and US News and World Reports Gold Medal Top 225 Best High School (2012). Also positive was an addition to community partnerships: in addition to Bravo’s long standing and deep partnership with the University of Southern California (USC), Bravo was also named a University of California Los Angeles (UCLA) Community Partner in the 2010-11 school year. Bravo also earned numerous State, local and District awards for on-going academic excellence (API, CAHSEE, etc.) and attendance. Finally, various entities and programs within the school have achieved notable success such as in competition and participation in events at various district, local, state, and national levels: Science Bowl, Popsicle Stick Bridge Building Team, Science Fair, Math and Science Olympiad, Debate Team, and performance arts and athletic groups and teams. Significant increases in Title 1 and grant funding along with continued district managed Federal funding have led to significant increases in access to technology for students and faculty. Title 1 funding particularly in the stimulus years led to increased technology purchasing directed at core curricular subject areas. Almost all core classrooms have received some or all of the following (depending upon teacher request): new computers, laptops, tablet computers, projectors, document and digital cameras, wireless slates, flat-screen tv’s and dvd players, speakers, b/w and color laser printers, and interactive remote and “Smart Board” style control equipment. Additionally, mobile laptop labs have been purchased with Title 1 funding for English Intervention (which complement existing Math Intervention laptop labs). Title 1 funding has also been used for other content specific purchasing such as Science equipment. EHA and STAR students have grant funded laptops checked out to them for use in USC biomedical and biomedical engineering labs for their senior year for use in their research and projects. Individual teachers have pursued smaller scale grants for classroom equipment often of a technological nature. District managed Federal funding has led to a significant upgrade and augmentation in the current year of the existing wireless network to accommodate the future possibility of all students and teachers being issued wireless tablet computers for instructional and assessment use. Bravo has been informed that it is on the list to pilot this district program in the near future. We may soon be seeing significant changes to textbook issuance and standardized testing among the many possible impacts of this technological change. District level technological change has also impacted instruction and assessment. Significant developments from LAUSD in web-based services have including the roll-out of the “MyData” data system accessible by all faculty which contains both schoolwide and teacher-individualized student data. As teachers become more familiar and comfortable with the MyData and as the system develops in terms of scope and usability it is expected that true “data driven” planning, instruction and assessment will become increasingly more possible and effective. For a number of years, faculty and staff have been inputting attendance and quarterly marks in the district’s online Integrated Student Information System (variously known as ISIS and SchoolMax). Parents are now also able to access the system to check on their respective child’s attendance and quarterly marks. Theoretically parents also have access through this system to check on student’s daily grades. However, almost all teachers at Bravo (and the District) do not use the ISIS Gradebook as it has been shown to be impractical, “glitchy” (makes mistakes) and often is inaccessible when the system is down. Most teachers continue to use computer based gradebook programs such as Easy Grade Pro which allow them to print individualized student grade reports for students and parents. Bravo Medical Magnet High School WASC Self Study Report 2013 - 74 - Chapter 3-Progress Report Not only is data now more accessible by faculty but all staff now may (and in most cases must) access payroll, benefit, and other such services online as well. While some of the negative issues still remain with the change over to the new payroll system, most of the issues have been worked out for current pay which has if not a positive at least not a continued negative effect on staff morale. The most significant change at Bravo in terms of curriculum has been in the next steps in the continued emphasis on standards-based instruction and accountability. Over the past six years the focus of giving teachers increased departmental time outside of instruction to continue aligning instruction to standards, develop common assessments, analyze student work and data, and modify instruction and curriculum accordingly has generally led to greater achievement for most students across many measures. However, Bravo continues to see uneven progress amongst various content areas and subgroups and struggles with a primary question: how do we provide assistance and intervention to all students who need help, particularly to those who do not seek or accept help when it is available? In addition, how can Bravo continue to provide increased enrichment activities to all students as well? To this end, the 2011-12 school year brought more dedication to the planning, design, and the next steps for the implementation of Response to Intervention (RTI) at Bravo. Bravo reestablished the RTI team which was initially established at the time of the midterm WASC review. Several teams were sent to La Serna High School to view their RTI program and found a number of practices were determined beneficial for Bravo. In addition, the RTI team attended the RTI Cohort presented by the Local District Office to further develop their knowledge base. The team brought back key concepts from these activities as they continued the planning process at Bravo. The RTI team analyzed data and saw a need for intervention within the academic school day and proposed advisory periods during the school day as a tool for longterm student achievement. However, the proposed plan was rejected by a majority vote not receiving the required 2/3 vote by the faculty. While the move to advisory periods was voted down, Bravo nevertheless came out of the process with an approved tentative bell schedule and has determined the criterion for student placement in advisory groups. Also as the planning continued, it was deemed necessary to establish Professional Learning Communities (PLCs) to allow departments and similar subject area groups to meet and plan together. Some of the key PLC goals are to give faculty time to share student data, practices, concerns, establish PLC policies and procedures, and create common assessments. All of these goals have the same end concept of improving student literacy and improving student achievement. Being a new concept at Bravo, a professional consultant conducted a PLC workshop providing focus and direction. Probably the most important concept presented during this workshop was the necessity of building trust within the PLC. It was determined that in order to effectively plan and implement true PLCs, time needed to be dedicated specifically for PLC business only. In the 2012-13 school year 10 Tuesday early dismissal time periods of 1hour and 10 minutes have been allotted for PLC time. This time is committed to continue the focus of improving student literacy and student achievement within each department. With mixed standardized testing results this year and the acknowledgement through the Self Study process that not all students are being reached effectively through intervention efforts, Bravo faculty will vote again this spring on the issue of the adoption of the advisory periods as one part of a multi-tiered intervention plan. Bravo Medical Magnet High School WASC Self Study Report 2013 - 75 - Chapter 3-Progress Report The Single Plan for Student Achievement (SPSA) was designed in May 2003 and is updated to concentrate on student achievement and accountability for all students. The result is a plan that addresses mandates for higher standards of student achievement for school-wide Title I, English Learners, Gifted, and Special Education programs, one that ensures school budget items are aligned with the proposed school reform plan. The SPSA was incrementally updated annually until last year when new district mandates resulted in a significant change in the Plan’s format resulting in a substantial rewriting of the Plan. As it currently functions, the SPSA is a strategic action plan to raise the academic performance of all students and improve the school’s educational plan. The content of the plan is aligned with school goals for improving student achievement. The school goals are based upon the analysis of data including CST, Graduation, Attendance, Parent Involvement, School Report Card and English Language state tests to measure student achievement. The SPSA addresses how school funds will be used to improve the academic performance of all students to align with the performance objective. Beginning with last year, the SPSA plan is evaluated to determine if the funded resources improved the academic performance of all students to the goals of the LAUSD Performance Meter. As defined by the district website, the mission of the Performance Meter is to support LAUSD's move from a culture of compliance to a culture of performance. Further definition is as follows: The Performance Meter is a scorecard to measure and guide the District Superintendent’s performance as Superintendent and the district’s performance as a District. These indicators center on the District’s goals: 100 percent graduation Proficiency for All 100 percent attendance Parent and Community Engagement School Safety With the leadership of the Title 1 Coordinator, Bravo faculty worked last year to rewrite Bravo’s SPSA to meet the district requirements as well as to be concurrent with the WASC FOL process, referring both to our existing goals and Action Plans from out last visit and looking forward to determining those factors and goals for the current study. Bravo began the AVID (Advancement Via Individual Determination) program 10 years ago to offer students additional academic support within the school day to successfully complete their A-G college requirements. AVID was funded by Title 1 over the years. Funding was reduced for the program from Title 1 as of the 2011-12 school year when the program was moved to after school in an abridged form. Unfortunately, to keep the program alive funding for the tutors essential to the program was completely unavailable from Title 1 for the current school year. The demise of AVID is another argument for the adoption of the advisory period schedule which would also allow for enrichment content instruction as well as intervention. Various configurations of Algebra 1 and Geometry continue to be implemented including in this year a year-long Algebra 1 course along with Algebra 1 and Geometry supplemental periods for those students determined to require additional support. Along with Bravo RTI plan, LAUSD is also moving toward implementing increased year-long core courses so that students who may fail the first semester still have the opportunity to pass the course by the final report card in the second semester allowing them to earn credit for the entire year. Extending the period to receive credit for the course theoretically will increase the percentage of students passing classes and transitioning as well as allow for increased chances of intervention throughout the Bravo Medical Magnet High School WASC Self Study Report 2013 - 76 - Chapter 3-Progress Report school year. The plan has been introduced by the district Assistant Superintendent who has had successful experience with the structure in major districts on the East Coast. During on-site professional development and department meetings, the faculty and staff have reviewed current research-based strategies for increasing student achievement. Classroom modifications, cooperative learning, scaffolding, and sheltering techniques provide tools for differentiation of instruction. Focus groups have regularly analyzed data and student work to assist in the strengthening of the instructional program. Department developed course binders provide new teachers with a guide that includes standards-based syllabi, benchmarks designed in collaboration, rubrics, and examples of student work. As a result of professional development as well as the district requirement for all teachers to obtain CLAD credentialing, teachers utilize a variety of standards aligned strategies in their classroom such as SDAIE techniques, graphic organizers, thinking maps, Cornell note taking and manipulatives for math as is clear from observations and teacher surveys; however, a focus on refining classroom intervention strategies is currently underway. Bravo Medical Magnet High School WASC Self Study Report 2013 - 77 - Chapter 3-Progress Report WASC 2007—Schoolwide Action Plan The following table gives the essential information for each plan of the last full Self-Study and reflects updates from the 2009-10 midterm review. Action Plan 1: Successful transition of 9th grade students into Grade 10 Area of Improvemen:t Improve transition rate of 9th grade students into Grade 10 Rationale: Based on current data, 20% of students in 2005-06 year failed courses 9th grade year and did not achieve tenth grade status in year 2 Links to ESLR’s: Academic Achievers Growth Target: Reduce % of students with 9th grade demote status by 5% per year Action Plan 2: Improve literacy skills for all students Area of Improvement: Improve literacy skills for all students Rationale: Continue improving literacy skills at ALL levels Links to ESLR’s:Academic Achievers, Better and more effective communicators Growth Target :Increase % of students at proficient or advanced levels on ELA and Social Science CST measures by 8% over 3 years Action Plan 3: Improved Achievement in Math Area of Improvement: Students at CST levels below proficient will demonstrate improved achievement in the area of math. Rationale: Self Study findings indicate a need to improve student achievement in math (particularly Algebra 1) for identified students. Standards test data, norm referenced test data, periodic assessments, discussions and recommendations from focus groups, and review of student work and grades support this. Links to ESLR’s: Academic Achievers, Organized problem solvers and critical thinkers Growth Target: Increase % of students at proficient or advanced levels on Math CST measures by 8% over 3 years with a particular focus on Algebra 1 achievement Action Plan 4: Improved Achievement in Science Area of Improvement:The identified learners will demonstrate improved achievement in the area of science. Rationale: Self Study findings indicate a need to improve student achievement in science for identified students. Standards test data, periodic assessments, discussions and recommendations from focus groups, and review of student work and grades support this. Links to ESLR’s: Academic Achievers, Organized problem solvers and critical thinkers Growth Target: Increase # of students passing science classes with a C or better by 8% over three years Bravo Medical Magnet High School WASC Self Study Report 2013 - 78 - Chapter 3-Progress Report 2007 Schoolwide Critical Areas for Follow-Up 1. Continue to collaboratively analyze student work with common rubrics that ensures mastery of grade-level standards. 2. Continue to learn about and appropriately use formative assessment results in order to improve the mastery of standards for all students and ensure the development of systematic intervention. 3. Continue to develop, validate, and utilize Common Assessments in core courses, analyzing student performance results in order to continually share, refine, and improve instructional practice and ensure consistent and equitable learning opportunities for all students. 4. Continue to refine the Course Notebooks used to guide the delivery of curriculum through the consistent use and modification of Common Assessments, protocols, lessons, and the sharing of best practices. 5. Continue to provide teacher-driven professional development that includes a balance between site-based collaboration informed by external learning of effective researchbased strategies. Ensure that insulated learning is not the sole form of professional development. Follow through on Identified Growth Need Areas in Action Plans Bravo’s 2007 WASC Action Plan outlines four Growth Need Areas. Each Growth Need is broken down into goals, specific steps to meet the goals, and a proposed timeline. This report will address each section, describing progress and citing evidence, or reporting changes in the action plan. Responses to the six critical areas for follow-up are included in this section. Growth Need #1: Improve transition rate of 9th grade students into grade 10. (This was supported by all action plans in goals 2, 3, and 4 of each plan and addresses each critical area of follow-up) For the mid-term visit, Bravo reported that this Growth Need had experienced the greatest success in which the ninth to tenth grade transition rate rose from 80% in 2007 to 92% in 2009. However, one of the recommendations from the VC centered upon the method of determining the data. It was reported that the data was determined in-house and that a specific formula in agreement with the District be utilized. In the intervening years with the introduction of the district’s web-based student data system “My Data” a more formulaic measure of transition rate is accessible. Data from the system presented in the Completion Rates section of Chapter 1 indicates that the transition rate from ninth to tenth and between the upper grade levels as well has not in fact improved but rather consistently varied between about 75-80%. In addition, there are still a few different measures presented in the data system for gauging this statistic based on grade level, cohort (class of) and cohort currently enrolled. Nevertheless, the fairly consistent rate indicates that a relatively high percentage of students, 20-25%, annually do not successfully transition to the next grade level due to lack of sufficient credits specifically related to failing grades in classes. Bravo Medical Magnet High School WASC Self Study Report 2013 - 79 - Chapter 3-Progress Report The centerpiece of the program to improve the ninth grade transition rate was the Bridge Achievement Academy, an intervention program that identified and then supported at-risk ninth graders through the year to improve the transition rate. While the Academy seemed successful in terms of the transition rate, with the turnover of the Title 1 Coordinator position in the 20102011 school year and the reduction of Title 1 funding in the subsequent year, the Bridge Academy model was discontinued. After school tutoring continued under the direction of the Intervention Coordinator, a position added in 2009-10 and 2010-11. As the position was not continued for the 2011-12 school year, the after school program was discontinued though afterschool Adult Education programming continued for students to help with credit recovery. Currently in the 2012-13 year the position of Intervention Coordinator has been reestablished and after-school tutoring, intervention, and enrichment classes have been reintroduced, funded by Title 1. Students who are at risk have been identified and been encouraged to participate in the program though, as one of Bravo’s top current Growth Needs indicates, many students who need additional assistance do not participate in such programs. It is hoped that continued voluntary programming along with possible scheduling changes will increase the reach to all students who are in need of intervention services and that, consequently, transition rates between grades will truly increase. Growth Need #2: Improve literacy skills for all students. (This addresses critical area for follow-up #1, #2, #3, #4, and #5) At the mid-term review it was reported that this area of improvement had seen the least growth and that improvement in literacy had not been consistent as measured and analyzed through English Language Arts and Social Science CST results particularly in regard to the percentage of students scoring proficient or advanced. However, in the last three years as evidenced by the CST results in Chapter 1, Both ELA and Social Studies has seen a marked increase in percentage of proficient and advanced rising in ELA from the low to high 60% range to 73% in 2011-12 and from the high 40% to 61% last year. Teacher collaboration, which was an impediment in the past, shifted to a more positive and systemic process that helped fuel implementation. English, Social Studies, and Foreign Language departments made progress toward the development of common assessments and sharing of best practices, and it appears that the work positively impacted student performance In terms of intervention, responsibility for related Action Plan steps was shifted from teachers and counselors to the APSCS, AP Instruction, and the Intervention and Title 1 Coordinators working in conjunction with teachers and counselors and full implementation of the process began in September 2010 though the intervention strategies largely ceased last year. Additional modifications focused on continuation and expansion of PD to expand instructional strategies based on the review of common assessments, student work, and faculty collaboration. Staffing changes such as the loss of the Literacy Coach but the gain of an Intervention Coordinator and the more active role of the Magnet Coordinator, Outreach Liaison and GATE Coordinator also impacted the positive achievement. While the Bridge Academy and after school intervention and tutoring continued for one and two years respectively, it appears that departmental collaboration, PD, and teacher initiated tutoring at nutrition, lunch and after school when possible may have had the greatest impact. Bravo Medical Magnet High School WASC Self Study Report 2013 - 80 - Chapter 3-Progress Report Also called for in the Action Plan was exploration of the use of “Response to Intervention (RTI) Team” to develop systemic schoolwide intervention plan. That exploration was initiated largely in the 2009-10 school year, spearheaded by the then AP of Instruction and the Title 1 Coordinator. During that year, an RTI Team was formed which included the Principal, the AP of Instruction, Title 1 Coordinator, Dean, some Counselors, some Teachers including department chairs, and the School Psychologist. The team held meetings, visited an out-of-district model RTI high school (La Serna HS in Whittier USD), and began to formulate a plan. However, the AP and Title 1 Coordinator both left Bravo for other positions at the end of the year which resulted in a lapse of progress. The following year the new AP of Instruction and new Title 1 Coordinator began reformulating the RTI Team, held more meetings, involved the Intervention Coordinator, and did another visit to the model high school. Meetings, another visit, and planning led to a proposal in early spring of 2012 to the faculty for a change to the schedule to include an Advisory Period in the day for the purpose of making intervention a formalized “between the bells” activity in which all students, particularly those who most needed it, would be involved in an intervention or enrichment activity. The plan had to be district approved to assure that all instructional minutes and requirement were met. After much discussion and debate, a vote was taken and the proposal to adopt the RTI-Advisory Period schedule was voted down. In the aftermath of the vote, surveys were taken of the faculty to ascertain the aspects of the plan that were not acceptable so as to reformulate a proposal that would pass. During the current year, the RTI Team in conjunction with the new Intervention Coordinator are continuing to meet and formulate a new proposal to the faculty this year for implementation in the 2013-14 year to meet the needs of all Bravo students. Growth Need #3: Far below and below basic students will demonstrate improved achievement in the area of math. (This addresses critical area for follow-up #1, #2, #3, #4, and #5) In terms of the most general measure, Far Below and Below Basic levels in overall CST Mathematics percentages have decreased over the last three years since the mid term review by about 4 and 2 percentage points respectively. At the mid term, it was observed that improvement in mathematics had been notable for the previous three years in CST results. The percentage of students at the Proficient and Advanced levels has increased from 38 to 42%, with a slight increase at the Basic level. Thus, in general terms the goal of improvement was attained. However it is important to make a closer inspection and specifically attend to the goal of increasing proficiency levels of identified students in Algebra 1, Geometry, and Algebra 2. Mathematics Courses Percent Proficient and Advanced ALGEBRA I ANNUAL 20082009 % Proficient & Advanced 34 ANNUAL 20092010 % Proficient & Advanced 46 ANNUAL 20102011 % Proficient & Advanced 50 ANNUAL 20112012 % Proficient & Advanced 48 GEOMETRY 25 22 20 22 ALGEBRA II 44 43 46 50 Bravo Medical Magnet High School WASC Self Study Report 2013 - 81 - Chapter 3-Progress Report Analysis of course level proficiency on CSTs reflects a substantial 14% growth for Algebra 1 and a 6% growth for Algebra 2, but a 3% decline for Geometry. These figures contrast with the results from the midterm review in 2010 in which Geometry and Algebra 2 had great gains and Algebra 1 declined. As can be seen, there has been overall solid improvement in math but Geometry needs to be further examined for growth and, as has been seen in the study, certain subgroups need targeting for math improvement. Growth Need #4: The identified learners will demonstrate improved achievement in the area of science. (This addresses critical area for follow-up #1, #2, #3, #4, and #5) At the midterm review, student achievement demonstrated a significant growth in Science as measured and analyzed through CST results showing an overall growth of 8.2% in students performing proficient and advanced in the areas of Biology and Chemistry. However, since then the results have been mixed, with a continued rise in proficiency in Biology of another 9% but a decrease in Chemistry overall by 4%. Science Courses Percent Prof and Advanced BIOLOGY ANNUAL 20082009 % Proficient & Advanced 56 ANNUAL 20092010 % Proficient & Advanced 61 ANNUAL 20102011 % Proficient & Advanced 60 ANNUAL 20112012 % Proficient & Advanced 65 CHEMISTRY 40 37 34 36 In terms of this Growth Need, the target set at the midterm review was focused not on CST’s but on grades with the goal to increase the number of students passing Science by 8% over the last three years. In Chapter 1, it can be seen that the last three years have seen only about a 1% decrease in F’s and about a 1% increase in D’s, which means that the percentage of C’s or better has, essentially not changed. Thus student achievement in Science as measured through grades and CST seems to continue to reveal an inconsistency between course grades and CST performance. Although Science showed improvement in CST and in some passing rates, the need for improved student achievement in the area of science still exists. As will be seen in the Action Plans, continued focus on Science achievement through multiple approaches is still necessary Bravo Medical Magnet High School WASC Self Study Report 2013 - 82 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources Chapter 4 Category A: Organization A1. Vision and Purpose To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels and b) is the school's purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards? Since its inception in 1990, Francisco Bravo Medical Magnet High has had a clearly defined mission statement. The Los Angeles Unified School District developed magnet schools as part of a court-ordered voluntary desegregation plan, and Bravo and other magnet schools were designed to eliminate, reduce, or prevent minority group isolation in elementary and secondary schools while strengthening students' knowledge of academic subjects and their grasp of marketable vocational skills. The special curriculum of a magnet school attracts substantial numbers of students from different social, economic, ethnic, and racial backgrounds and provides greater opportunities for voluntary desegregation efforts to succeed. Bravo’s vision statement reads: Francisco Bravo Medical Magnet High School’s vision is that all students will succeed in an environment which encourages rigorous academics and empathetic and ethical behavior. Bravo’s mission statement reads: Bravo’s mission is to prepare students for a post-secondary education and to provide them with opportunities to explore the health professions, while fostering an environment of inquiry and learning that promotes the development of their human relations, skills, and abilities. Each year all stake holders review the mission and vision to determine if changes need to be made based on student need. During Professional Development days before the opening of school and during Professional Development sessions held during shortened days, teachers have examined current research and scores on the California Standards Test, the California High School Exit Examination (CAHSEE), as well as Advanced Placement (AP) test scores, Los Angeles Unified periodic assessments in English, Math, and Science, and report card grades. Teachers have viewed results in general and broken down by content areas as well as the results for the various subgroups such as performance by ethnicity. This data indicates improvements in nearly all areas with 80.7% of our current 10-12th grade students on track to graduate based upon A-G progress data for 2012. The mission and vision statements have not been modified since 2004, which suggest that the vision and mission are effective for Bravo’s students’ needs. Bravo provides equal access and broad opportunities to our students as reflected in the mission statement so that they are prepared to successfully complete a postsecondary education. Approximately 60% of our students get into a 4-year college and 36.0% attend a community college with the remainder spread throughout vocational, military and adult school. The total numbers of students attending college increased 13.3 % from 2007 to 2012. Bravo has high student attendance with a rate of 96.8% in 2009-2012. Indeed, Bravo Medical Magnet High School provides a safe and supportive environment where students can succeed academically. Bravo Medical Magnet High School WASC Self Study Report 2013 - 83 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources The Bravo teachers and staff believe that a rigorous academic curriculum will prepare students for success in a post-secondary program, and that it is imperative for students to develop social and humanistic skills so that they can be productive members of Bravo’s multi-cultural society and society in general. Bravo’s Expected Schoolwide Learning Results (ESLRs) are statements of what we expect our students to achieve throughout their education at Bravo Medical Magnet High School. Better and more effective communicators Responsible and culturally aware community members Academic Achievers Versatile and creative users of technology Organized problem solvers and critical thinkers Bravo’s mission, vision, and ESLRs are based upon the concept that all students can achieve at high levels. Student coursework, data analysis, field trips, after-school tutoring, athletic teams, and Service Learning projects reflect the Expected Schoolwide Learning Results. There are two principles stated by the CDE Strategies for a New System of Education. The first is to take into account the changing demands of a 21st century knowledge-based, technology-driven economy and society. The second is to acknowledge, respond to, and build on the diversity of California’s students so that more students are enabled to be successful and the state benefits from all of its human resources. Bravo’s mission, vision and ESLRs are aligned with the CDE’s recommendations. Based on a self-study, Bravo determined three areas of critical academic needs that the mission and vision supports. First, improve literacy skills for all students. Second, use targeted intervention to improve achievement for subgroups. Third, define, implement and monitor what a “successful student” is in order to improve overall academic achievement and student accountability. The Bravo staff believes that achievement of these learning results will better prepare students for a post-secondary education and to meet the economic challenges facing this nation as they enter the workplace. The vision, mission statement and ESLRs are printed in the Bravo Student Planner (an organizer/calendar distributed to each student at the beginning of the school year), posted in the classrooms and offices, printed on the parent newsletter “Housecalls” and on the Bravo website. Parents, teachers, staff, students, and community members take part in regular meetings at Bravo Medical Magnet High School. The Leadership Council, English Language Advisory Council, School Site, and Parent Advisory Council have monthly meetings to discuss issues all related to the ESLRs. The Parent Advisory Council Meeting has Spanish and Armenian translators to enable parents to review and discuss the school purpose and ESLRs. The Bravo website at http://bravoweb.lausd.net also provides parents with important news and information including the weekly bulletin and a calendar of events. Housecalls, a monthly printed copy of events and news at Bravo Medical Magnet High School is mailed to parents as is the quarterly Counseling Newsletter. Bravo Medical Magnet High School WASC Self Study Report 2013 - 84 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources A2. Governance To what extent does the governing board a) have policies and bylaws that are aligned with the school's purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan? The Board of Education of the City of Los Angeles is the governing board of the Los Angeles Unified School District. The Board of Education’s core purpose and mission is “to educate all students to a high level of achievement that will enable them to be responsible individuals and productive members of the greater society.” LAUSD’s vision statement states that “every student will receive a quality education in a safe caring environment and will be college prepared and career ready.” The Board of Education and LAUSD’s purpose, mission, and vision are aligned with Bravo’s purpose which is to prepare students for a post secondary education and to provide them with opportunities to explore the health professions. The alignment of Bravo’s purpose with the Board of Education and LAUSD’s purpose, mission, and vision is also reinforced by Bravo’s Expected Student Outcomes. Our governing boards, which consist of the School Site Council and Leadership Council, have policies and bylaws in place that support the implementation of Bravo’s Expected Student Outcomes. Bravo has two governance councils to which the professional staff has the right and responsibility to elect representative members. Bravo’s School Site Council (SSC) follows the mandate of the federal government. The SSC meets monthly and is responsible for the Consolidated Application programs to improve student achievement including the Single Plan for Student Achievement. The SSC oversees Title 1, Title 9, and any other federal or state categorical funding. Bravo’s Local School Leadership Council also meets monthly and is responsible for determining budget expenditures for non-categorical funds, professional development plans, the student discipline and code of conduct policies, equipment usage policies, and the schedule of school activities and events. Both governing councils include members from all stakeholders in the school community, including teachers, counselors, classified staff, parents, and administrators. Members are selected according to the bylaws of their constituent group either to a one year or two year term by means of a nomination and election process. The principal shares information and decisions made by the governing councils with staff at monthly faculty meetings and with parents at the Parent Advisory Council meetings. The SSC ensures that the educational programs at Bravo are aligned with the school’s vision and guiding principles, and that the school makes adequate yearly progress as defined by the state and federal governments. The faculty, administration, and Parent Advisory Council evaluate data from the California Standards Test (CST), the California English Language Development Test (CELDT), and the California High School Exit Exam (CAHSEE) results, and makes recommendations to the SSC. The SSC makes budgetary adjustments and modifications to the Single Plan for Student Achievement and corresponding programs at Bravo designed to improve student achievement. Bravo Medical Magnet High School WASC Self Study Report 2013 - 85 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources A3. Leadership and Staff a) To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? b) To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs? CRITERION A3 INDICATORS AND PROMPTS Broad-Based and Collaborative Prompt: Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Findings Supporting Evidence Leadership and staff work together to align data with action plans to ensure we are meeting student needs. Department meetings plan programs based on needs, requirements, assessments and goals. The department chairperson introduces plans to the principal or assistant principals. Plans and programs are also discussed at the Parent Advisory Council and the various site and leadership councils for Bravo. For example, in Professional Learning Communities, teachers, administration and staff have collaborated in order to identify and to focus on the student subgroups which demonstrate the most need. In both the English and Math Departments, instructors have specifically observed that the students with the most need have been the ELL subgroup; although this subgroup has improved in the area of Far Below Basic to Basic, it has shown little to no significant movement from Basic to Proficient status. As a result of these findings, the departments, in conjunction with the various site and leadership councils, have developed a course of action by which those students’ needs can be met: English Intervention Course (9th grade/Double-Blocked Schedule); Math Intervention (Algebra I/Geometry); After School Intervention Tutorials (Various Courses, with a concentration on CST/CAHSEE skills). Bravo Medical Magnet High School WASC Self Study Report 2013 - 86 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources School Plan Correlated to Student Learning Prompt: What evidence supports that there is a correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected school wide learning results, and academic standards? Findings Supporting Evidence Leadership and staff analyze data from the previous year during professional development days and focus on maximizing student achievement according to data results. The standardized testing and reporting- (SPA, CST & CAHSEE) data influence many decisions for both individual students, as well as for programs. For example, based on current test scores of the 2011-2012 year, we have witnessed a rise in students scores overall in both the CAHSEE (97% passed), and the CST ( 72% for both Proficient and Advanced in English), (56% for both Proficient and Advanced in Science), and (61% Proficient and Advanced in Social Science). Correlation between All Resources and Plans Prompt: What evidence supports the correlation between allocation of time/fiscal/personnel/ material resources, expected school wide learning results, and the improvement school wide action plan? Findings Supporting Evidence At Bravo, CST, ELL, and CAHSEE data has been analyzed in order to determine which students should attend the after school Intervention Programs and Tutorials. In addition, teachers recommend students to attend tutoring after school. 2012 intervention courses list. The subject matter and areas in focus have been determined by the Intervention Coordinator, in accordance with teacher recommendation, based on a student’s test scores, his/her individual classroom performance and his/her achievement of A-G requirements to meet graduation standards. A3. Leadership and Staff: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence At Bravo, other programs are offered to serve and enrich the needs of all students, who are not necessarily ELL’s. For example, the Gifted and Talented Program (GATE) provides funding per identified student. Those teachers with Honors or Advanced Placement class make proposals on how to achieve academic standards by Bravo Medical Magnet High School WASC Self Study Report 2013 - 87 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources using gifted funds for their classrooms. At the end of the year, GATE students are individually evaluated by their teachers to indicate how well they have met the standards of their proposal. Additionally, Bravo offers other enrichment programs to supplement a student’s learning experience: Student-to-Student Mentor Program (USC); STAR Program (USC); EHA (USC); Med Core (USC); AP Readiness Program (UCLA/Center X) and EAOP (UCLA). Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence The aforementioned programs have demonstrated a positive impact on the students, who have participated in such activities. Overall, these particular programs have seemed to increase the number of students participating in AP courses and exams. Additionally, in collaboration with ELAC, Bravo continues to encourage its students to enroll in college accredited courses, which are offered after school: General Psychology I; Art 110 Survey of Art History I; and Art 201 Drawing I. For example, the 2012 graduation rate is 93.28%. College acceptance rate: 49% of Students accepted into fouryear colleges and 37% of Students accepted into twoyear colleges. Successful rate of ELAC courses: 90%+ depending on class A4. Leadership and Staff To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development? Bravo teachers are largely responsible for the high Academic Performance Index of 820 in the year 2010, 832 in 2011, and 842 in 2012. The majority of faculty is fully credentialed in the subject they teach. In order to maintain a highly qualified staff, prospective applicants for teaching positions at Bravo must submit a resume and undergo an interview with the Principal and the Department Chairperson. All teachers are highly qualified under the No Child Left Behind Act and meet requirements of the LAUSD. All teachers have a Clear Credential. The collective bargaining agreement between the Los Angeles Unified School District and United Teachers Los Angeles (UTLA) states: “Classes within a department shall be distributed by the principal or designee in consultation with the elected department chairs, in a fair and equitable manner, taking into account seniority and educational program needs”. Bravo Medical Magnet High School WASC Self Study Report 2013 - 88 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources Bravo’s administration provides the faculty with District bulletins and memos related to teacher instruction updated yearly and distributed to all teachers at the beginning of the school year. Items such as restrictions on what videos can be shown to students which supplement learning in the classroom or how to report sexual abuse along with information about the requirements of the district mandated annual child abuse awareness training and assessment. The administration encourages teachers to implement new strategies and techniques to achieve the ESLRs. Bravo teachers attend workshops and professional development and the strategies are shared with colleagues during department and professional development time. The school makes every effort to partner new teachers with veteran teachers. Each department has developed common course syllabi which can be found in department binders. Common assessments continue to be updated by most departments. Teachers are encouraged to observe other teachers both within and outside of their department—a process that will be more formalized with the continued implementation of the PLC’s. Administrators visit teachers throughout the year and provide feedback focused on the California Standards for the Teaching Profession. The feedback that results from the observation supports student learning. The employment of a qualified staff and their commitment to ongoing professional development facilitates student achievement. There is a balance between smaller department meetings and the entire faculty meeting that both focus on dialogue and action to increase student achievement. Dialogue among faculty members leads to shared responsibility and actions that enable overall school improvement. Bravo’s ongoing evaluation of school practices and student achievement confirms why it produces a large number of successful students. To this end the faculty is transitioning into the Professional Learning Community (PLC) model. The staff adopted an alternate schedule adding ten common planning days to provide time for the PLCs. Department meetings provide additional support. The staff is working to develop an advisory for student achievement. A5. Leadership and Staff To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that is focused on identified student learning needs? CRITERION A5 INDICATORS AND PROMPTS Support of Professional Development Prompt: How effective is the support of professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected school wide learning results? Findings Supporting Evidence The Administrative team at Bravo strongly supports teachers’ needs to analyze student work, California Standards Tests (CSTs), and CAHSEE scores using departmental and professional development time. The staff reviews the student performance data by school level. Professional Learning Community program was implemented Fall 2012. Ten Professional Learning Community (PLC) days have been scheduled to improve instruction and develop common assessments. 22 PD days are scheduled including 10 PLC days Bravo Medical Magnet High School WASC Self Study Report 2013 $10,000 allocated for PD opportunities (Conference registration) - 89 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources Approximately $10,000 is allocated for faculty to attend professional development opportunities. Professional Growth opportunities, conferences, workshops and other trainings by Bravo administrative staff, are available for individual teachers but not easily accessible. Supervision and Evaluation Prompt: How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff? Findings Supporting Evidence Teacher monitoring is done to meet minimum state and district requirements for teacher evaluation. Stull Evaluations Measurable Effect of Professional Development Prompt: Comment on the processes and their effectiveness in determining the measurable effect of professional development on student performance. Findings Supporting Evidence Teachers break out by departments to review department and individual student data, CAHSEE, CST, SPA. Results and trends of the departments are discussed again in a general session with all teachers. Department meeting agendas / PD meeting agendas. A5. Leadership and Staff: Additional Findings Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Professional Development is focused on core subjects and not taking advantage of the strengths of the non-core educators. There are no tangible benefits to what is done outside the core subjects, PD Binders Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Faculty meetings facilitate exchanges between educators from differing disciplines. Interdisciplinary project teams (WASC self-study), best practices workshops. Bravo Medical Magnet High School WASC Self Study Report 2013 - 90 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources A6. Resources To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results? CRITERION A6 INDICATORS AND PROMPTS Allocation Decisions Prompt: Evaluate the relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected schoolwide learning results and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. Findings Supporting Evidence Although Bravo has a systematic approach to data collection and analysis for long-term program planning focused on student learning, we find that budget and resource allocation have not been optimally utilized as tools for long-term student achievement gains, specifically regarding the failure to implement advisory periods in school day. RTI team analyzed data and saw a need for intervention within the academic school day. RTI proposed advisory periods during the school day as a tool for long-term student achievement. Proposed plan was rejected by a majority vote (did not receive a 2/3 vote by the faculty). Currently under development for revote Spring 2013 List of members of respective councils Leadership Council, made up of teachers, classifieds, parents, students, and administrators oversee the general funds. School Site Council, composed of all stakeholders, oversee categorical funds. Practices Prompt: Evaluate the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.) Findings Bravo has an effective procedure for delegating resources based on district guidelines, that focus on student need, addressing the SPSA, and overall school need. Over the past three years, our categorical budgets have purchased certificated positions that were cut from district funding. There is a need for more flexibility by the district with the use of supplemental funding to better meet the needs of the school. Bravo Medical Magnet High School WASC Self Study Report 2013 Supporting Evidence School budgets Related committee meeting notes and agendas - 91 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources Indicator: The school’s facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well maintained. Prompt: Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well-maintained. Findings Supporting Evidence Bravo’s physical plant is reasonably well maintained. Leadership and staff are actively working on enhancing the facilities. There exists a process to report any physical plant problems/repairs. Any reports on a daily basis to plant manager and custodial staff are usually addressed immediately or in a punctual matter. Any repairs required beyond the school’s capabilities, for the most part, have a short response time. Instructional Materials and Equipment Prompt: Evaluate the effectiveness of the procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials. Findings Supporting Evidence Bravo’s school supplies and materials are available to meet the needs of students and are supported by appropriate funds. Each classroom has sufficient and updated core textbooks, supplemental materials, and technology. Teachers are able to order materials via various funding sources (Title 1, Gifted, IMA, grants). The library is up-todate in materials and technology. Based on the Williams Compliance Report and a survey of departments confirm that supplies, materials, textbooks, and supplemental materials are adequate and/or updated. Funds have been allocated to provide most, if not all, of the classrooms with updated technology. Bravo Medical Magnet High School WASC Self Study Report 2013 - 92 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources Well-Qualified Staff Prompt: Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Findings Supporting Evidence Teaching assignments are ensured to be in compliance with state credentialing requirements. Assignments are based on seniority as well as the necessity to support student needs. A hiring process is in place with relevant stakeholders represented. Teacher assignments are strictly based on credentials held to ensure a well-qualified staff. Professional development is developed based on critical focus areas. Long-Range Planning Prompt: Evaluate the district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results. Findings Supporting Evidence LAUSD has performance meters which indicate the expectations for all schools. Based on this district measurement and the school’s data, Bravo has developed Smart Goals and implemented PLC’s to support student achievement and student outcomes. Periodic Assessments, CAHSEE Diagnostics, CST, SAT, ACT, PSAT, and AP Exams SMART Goals PLC documentation Survey of departments Prompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence It is imperative that the human, physical, and financial resources are sufficient and utilized effectively and appropriately in order to meet Bravo’s identified critical needs: develop a viable intervention program, develop literacy skills, and target subgroups with low skills. To be determined as per Action Plans Bravo Medical Magnet High School WASC Self Study Report 2013 - 93 - Chapter 4 Category A: Vision/Purpose-Leadership/Governance, Staff/Resources WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Strengths and Growth Needs Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength 1. Bravo has a school wide process for collecting assessments of student learning. 2. Individual teachers providing informal tutoring and academic support (before/after school and during nutrition and lunch) may have provided our students and the school with gains in overall standardized test scores. 3. Plans/intentions to develop programs to support student achievement through intervention (i.e., advisory, after school intervention) 4. Bravo is a clean and safe school; well-maintained and safe environment. 5. Funding is sufficient to comply with Williams Decree. 6. The results of the CSTs provide evidence that our Mission, Vision, and ESLRs are supporting student learning. 7. Staff members are overall professional, knowledgeable, and dedicated to student achievement. Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth 1. More effective communication between all stakeholders to negate the perception of distrust among the faculty with the governance and management of the school. 2. More effective means of disseminating information from minutes, agendas, and work being done by the school governance in a timely and transparent manner. 3. Involve all staff members in using data and implementing effective teaching methods to develop and implement a long-range, comprehensive intervention program for student academic gains. 4. Ideas, innovation, and input from the school community need to be effectively considered and valued in the review and revision of administrative and educational policies and procedures. 5. More focus on GATE students’ needs and further data needed to analyze GATE students’ achievement 6. Analyze effectiveness of existing programs. 7. Develop a comprehensive and well thought-out plan for resource utilization. 8. Better use of common assessment data 9. Continued development of the PLCs from implementation to providing improved classroom instruction. 10. Review the Single Plan for Student Achievement with the staff more frequently. Advise the faculty of modifications that have been made to the Single Plan. 11. Review the uniform complaint procedure and conflict resolution policy with staff more frequently. Bravo Medical Magnet High School WASC Self Study Report 2013 - 94 - Chapter 4 Category B: Curriculum Chapter 4 Category B: Curriculum B1. Curriculum To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected school wide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected school wide learning results are accomplished.] Current Educational Research and Thinking For several years now, the goal of the Los Angeles Unified School District, as well as the rest of the state, has been to provide a standards-based curriculum (using CA State Standards) for each student, and to provide the appropriate instruction for students to achieve proficiency. LAUSD is now in transition to the national standards known as Common Core. Bravo, in anticipation of this transition, has nominated two teachers to receive training and orient their departments to these new standards. We are currently awaiting District directives regarding when this training will take place. The principal is also planning to send staff to an ASCD Common Core workshop in San Diego in February 2013, thereby extending the training to teachers in all the core content areas. Bravo has spent years reviewing curriculum, instruction, and assessment results in order to meet the stated objectives. Too, teachers seek to tailor lessons to help students meet the ESLRs (Expected Schoolwide Learning Results). This is facilitated by the fact that the standards and the school’s ESLRs are mutually supportive. At the beginning of every school year, staff utilizes professional development time to analyze the previous year’s assessment results and compare them to previous years to determine areas of strength and growth. The balance of PD (professional development) time is earmarked to work on areas identified in the school’s Action Plan. Informal conversations reveal that department binders that previously documented course offerings, ESLR- and standards-based lessons, student work, and rubrics, unfortunately have been neglected as of late. This is because staff attention has been diverted to embrace the District’s directives to implement PLCs (Professional Learning Communities) (See “Biological Sciences Common Core” sample agenda) and RTI (Response to Intervention) (See Bravo’s PD and Faculty Meeting Binders for agendas.) In June 2012 Bravo administration arranged for Solution Tree to present a Standards-based in-service to introduce staff to PLCs. Ms. White Holloman’s Professional Development binders contain District Policy Bulletins (such as 4827.1) with information on the research behind these initiatives. Bravo utilizes its State-funded professional development days (usually there are three; the number can vary according to funds available), as well as twelve to fourteen district-funded buy-back periods on shortened days--one and a half hours each--for a variety of activities that will improve student achievement. As of this year, Bravo is intensifying its professional development through a year-long series of ten Common Planning Days. Individual departments set their own agendas to address student needs based on CST and District-mandated Periodic Assessment results, as well as observation of student classroom performance. However, many teachers also state that their desire to improve the District’s Periodic Assessment results drive the PLC agendas, and so the goal of the binders is being met, albeit in a different manner. Bravo Medical Magnet High School WASC Self Study Report 2013 - 95 - Chapter 4 Category B: Curriculum It is fair to say that every department has developed a curriculum and holds discussions on student expectations and outcomes. Departments also constantly question the time spent on content, strategies to teach content, and fair and authentic ways to assess content. Every student at Bravo is counseled to take courses to meet A-G requirements (see “Sample IGP” as evidence) and is exposed to the same curriculum offerings, with accommodations as needed to assist in success. Academic Standards for Each Area Bravo is firmly dedicated to bringing students to mastery of California State Standards and Expected School Wide Learning Results in every discipline. Department PLC work reflects this commitment. A great deal of time has been spent in analyzing the content standards and developing a plan for instruction and assessment. Only Career Planning does not have state content standards. Congruence Bravo staff plans for congruence between the actual concepts and skills taught, the academic standards and the ESLRs in its PLC meetings. The math, English, and social studies (for the 10th grade course) departments create their common assessments to help students demonstrate mastery of CA State Standards on the District Periodic Assessments (which are standards-based). The Science department uses the periodic assessments for evaluative purposes but find it difficult to use for planning purposes, due to the timing of the tests and their course sequencing. One concern regarding standards-based curriculum is Career Planning, which has no State Standards. However, teachers meet regularly to ensure that the course is useful for the 9 th grade students. For example they have asked in faculty meetings how they can support the rest of the school with their lessons. Through regular meetings they are ensuring a cohesive curriculum which focuses on skills and awareness based in college readiness. Student Work-Engagement in Learning At Bravo, student engagement is evident throughout the school. As one stands outside the school in the morning observing students arrive by bus, one often sees students bringing in their class projects. Walking through the halls before or after school, one notes students working on homework or projects in the halls. Student work is posted in various locations throughout the school in the halls, and student journalists are conducting interviews and taking pictures for the school newspaper (see “Vital Signs” sample). Based on observation of students participating in athletics and other activities, a high level of engagement is evident. As one enters a class, one sees students engaged in preparing and giving presentations, group discussion, lab, partner work or whatever else the teacher has planned. As one talks to students, students will demonstrate an awareness of what they are working on and why. We have over 50 clubs at Bravo (See “Official Clubs: Fall Semester 2012”) where students explore other interests with peers and look forward to sharing their work with the balance of the student body. Throughout the year we have numerous student presentations both on a large and small scale. Many students participate in academic extra-curricular activities such as Science Bowl, Academic Decathlon, Bridge Building, Science Fair (See “Science Fair Projects 2012”), Mock Trial, and Anti-Defamation League. Evidence of high standards and expectations, and students engaged in meeting these is evident throughout the school both inside and outside the classroom. Bravo Medical Magnet High School WASC Self Study Report 2013 - 96 - Chapter 4 Category B: Curriculum Formal analysis of the results of student learning—examination of student work at the lesson level—is another story. While, as mentioned before, teachers frequently examine District Periodic Assessment and CST results, an informal survey revealed that several departments look at student work much less frequently than they did six years ago. Nevertheless, the teachers who were interviewed added that they plan to take advantage of Common Planning Tuesdays to take up this practice again. The teacher reflection promoted by examining student work helps us realize how well we teachers help students to master standards. In cases where students do not master standards, we identify ways to change instruction so that students have a better chance of mastery when the content is re-taught. Faculty, both as departments and as a whole, analyze data (including results from CST, LAUSD Periodic Assessment, CAHSEE, AP, API, AYP, data from lessons and department-designed assessments) to determine the efficacy of instructional practices and to find areas of growth and need. This analysis happens during faculty meetings and during shortened-day PDs. Accessibility of All Students to Curriculum All students are expected to meet the A-G requirements, thus every student participates in a rigorous, relevant, and coherent curriculum. The staff at Bravo adjusts instructional practices and other activities to facilitate access and success for students with specific needs. A. Every course offered at Bravo Medical Magnet High School fulfills either district or A-G requirements and contains a rigorous, relevant, and coherent standards-based curriculum. B. The process for determining the master schedule takes into account the needs of our student population, specifically in regard to single period class offerings. The head counselor seeks to schedule the single period class offerings throughout the day so as to make as many of them open to interested students as possible, i.e. to reduce conflict and allow access to all students. C. On-line courses are provided through Los Angeles Virtual Academy’s (LAVA) APEX, an LAUSD program, for students who have schedule conflicts that affect their ability to take AP courses. D. A Resource Specialist and RSP aide assist in classes where students with special needs are present to support their access to core courses (Collaborative Model). E. A learning center program provides individualized support to students with special th th needs. The Period 5 Learning Center is mainly for identified 9 and 10 grade students. Students are programmed into the Learning Center based on their IEP or through counselor identification, and are chosen to participate due to poor grades because of skill deficiency. Juniors and Seniors that have not passed the CASHEE are also enrolled in the learning center. F. The RSP teacher, EL Coordinator, and Gifted Coordinator provide the faculty with strategies to support special needs’ students. G. Students designated as LEP (Limited English Proficient) or PRP (Preparing to Redesignate Proficient) are in sheltered classes with teachers trained/in training in Bravo Medical Magnet High School WASC Self Study Report 2013 - 97 - Chapter 4 Category B: Curriculum SDAIE strategies (See “ELL students in sheltered classes”). These classes are distributed across the core curriculum: in 2012 for 9th to 12th graders there are 17 Sheltered English classes, 12 sheltered classes in social sciences, 23 sheltered math classes, 14 sheltered science classes, and all PE classes are sheltered. H. A one week Bridge program helps transition 80-100 potentially at risk incoming freshman students into high school. Students are identified based on attendance and grades from middle school. The program consists of an introduction to the state content standards and Bravo’s support services. The program staff consists of the Title I coordinator and math, science and English teachers. I. Gifted and AP Readiness, along with the affiliated teachers, target students needing support. K. The Advancement Via Individual Determination (AVID) program focuses on raising the performance of students in the middle range of grade point averages (2.0-3.0) and preparing them for college acceptance. AVID teachers have been trained by regional AVID program professionals to implement the data based benefits of the AVID program. For several years se were successful recruiting 9th graders to participate, but as time went by we found we could not retain those students. The 2010-2011 school year was the last year we offered AVID as a class during the school day. In the spring of 20112012 we offered AVID after school, and in 2012-2013 we don’t offer AVID at all. L. Gifted students are placed in Honors level courses to receive additional challenges. M. Access to the Advanced Placement (AP) Program has been expanded to meet the needs of students in the following ways: 1. Every student that wants to take an AP course can apply. 2. All AP teachers have taken part in training and certification programs 3. The numbers of AP course sections have increased in English, Spanish, and Mathematics. Information obtained from LAUSD’s MyData page shows the following number of exams taken by students enrolled across all AP Subjects: 635 tests in an AP course in 2007-08 720 in 2008-09 732 in 2009-10 762 in 2010-11 775 in 2011-12 4. As of 2012-13, a sampling of 10 AP classes shows that there is with regards to gender. See the graph below. Bravo Medical Magnet High School WASC Self Study Report 2013 equal access - 98 - Chapter 4 Category B: Curriculum Enrollment in AP vs. Percentage of Total Population By Gender, 2012-2013 70% 60% 50% 40% Percent in AP % Population 30% 20% 10% 0% males females However, Asians are over-represented in this sample (comprising nearly 30% of classes sampled, while constituting 12% of the school population). Blacks and Whites have nearly the same relative populations in AP classes as they do in the school, but Hispanics are suffering from under representation. They constitute only 57% of the populations of the AP classes sampled, but 77% of the school as a whole. Enrollment in AP vs. Percentage of Total Population By Ethnicity, 2012-2013 90% 80% 70% 60% 50% Percent in AP 40% % of Population 30% 20% 10% 0% Asian Black Hispanic White th N. 10 grade students may select to participate in Humanitas where an English and Social th Studies teacher thematically team teach. In 11 grade Humanitas, a Drama course is added to the English and Social Science courses. Bravo Medical Magnet High School WASC Self Study Report 2013 - 99 - Chapter 4 Category B: Curriculum O. based on CST scores, math grades, and other data points, students are placed in Algebra Tutoring Lab and Geometry Tutoring Lab class. P. Bravo, in partnership with ROP (Regional Occupational Program), offers a number of courses in keeping with our medical theme. Administrative Assistant I, II, III offer relevant training through the following courses: Customer Service Representative: Sports Therapy AIDE: First Responder: Medical Health Information Technology I, II, III, IV: • Medical Terminology • Medical Office Procedures/Occupations Evidence: “Master Schedule File Update / ROP courses offered 2012-13” Q. We partner with adult school and community colleges to offer on-site courses to allow students the opportunity to make up failed classes and missing courses/electives. In Adult School students can make up English 9-12, Algebra, and History 10-12. Through the community colleges we offer Art History, Drawing, and Psychology on campus. S. STAR, a two year program in partnership with USC; and EHA, a three year program with USC. In years 1 and 2, students learn research techniques, discoveries, and different careers in science. Research techniques are practiced in class. In their senior year students travel to the laboratories at both the USC Health Sciences and University Park Campuses and work on research projects under the guidance of USC mentorss. T. A recent survey shows that on most days students can choose from about ten teachers who offer ongoing, informal tutoring before or after school, or during lunch or nutrition. The specific teachers who offer tutoring may vary from day to day but totals 18 teachers. Additionally, several teachers offer mock AP tests or tutoring to prepare students for AP tests. Evidence: “Subject: Evidence of Informal Tutoring of Bravo Staff” surveys U. As part of our ongoing efforts to improve our ability to meet student needs, Bravo sent a group of teachers to observe La Serna HS in 2010-11, as we were interested in seeing if the Advisory program La Serna has could be adapted to fit Bravo’s schedule and culture. A special RTI committee formed, studied the matter, suggested several Advisory schedules for the faculty to consider, and then put the options to a vote in the spring of 2012. Because the faculty had too many unanswered questions, we voted to not adopt any of the suggestions this year. We did agree to revisit the question of an Advisory period and vote again once we get additional information. Integration Amongst Disciplines Departments at Bravo foster and maintain integration among disciplines on a limited basis. The Humanitas program integrates English Language Arts and Social Studies in 10th grade, with History of Theater added for 11th grade.. This program is very strong with excellent collaboration and communication between participating partners. There is a limited partnership between math and science as well as Health and PE. Although at the time of the 2007 accreditation process we were planning to increase integration among disciplines, at present we have no formal structure in place to increase collaboration between departments. Bravo Medical Magnet High School WASC Self Study Report 2013 - 100 - Chapter 4 Category B: Curriculum Curricular Development, Evaluation, and Revisions Professional development time is regularly used to evaluate curriculum, instruction and student mastery. It is when syllabi are modified, lessons and strategies are discussed and student work and other data are evaluated. This process has afforded teachers the opportunity to refine their delivery and improve student engagement. Beginning this year we have added time for PLC’s to engage in common planning. This time is being used to revisit content standards, align curriculum and develop common assessments. Once this is done, we can again look at student work. Policies-Rigorous, Relevant, Coherent Curriculum The increase in scores on State standards-based assessments demonstrates evidence of the effects of our standards-based, rigorous curriculum. This is in keeping with our Expected School-wide Learning Results. A. In 2008 our API was 818; in 2009 it was 815; in 2010 it was 820; in 2011 it was 831; and in 2012 it increased to 842. This trend of increased scores shows us that overall, our rigorous curriculum is having positive effects on student learning. B. Our CAHSEE scores have been going up, slowly but steadily, showing that the rigor of our courses is helping students achieve: 120% 100% 80% % Passed 60% % Proficient 40% 20% 0% 20082009 20092010 20102011 20112012 C. Our AP pass rates demonstrate rigor by increasing on a long-term basis: Bravo Medical Magnet High School WASC Self Study Report 2013 - 101 - Chapter 4 Category B: Curriculum Cumulative AP Pass Rate 80% 75% 70% 65% 60% 55% 50% 07-08 08-09 09-10 10-11 11-12 Academ ic Year Articulation and Follow-up Studies Bravo Medical Magnet High School effectively participates in two types of articulation programs. The first is linked to feeder middle schools, and the second is connected to local colleges and universities. A. Incoming Freshmen Articulation Programs: Students come from various middle schools throughout the Los Angeles Unified School District because Bravo is a magnet high school. Every year, our Magnet Coordinator participates in the district-wide magnet fairs to provide parents and students more information about our particular magnet school. Our Magnet Coordinator also organizes day-long tours for parents and students interested in applying to Bravo. Additionally, our Title I Coordinator organizes a 3-day Summer Bridge Program that specifically targets at-risk, incoming 9th grade students. Our Magnet Coordinator reports that our articulation with middle schools is about the same in 2012 as it was in 2007. B. College Preparatory Articulation Programs: Partnerships with the California State University (CSU), University of California, (UC), USC, and Mount Saint Mary’s College, as well as East Los Angeles Community College provide a college representative on campus regularly to meet and work with students. As a result we have a high admission rate to all campuses in the CSU and UC systems. According to our Report of PostSecondary Plans, out of our 408 graduating seniors, 383 students plan to enroll in a college or university, including the enrollment of 72 students in a UC and 139 students in a CSU. C. A partnership with the University of California provides a UC representative on campus regularly to meet and work with students. As a result we have a high admission rate to all campuses in the UC system, particularly to the Los Angeles and Berkeley campuses. Prompt: Curriculum: Additional Findings Goals for articulation include outreach to middle schools and an alumni tracking system through college surveys, website surveys, transcript requests, and our Alumni Association, which can be accessed through our school website. An ever evolving partnership exists between Bravo Medical Magnet and the ROP program, community colleges, colleges/universities, and adult Bravo Medical Magnet High School WASC Self Study Report 2013 - 102 - Chapter 4 Category B: Curriculum school. A number of programs are offered that help our students meet graduation requirements. Over the past several years these programs have been expanded through the efforts of our counseling department. It is our goal to continue expanding our relationship with post-secondary institutions to help us better serve our students and provide them additional opportunities to gain experience/learn about the medical field and prepare for life after high school. Prompt: One of our critical academic needs targets students in need of intervention. Our articulation program available for incoming 9th grade students specifically targets English Language Learners and at-risk, low-performing students. With the help of our counselors and Title I Coordinator, these students and their parents are invited to participate in a three-day Summer Bridge Program that familiarizes new students with the rigorous curricular demands of our school. Additionally, this year we are offering all students the choice to participate in the Afterschool Tutoring Program, which provides academic support for all core classes, including CAHSEE ELA and math prep. Evidence: “Bravo Tutoring Staff” B2. Curriculum To what extent do all students have access to the school's entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-tocareer goals? Variety of Programs-Full Range of Choices Bravo provides all students with opportunities to make appropriate choices and pursue a full range of realistic career and educational options by providing for career exploration, preparation for postsecondary education, and pre-technical training. th th th A. Every 9 , 11 and 12 grade student has a 4-year educational plan agreed upon by student, parent (where possible), and counselor. The plan addresses the A-G requirements and charts the students’ progression through high school providing a th framework that students and parents can follow through graduation. 10 grade plans will be complete by April. B. Under AB1802, counselors must meet with every student and parent (when possible) annually to review the student’s academic record. C. Students are advised of their credit status and A-G graduation requirements through grade level orientation assemblies, classroom presentations by counseling staff, and individual conferencing throughout all four years. th D. 9 grade Career Planning classes access My Road academic pathways to ensure graduation, career exploration, and admission to college. My Road is a web-based resource for college and career planning sponsored by Educational Testing Service/College Board. E. All students are provided with PSATs, SAT preparation programs, financial aid workshops, and college application and personal statement tutorials free of charge. F. PSAT results are interpreted which gives insight to career choices and academic plans of study. Bravo Medical Magnet High School WASC Self Study Report 2013 - 103 - Chapter 4 Category B: Curriculum G. The AP program provides students with college level curriculum that can earn them college credit. H. A partnership with the USC Health Sciences Campus provides students with a variety of experiences: 1. USC Student to Student Mentorship Program USC medical students conduct 7 two-hour workshops after school. The opportunity allows students to hear “first hand” about Medical School. 4. USC Med-Cor Students begin this program in middle school and there is no formal high school program. Many of our students however are part of Med-Cor where they go to USC on Saturdays to receive academic assistance and enrichment. 5. Science Technology and Research (STAR) program A two year program in partnership with USC. In year 1, students learn research techniques, discoveries, and different careers in science. Research techniques are practiced in class. In year 2 students travel to the laboratories at the USC Health Sciences Center and work on a research project under the guidance of a USC mentor. J. A partnership with the University of California provides a UC representative on campus regularly to meet and work with students. As a result we have a high admission rate to all campuses in the UC system, particularly to the Los Angeles and Berkeley campuses. Student-Parent-Staff Collaboration Each student, his or her parents, and the school’s counselors meet to develop an Individual Graduation Plan (IGP) when the student first arrives as a ninth grader. Evidence: sample IGP) The Individual Graduation Plan is reviewed every year with every student until the senior year and changes are made as needed. Monitoring/Changing Student Plans Counselors meet with students regularly to review and make modifications of the students’ IGPs if necessary which can include adjustments to classes and programs. Seniors are met with as many as four times a year. Juniors are met with twice a year. All freshmen are met with when they start here at Bravo and sophomores are met with once a year. Students are monitored through individualized academic counseling as opposed to whole group counseling. Whereas several years ago we had six counselors to serve our student body, in 2012 we have only three. Individual counseling allows for more effective modification of the students’ 4-year plan based upon the ongoing scholastic progress of the student. In the event that students need to repeat a course, they are programmed either for summer school or adult education programs. Bravo provides an on-campus, after school adult education program to address students that require academic remediation. Students are referred to Occupational Centers and Adult Schools in the students’ area of residence. Each summer students receive a computer generated letter advising them of their credit status. Bravo Medical Magnet High School WASC Self Study Report 2013 - 104 - Chapter 4 Category B: Curriculum Post High School Transitions Bravo’s curriculum includes Career Awareness courses for ninth graders in which they explore post graduation careers. In addition, we offer Regional Occupation Programs. The STAR program was developed in collaboration with USC Medical School. In this program students do research which can facilitate transitions to post high school options. Various colleges and universities mentor and provide options on our campus. Once a year Bravo hosts a Health Fair which showcases career opportunities. In addition colleges such as La Verne, Columbia, Scripps, Yale, Santa Barbara and USC provide information and direction geared towards their universities. Bravo offers a number of college application and financial aid workshops throughout the year. We offer five Cal State workshops and three UC workshops. Bravo also offers their students college course opportunities through East Los Angeles Community College. Bravo offers a Regional Occupational Program. At present 90 students participate in the program. They intern in various offices at USC Medical center. B3. Curriculum To what extent are students able to meet all the requirements of graduation upon completion of the high school program? Data shows that the overwhelming majority of students at Bravo meet the graduation requirements upon the completion of our high school program. The average graduation rate at Bravo over the last 3 years is 91.6%. With numbers such as this, it is evident that students at Bravo have established a strong trend of completion of graduation requirements. The counseling department works closely with students throughout their high school career, but particularly in their senior year, to ensure that students take advantage of every opportunity to complete graduation requirements in four years. For those students who fall a little short, counselors assist students in pursuing educational options to complete their credits. Most students do so by the end of the summer and return to pick up their diploma. With the excellent reputation of our school in LAUSD, a diploma from Bravo demonstrates a significant achievement. Real World Applications-Curriculum All students are required for graduation from Bravo to have volunteered in the community for 40 hours. Every student also for graduation must pass a service learning project. Evidence: “Teacher Verification of Marks” for Service Learning. This has been implemented in the ninth grade Career Awareness/Health classes. Additional real world applications of their education include the ROP programs that include Administrative Assistant 1, 2 and 3 (3 classes, 6 periods), Sports Therapy, Medical Terminology and Customer Service Representative classes. All students at ninth grade are informed of the Engineering and Health Academy Program that requires an application and interview. This program as well as the Science Technology and Research (STAR) program will have students in USC research laboratories during their senior year, the ultimate in real world science research. Various clubs on campus support the real world view such as Club MD, Academic Decathlon, Debate Team, and Science Bowl. In the classroom setting daily assignments prepare students for the real world of college and university. Most Bravo students will end up there. Specific classes with real world applications Bravo Medical Magnet High School WASC Self Study Report 2013 - 105 - Chapter 4 Category B: Curriculum include Journalism, Drama, and Performing Arts like Folklórico, Latin Jazz Band, and Dances of the World; and Computer classes like Animation and Digital Imagery and STAR I . Meeting Graduation Requirements Incoming at risk ninth graders are identified and placed in a summer Bridge program to prepare them for the rigors of high school. All freshmen take a Career Planning course which emphasizes skills necessary to be successful in high school as well as graduation requirements. Based on CST scores, selected ninth graders are placed in an additional English class called Academic Literacy (Read 180) and/or an additional Math Tutorial class for support in the 9th grade. Another support program is for Bravo’s 50 EL students. They are clustered in various sheltered classes for maximum support. RTI is being implemented in the form of after school tutoring on a self-selected basis. These tutoring groups include: Algebra I, II, Math Analysis, AP Biology, AP History, AP Chemistry, AP Calculus, CAHSEE Math and English, ELL Reading and Writing and Content Skills and Homework Support. Additionally, many teachers at Bravo are having tutoring sessions before school and during nutrition and lunch. Curriculum: Additional findings Partnerships with UCLA, CSLA, CS Northridge and Mt. Saint Mary’s provide Bravo students with one or two days of the week accessibility in the College Center to meet with college representatives. This allows students to become aware of the graduation requirements necessary for college and university entry. Counselors at Bravo meet with students twice each year and extensively during the senior year to make sure they meet graduation requirements. An additional avenue for students lacking necessary courses or credits for graduation is the LAVA APEX program for various AP courses including AP English Literature, AP Government, Macroeconomics, Geography and World Cultures, and Psychology. An adult afterschool program (3days a week) at Bravo allows students to make up credits to get on track for graduation. Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. In order to meet all the graduation requirements Bravo needs to focus on both academic vocabulary and test taking skills. Subgroups targeted for intervention are EL, at risk, low performers and Special Ed. Literacy, numeracy and science are areas of focus in academic classes to promote achievement. Bravo Medical Magnet High School WASC Self Study Report 2013 - 106 - Chapter 4 Category B: Curriculum WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs Category C. Standards-based Student Learning: Instruction: Areas of Strength 1. 2. 3. We have high expectations for all students, inclusively all students are expected to complete the A-G requirements. Our scores for AYP, CAHSEE, and AP tests are going up over the long term. Over the last four years, Bravo has averaged 96% pass rate in CAHSEE with a proficiency average of 77%. 4. Our graduation rate stands at 84%, which far exceeds that of the district. 5. There is a lot of informal tutoring occurring throughout the week. 6. There is a wide range of classes and programs: Sheltered, RSP, Humanitas, Honors, ROP, STAR, support the learning needs of all students 7. There are a wide variety of sports and clubs 8. A standards-based curriculum in all courses 9. Established Partnerships enhance programs and course Category C. Standards-based Student Learning: Instruction: Areas of Growth 1. Bravo’s vocational offerings have diminished due to budget cuts. We need to reinstitute them. 2. We need to make looking at student work a regularly scheduled task. 3. Improve integration between disciplines 4. Continue to look for ways to improve articulation with middle schools 5. Reinstitute the Career Fair. 6. Investigate ways to increase participation in the annual Health Fair. 7. 8. There needs to be a system to identify and place students in appropriate classes prior to the beginning of the year. Increase volume of follow up data on graduates Bravo Medical Magnet High School WASC Self Study Report 2013 - 107 - Chapter 4 Category C: Instruction Chapter 4 Category C: Instruction C1. Instruction Criterion To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results? CRITERION C1 INDICATORS AND PROMPTS Results of Student Observations and Examining Work To what extent did the observations of student working and the examining of student work provide information on the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected schoolwide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities. Prompt 1: Findings Bravo supports all students in achieving the academic standards and expected schoolwide learning results across all content areas. Our school population includes students from diverse backgrounds in respect to culture and academic abilities. Because of this diversity, our teachers integrate various strategies and approaches in their classes to assist students in meeting the challenging learning experiences set forth in their classrooms. This is accomplished through the use of cooperative grouping, project-based learning, student conferencing, instructional aides, resource specialists, SDAIE, and technology. The English department uses project presentations to provide instructional context and to assess the students’ understanding. The writing process (i.e. brainstorming, clustering, drafting, editing, revision, and publishing) is an integral component of the English curriculum. The department uses a literature and expository-based approach in order to incorporate higher-level literature and expository texts through instructional strategies such as book talks, dialectical journals, literary journals, socratic seminars, deconstructing models, and the analysis of literary elements. The math department generally follows the textbook outline and pacing plan, but the department has selected texts that provide real-world activities to further demonstrate concepts. Math teachers also choose to take their classes to the computer labs to integrate math simulation programs that allow the students to understand mathematical concepts better. Note taking techniques, reviewing, group work, class discussions, lecture, math games, software, presentations, graphing calculators, algebra and geometry periodic assessments, the UCLA Diagnostic Test, Smart Boards and Tools, and the multitude of mathematics material available on the internet are all tools and strategies used by math teachers in the classroom. In Science, students are challenged through laboratory investigations and science-based written papers such as lab reports which require students to analyze and interpret data. Students also engage in experiments, oral presentations, model creation, research projects, demonstration, and other displays. Science activities are conducted with alternating groups of students. The use of cooperative groups ensures that students learn to assume leadership roles working with Bravo Medical Magnet High School WASC Self Study Report 2013 - 108 - Chapter 4 Category C: Instruction their peers. The department makes certain that the instruction and laboratory activities are aligned with content standards and the investigation and experimentation standards. Using prior knowledge, laboratory experiences, and course material covered in class, students are exposed to various learning modalities to foster the problem-solving skills that they will need throughout their adult lives. In addition, the introduction of technology in chemistry is interdisciplinary with applications in environmental science, physics, physiology and other science classes. Social studies classes utilize district-approved textbooks, district assessments, and core standards adhering to the state curriculum. The department also uses supplementary materials such as magazines, newspapers, mock trial/court, and debate to challenge students. Social studies teachers engage students in a variety of critical thinking activities. Students analyze diverse primary sources such as visual texts, films, dialectical journals, they create collages, and participate in role play. In the social studies classroom, students learn and practice proper argument structure by outlining major philosophies, abstract concepts, debating, and writing assignments. Through a variety of group projects, students develop interpersonal, research, and writing skills. Students learn historical points of view through simulations and analytical writing. Teachers use a variety of assessments to check for student comprehension via tests/quizzes, written assignments, oral presentations, and classroom discussions. The physical education department integrates literacy and critical thinking skills through various types of activities that are presented in their classes. Through these activities, students demonstrate the ability to identify, define, and solve problems. Students are responsible to collect and analyze data to formulate possible solutions. The physical education teachers provide instruction through both independent and collaborative learning models. The foreign language teachers provide students the opportunity to be immersed in the language acquisition process by being assigned to the appropriate level course as best as possible. Students who take Spanish are designated into either the Spanish Speaker strand or the NonSpanish Speaker strand (regular foreign language program) according to their language proficiency level. Students develop speaking, listening, reading, writing and analytical skills in all levels. The foreign language curriculum is being re-aligned with the new state standards. Students are given the opportunity to continue their foreign language growth. All foreign language students are expected to achieve the academic standards as well as the ESLR’s in all levels. Students in the Spanish Speakers strand can feed into either the AP Spanish Language course or the AP Spanish Literature course. The Non-Spanish Speakers strand can feed into either the Spanish 4 Honors course or the AP Spanish Language course. All students in the visual and the performing arts electives are given the opportunity to develop a working vocabulary in their chosen art form whether it be music, theater, art, or dance. Students work from process to product while reflecting, assessing, and honing their academic, technical, and performance skills. Students develop higher level cognitive skills through wholebrain learning. Instruction emphasizes the connection between the student, culture, and the global community. Supporting Evidence: Classroom observations Bravo Medical Magnet High School WASC Self Study Report 2013 - 109 - Chapter 4 Category C: Instruction Student Understanding of Performance Levels To what extent do students know beforehand the standards/expected performance levels for each area of study? Prompt 2: Findings At Bravo, much effort is made to communicate norms, expectations, and responsibilities to students. Each academic year, every student is provided with a wire-bound agenda book that contains the behavioral and academic expectations at Francisco Bravo Medical Magnet. These documents include the “Partners in Learning Compact” (which outlines academic and behavioral responsibilities for students, family, and staff), “Bravo’s Goals,” “Bravo’s ESLRs,” “Curricular Programs,” “LAUSD Graduation Requirements,” a “Checklist for Student Achievement,” and LAUSD Rubrics for “Subject Grades,” “Work Habits,” “Cooperation,” along with other useful information pertinent to academic expectations for students. At the beginning of each academic year, all students are required to read, sign, and obtain parent signatures on school several contracts including the above-mentioned “Partners in Learning Compact,” the LAUSD Internet Acceptable Use Policy, policies on Classroom Behavior (addressing, among other things, electronic devices), and other items relevant to academic expectations. These papers are collected in an orderly manner through their homeroom periods. Supporting Evidence Course syllabi, standards posted in classroom, agendas on the board, objectives on board, ESLRs posted, rubrics, copies of CST/CAHSEE standards/sample tests, warm ups in math, writing prompts to assess student prior knowledge, teachers use concept development maps, guided practice, modeling, In addition, content area and teacher-specific expectations are communicated by each individual teacher in several ways. First, each teacher is required to have a course syllabus outlining, at minimum, the textbook, grading scale, homework policy, benchmark assessments, and general class rules/norms/expectations. The syllabi are generally presented to students and families either during the first week of school, Back to School Night, or both. In addition, many teachers post syllabi online, or maintain their own website or class blog. academic vocabulary review, questioning techniques, word walls In addition, through administrator walk-through observations and the STULL process, the school administration conveys the requirement that all teachers post the following in their classrooms: sample student work with corresponding scoring rubric, daily agendas/objectives, state content standards, ESLRs, and Bravo’s Vision and Mission statements. Bravo Medical Magnet High School WASC Self Study Report 2013 - 110 - Chapter 4 Category C: Instruction Differentiation of Instruction To what extent is differentiation of instruction occurring and what is the impact on student learning? Prompt 3: Findings Supporting Evidence Differentiation of instruction is a strategy that gives students options for learning and understanding information being passed on to them. It requires that teachers be more flexible in their classes by adjusting the curriculum or the way they present information to students, rather that expecting students to adjust themselves to the curriculum. Classroom observation At Bravo, teachers collaborate with the special education teacher and assistant in order to make appropriate accommodations for students with Individual Education Plans (IEPs). This special education population at Bravo includes students with a wide variety of disabilities such as autism, specific learning disabilities, visual impairments, deaf and hard of hearing, and other health impairments. Each of these disabilities demands different student modifications that Bravo teachers are always willing to provide. Examples of such accommodations include extended time for assignments and tests, shorter or chunked reading/writing assignments, use of visuals and technology, and hands-on activities. These approaches are aimed at meeting the needs of our students with disabilities so that they can successfully participate in the general education classroom. In addition, it also enriches and improves the learning experiences of the general education students as well. provision of visuals extended time for assignments and tests shorter or chunked reading and writing assignments hands-on activities and assignments A variety of teaching strategies are implemented in the classroom in order to reach each and every student. The wide array of strategies used complements the different learning styles our students have. Such options include: Different ways for students to explore curriculum Various activities and ways that appeal to various senses and processes through which students can learn and “own” information Various options for students to demonstrate or show what they have learned. Cooperative grouping and peer teaching Use of visuals, audio, hands-on activities, software, videos to supplement curriculum Project-based learning SDAIE strategies for English Learners (ELs) Bravo Medical Magnet High School WASC Self Study Report 2013 - 111 - Chapter 4 Category C: Instruction Student Perceptions Through interviews and dialogue with students that represent the school population, comment on a) their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences. Prompt 4: Findings Supporting Evidence Based on previous years’ surveys (2009, 2010, 2011) School Report Cards, as well as on student classroom surveys and interviews conducted as part of our self-study, we found that a large majority of students have expressed having positive learning experiences. Students: School Report Cards for years 2009, 2010, 2011 Student WASC Survey 2012 Teacher interviews with students 1) Feel they can talk to their teachers about both academic and personal matters 2) Feel supported through direct teacher assistance offered before and after school, and during lunch 3) Are made aware of graduation requirements through the counseling department and/or the 9th grade Career Awareness Course 4) are provided with and know learning objectives for each course (most are posted within classrooms) 5) are given feedback on tests, projects, writing assignments and labs through rubrics, teacher notes and/or comments 6) feel the school provides them with the resources needed for their education (books, supplies, access to computers, online resources) 7) feel the school offers courses that prepare them for college (AP, Honors) 8) feel they have opportunities for learning support (tutoring with teachers after and before school, nutrition, and lunch / After School Tutoring Program /Mentor Program) 9) feel motivated and supported to complete assignments given by teachers 10) feel teachers give the right amount of homework to supplement their learning Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Prompt 6: Findings Although the Academic Performance Index (API) continues to increase, student academic achievement continues to be a priority at Bravo. Instructional practices are always centered around improving academic achievement for all students. In recent years, it has been determined that one of the critical academic needs at Bravo is to increase literacy skills across the board for all students. Literacy skills are a vital part of students successfully accessing and mastering state standards and Bravo’s ESLRs. Thus, much time, energy, and effort has been Bravo Medical Magnet High School WASC Self Study Report 2013 - 112 - Chapter 4 Category C: Instruction devoted to providing professional development training to faculty and staff to equip them with the skills and knowledge to help students increase their literacy skills in their subject areas. The integration of the common core standards will also led us in the right direction to fulfill this goal. The Los Angeles Unified School District has designated 14 Tuesdays for Professional Development (PD) to provide faculty and staff time to receive information deemed pertinent to student success. Starting with the 2012-13 school year, LAUSD takes 7 of the PD days to give schools a prescribed agenda to present information that is essential for faculty to know as they plan their units i.e. Common Core ELA, Common Core Math, Master Plan, and Teaching and Learning Frameworks. The remaining 7 sessions are determined by Bravo’s Professional Development Team. The team looks at student data to help determine what professional development is needed for faculty to help promote student literacy and achievement. Determination of student needs comes from information gathered from course grades, CST scores, periodic assessments, and CAHSEE scores. These instruments are a good indicator of where students are and what possible areas need to be addressed. In addition to reviewing student data, each department develops SMART goals based on student needs. With the increased usage of student data, instructional practices have changed as faculty becomes more focused on identifying the gaps in student achievement. Targeted intervention has led to the introduction of various instructional strategies that have been proven to improve student literacy and academic achievement. The 2011-12 school year brought more dedication to the planning, design, and the next steps for the implementation of Response to Intervention (RTI) at Bravo. Bravo reestablished their RTI team. Several teams were sent to La Serna High School to view their RTI program. La Serna had some practices that several team members thought would be a great fit for Bravo. In addition, the RTI team attended the RTI Cohort presented by Local District 5 to further develop their knowledge base in regards to RTI. The team brought back key concepts from La Serna and the RTI Cohort as they continued the planning process at Bravo. Bravo now has a tentative bell schedule and has determined the criterion for student placement in advisory groups. As the planning continues, it was deemed necessary to establish PLCs to allow departments and group alike subjects to meet and plan together. Some of the goals of PLCs is to allow faculty time to share data on their students, practices, concerns, establish policies and procedures within their PLCS, and create common assessments. All of these goals have the same end concept of improving student literacy and improving student achievement. Being a new concept at Bravo, Richard Smith of Solution Trees, conducted a PLC workshop providing focus and direction. Probably the most important concept presented during this workshop was the necessity of building trust within your PLC. It was determined that in order to effectively plan and implement true PLCs, time needed to be dedicated specifically for PLC business only. The 2012-13 school year has allotted 10 Tuesdays, 1hour and 10 minutes, dedicated for PLC time. This time is committed to continue the focus of improving student literacy and student achievement within each department. In the quest of improving instruction for students, which will lead to improved student literacy and student achievement, Bravo continues to provide additional learning opportunities for students. . Many teachers are committed to making sure that all students are able to access their curriculum that they provide tutoring before school, during nutrition and lunch, and after school. Bravo has also implemented a formal tutoring program after school in many content areas based upon student need. Sensitive to the changing dynamics of our students, a studentto-student tutoring program has been implemented at lunch to provide additional assistance for students by student. Bravo Medical Magnet High School WASC Self Study Report 2013 - 113 - Chapter 4 Category C: Instruction Bravo continues to send faculty and staff to professional development activities designed to help them improve their craft. With the targeted focus of improving student literacy within content areas, extra effort is being made to ensure that students are capturing vocabulary and are able to understand information being presented in textbooks. As mentioned earlier, instructional strategies are being implemented to help engage students more fully in the learning process. Bravo’s API of 842 demonstrates that students are continuing to increase their literacy skills and academic achievement. Instructional practices that have been implemented are paying off as indicated by the increased number of students passing CAHSEE, higher CST scores, and the increase of the API. Supporting Evidence API Professional Development Binder Identified SMART Goals RTI Team Documentation C2. Instruction Criterion To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels? CRITERION C2 INDICATORS AND PROMPTS Current Knowledge Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology. Prompt 7: Findings Bravo High School is served by an array of district personnel, administrators and teachers who both provide and seek out a wide variety of instructional opportunities to learn and practice the latest methodology in secondary education strategies. The coursework and instruction encompasses teachers in all subject areas, grade levels and skill sets, ranging from Special Education, Advanced Placement, English Language Learners and Gifted students. The instructional methodology and content came is both teacher initiated and district mandated. These findings were compiled in research done at Bravo High School through interviews done with administrators, coordinators, and teachers who either conducted or participated in the activities outlined below: Bravo Medical Magnet High School WASC Self Study Report 2013 Supporting Evidence Professional Development Binder including Agendas, sign in sheets, etc. Teacher Certification documentation Conference attendance records Training attendance records Related instructional - 114 - Chapter 4 Category C: Instruction District-mandated: MyData: Common Assessments, Core K-12, Instructional Strategies: Responses to Intervention and Instruction (R.T.I.) Professional Learning Communities Beginning Teacher Support and Assessment (BTSA) Nonviolent Crisis Intervention: two teachers materials Related lessons plans Presentation materials Teacher Initiated: National Board Certified Teachers: three teachers National Science Teachers Association Conference-four teachers and one administrator A.V.I.D. Training – L.A.C.O.E.- four teachers Advanced Placement: 3 teachers California Mathematics Teacher Council Conference-two teachers Video Conferencing Workshop: two teachers Secondary Academic Literacy Training: one teacher Gifted Conference: one teacher The following presentations were prepared for Professional Development meetings attended by the entire faculty. The following topics were presented by various school personnel: Excel Decoding the Textbook Writing Process “Say What?” S.M.A.R.T. Goals Underperforming Target Groups Teachers as Coaches Prompt 8: To what extent do teachers work as coaches to facilitate learning for all students? Findings Supporting Evidence At Bravo, teachers serve as coaches to facilitate learning at both an academic and recreational level. As mentioned before, many teachers informally provide tutoring before/after school and during nutrition / lunch. In addition, our own teachers participate in Afterschool Tutoring as opposed to an outside agency providing this assistance. Various programs at Bravo require preparation and participation apart from the school day and it is Bravo teachers who commit themselves to fulfill these obligations for our students. For example, AP teachers set up additional study sessions to better prepare students for their AP exams. Some of the other programs that require such coaching are the Debate Team, California Scholarship Federation (CSF), Science Bowl, National Honor Society (NHS), and Leadership Council. Classroom observations Teacher interviews Faculty survey Bravo Medical Magnet High School WASC Self Study Report 2013 - 115 - Chapter 4 Category C: Instruction On a recreational level, there are approximately 40 clubs (i.e. Black Student Union, Do Something, One in Christ, GayStraight Alliance, etc.) on campus in which our own teachers serve as the sponsors. These coaches assist the students in meeting their club’s “constitution” goals that are set forth at the start of each year. In the classroom, teachers also take on the role of coaches. Cooperative grouping and project-based instruction is used when possible in the classroom. Thus, creating the shift from teacher-centered to student-centered. The teacher serves as integral component for project-based learning and cooperative groups to be successful, making clear what the expectations are and assisting them in reaching these academic and interpersonal goals. Examination of Student Work To what extent do the representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired? b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this? Prompt 9: Findings Supporting Evidence At Bravo High School, students are given ample opportunities for sequenced, sequential learning, which requires higher levels of thinking from Bloom’s Taxonomy as the following examples demonstrate: 1. Interactive notebooks 2. Literature circles 3. Shared-inquiry discussions 4. Socratic seminars 5. Science fair projects 6. Research projects 7. Books created in Mexican-American Studies class 8. Grammar Book Fair 9. Science labs 10. EHA/STAR program 11. ROP Observations of classroom instruction as noted instructional materials and equipment Students are given the tools to research, inquire, gather, discover, and invent knowledge on their own through the instruction and skills taught to them by their content area teachers. In addition, classes incorporate expository-type lessons into the curriculum by collaborating with the teacher librarian. The teacher librarian provides the students with instruction on how to evaluate sources for credibility and how to access various forms of text (print, non-print, academic journals, etc.) at appropriate reading levels for students. Bravo Medical Magnet High School WASC Self Study Report 2013 - 116 - Chapter 4 Category C: Instruction To what extent do the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation? Prompt 10: Findings Supporting Evidence Classroom walls, hallways, class activities, and fairs are evidence that student work samples show that students are able to think, reason, and problem solve in a variety of situations. Photographic evidence of displayed student work The following projects are testament to this student learning: Individual Activities: Science fair projects Mexican-American books Grammar books Paranormal Convention Group Activities: Bridge building Drama productions Various projects displayed on hallway walls Shared-inquiry discussions/ Socratic Seminars Science labs To what extent do the representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results? Prompt 11: Findings Supporting Evidence Bravo is committed in integrating technology throughout the instructional program so that they meet Bravo’s ESLR goal of having students become “creative users of technology” and to have students prepared for the 21st century. Therefore, Bravo has undergone extensive technology infrastructure updates which allow portable technology devices to roam the campus without restriction. All classrooms and instructional areas are either hardwired or have wireless connectivity to the Internet and various local Intranets. Application and utilization of technology is ongoing and extensive in high school instruction today. Student work, instructional equipment and materials, infrastructural equipment Copy of PowerPoint Rubric utilized for US History students. Classroom observation of student presentations; print-outs of student PowerPoint presentations. Survey results have shown that 81 percent of the staff is currently using technology in the classroom. In the classroom, software such as Microsoft Office and Adobe Creative Suite programs are used to create text and multimedia content. Our school newspaper is published both in print and online. Bravo’s public website informs students and parents on events and activities. The Engineering Health Academy uses advanced computer technology such as touch Bravo Medical Magnet High School WASC Self Study Report 2013 - 117 - Chapter 4 Category C: Instruction screens and digital 3D solid printers. Smart board technology is used in select classrooms to demonstrate mathematical concepts. Some courses such as Computer Animation and Digital Imaging are taught extensively through computer technology. Science labs are equipped with the latest apple computers which allow data analysis and reporting of results in a professional manner using professional software. Our library has 32 high-speed computers for information research using the Internet and online databases. There are also two computer labs on campus that is available through flexible scheduling. Powerpoint or Prezi presentations, document cameras, and projectors are used in classroom presentations and accompany lectures. Through our association with the University of Southern California Medical School some of our students in special programs use the advanced medical research computer facilities at Keck School of Medicine. To what extent do the representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world? Prompt 12: Findings Bravo has the responsibility of being a “college preparatory school,” and one of our most important ESLRs is that students shall graduate from Bravo being successful “academic achievers.” In college, students are expected to complete research papers that include information from a variety of sources (primary, secondary, academic journals, books, etc.), an original student-written thesis with supporting evidence, and a MLA format bibliography. Several teachers at Bravo are currently assigning research papers and projects in their classes that align with these requirements. The library at Bravo is staffed with a full-time, credentialed teacher librarian that also assists students in accurately composing an expository research-type paper by delivering information literacy lessons (online databases vs. Internet, evaluating sources, accessing print and non-print sources, MLA format, etc.). In addition to extensive researching skills, there are many courses that use online resources and computer programs in their curricula such as PowerPoint, Prezi, Noodletools, WebMd, Career Cruising, cartoon templates, math simulation programs, YouTube, and Google Docs. Supporting Evidence: Student work, displayed student work, classroom observation, instructional materials, instructional equipment Bound student books written Handouts prepared by School Librarian for projects assigned by various teachers: Research project on Night Research project on The French Revolution Research Project on the Bill of Rights Bravo Medical Magnet High School WASC Self Study Report 2013 - 118 - Chapter 4 Category C: Instruction Research Project on The Progressive Era Extensive list of Web Sites for research project on the Progressive Era Research Projects on the 1940s Mexican American Experience, known as the Zoot Suit Years Extensive list of 37 web sites for a Research Project on The Gilded Age Science Fair Project ideas and tips. Instructions on PowerPoint, prepared for all classes, for students learning how to Evaluate Sources for their research projects. Handouts for each subject area (English, Science, Math, etc) explaining LAUSD Digital Library Data Bases and the differences between Generic Internet Sources and Online Databases. In Health courses, Powerpoints and Prezis created collaboratively in Cooperative groups documenting textually and visually the purpose, procedure and drawbacks of Techniques in the diagnosis and treatment of Cardiovascular Disease and Cancer. In Health class regular use (weekly) of online resources actually supersedes the text, using such sites as: Mayoclinic.com, WebMd.com, eMedTV.com, Healthcentral.com and others.(Biweekly trips to the three computer labs as well as the five to seven computers available daily in the classroom. Service Learning projects presented through mixed media to parent groups, families and students outside health classes on community health issues, such as: Obesity, STIs, High Blood Pressure, Diabetes, the American vs. French Health Care System. Real World Experiences To what extent are opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications available to all students? Prompt 13: Findings Bravo High School engages all students through a variety of extra-curricular activities that provide students the opportunity to explore real-life experiences and develop critical thinking and problem solving skills. All students are required to explore real life applications through the community service and service learning high school graduation requirement. In addition, other opportunities are offered through the following extracurricular activities and specialized programs: ROP Program EHA/STAR California Scholarship (CSF) National Honors Society (NHS) Audio-visual / Stage Crew program Leadership Council Peer Counselors (College Center) Debate Team Science Bowl Bridge Building Bravo Medical Magnet High School WASC Self Study Report 2013 Supporting Evidence • Leadership • Academic Decathlon • STAR • Engineering for Health Academy (EHA) • Science Bowl • Student to Student • 50 + Clubs • College Classes- available on campus through East Los Angeles College • First Responder • Sports Programs (seven sports available) • Health, Science, Math Fairs • National Honors Society (NHS) • California Scholarship Federation (CSF) • College Center • SAT Prep Workshops • ROP Courses - 119 - Chapter 4 Category C: Instruction C2. Instruction: Additional Findings Prompt 14: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Bravo Medical Magnet High School is unique in offering many programs that emphasize and foster critical thinking, technological, and interpersonal skills, and touching on the liberal and fine arts. These programs enrich and extend the curriculum that is assiduously stressed in the rigorous academic environment at Bravo. Many of these educational and career opportunities afford students the experience that will form their career choices as well as solidify their understanding of particular fields of study. We are proud at Bravo Medical Magnet to offer our students chances beyond the actual classroom to expand their knowledge, skills, and experiences so that they are college- and career-ready prior to their first college and/or university year. A few of such programs that offered at Bravo are clubs such as MESA, HOSA and formalized programs with USC Health Sciences such as STAR, and EHA, ROP programs some of which take place at the USC Hospital, and Academic Decathlon. Bravo also has extensive performing arts programs such as Dances of the World, Folklorico, Band (jazz, marching), choir, and theater arts. Our daily school programs, because of the nature of their charge, extend learning beyond the classroom, such honors and advanced placement programs, Humanitas, dramatic arts presentations, amongst many others important student activities. Since Bravo Medical Magnet is a medically-affiliated educational institution, we heavily support in-school and after school programs that emphasize the teaching, support, and learning experiences that will serve to promote student interests in the medicine/medical sciences fields such as biology, chemistry, and physics. Our STAR, EHA, MESA, HOSA, and ROP programs and/or clubs, some associated with highly reputable institutions such as the University of Southern California, give students real-life, everyday and advanced experimental opportunities to learn the academic and practical elements of such fields of study. There are many programs that exemplify these offerings. At Bravo, we host the Star and EHA programs that train and offer Bravo students actual work experience with professors and graduate students in USC biomedical/biomedical engineering laboratories (respectively) in their senior year. In like manner, the HOSA program, a favored one at Bravo, introduces students to the practicalities of health occupations through the CLUB MD club. MESA, a very popular program throughout our district at the middle and high school levels, allows students to go deeper in the medical sciences, particularly chemistry and biology. The many different science fairs and exhibitions that occur after school and on weekends give students additional time, study, and exposure to scientific and medical aspects that deepen student knowledge and skills in these areas. Bravo’s ROP program include Medical Office Occupations which allow students to learn about the many different possible options and variety of positions available in the field of healthcare. The Medical Terminology and Sports Therapy classes on campus at Bravo also give students more exposure to concepts and options in the heath care industry. While the medical and scientific aspects of academic research and studies are accentuated naturally in our magnet programs, we are further excited and proud of the balance we offer young minds in the liberal and fine arts. Ironically, Bravo is extremely well known for its longtime Dances-of-the-World, an after school program that promotes dance-performance-based education. Students, both female and male, perform international dance routines to audiences Bravo Medical Magnet High School WASC Self Study Report 2013 - 120 - Chapter 4 Category C: Instruction around the country. Their performances have likewise been seen on the “international stage.” Likewise the ever-popular Humanitas program is another instance in which our school promotes the other half of education, liberal arts, as a way to shape, form, and bring into balance student minds and education. Students are given additional opportunities to extend their knowledge and understanding of civic, sociopolitical, and economical vital interests that they as citizens must confront, ones that simultaneously humanize and shape who they best can be. Last, but not least, our school, which is first and foremost a highly reputable academic institution, is able to extend fully its arm-reach, by offering students the chance to explode their academics experience in the fullest sense of the word in its understanding of the standards and key concepts of academia in their participation of this program. It should be noted that Bravo is committed to every student, and that students sometimes struggle with the rigorous state standards and curriculum our school offers. We are working to build into the school culture an intervention program that offers students the opportunity to strengthen academic and other educational and social skills. Once implemented, this program will offer targeted subgroups such as English Language Learners, struggling students, and those who just seek to better themselves academically the chance to strengthen themselves in the weaker areas of study. In this brief summary, we have emphasized the extension of student academic experience in these programs, but the practicalities offered to our students would not be complete if these experiences were not enhanced by the opportunities students are given to think critical about the major concepts, subjects, and aspects that each of these programs touch on. Students are asked in and outside of class to think about the structural and functional concepts making up such fields in order to broaden and deepen their understanding of these areas of study and interest so that they not only grasp the elements comprising each field, but grasp the questions and concerns that create the intellectual arena that is part of these fields. We realize it is not enough for studies to be steeped in the purely academic and practical questions and concerns of any field of knowledge or interest, but that they must be learned in the questions and concerns that form the intellectual basis of that profession, field of interest or profession they choose and enter. The promotion of lifelong learning is therefore vital to our charge and mission in meeting the challenge to educate and graduate happy, well-rounded, ready-for-life students as they depart our institution for the next step in bettering their lives. Supporting Evidence MESA, HOSA, EHA, STAR program documentation Magnet Office binders and documentation Academic Decathlon program documentation Performing Arts documentation Humanitas documentation RTI documentation Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Prompt 15: Findings Supporting Evidence A wider scope and breadth of strategies, resources, technologies, and experiences applied to instruction assists in addressing the critical academic needs of our students by making the subject content more appealing, easier to grasp, A. Evidence for the abovementioned strategies, various forms of lessons, and assistance provided/applied by Bravo Medical Magnet High School WASC Self Study Report 2013 - 121 - Chapter 4 Category C: Instruction and, therefore, more accessible. When subject content is “scaffolded” and made less intimidating, more students are willing to participate, and thus are able to learn and achieve at a higher level of rigor. After the critical academic needs for our student population were clearly identified at the faculty meetings and professional development days, administrators and teachers, throughout the school, were able to more effectively develop and tailor various strategies, lessons, and programs to help improve the performance of not only lowperforming students, but also the general student population. In all subject areas, teachers have applied SDAIE methodology in discussion and lecture to assist English Learners as well as other subgroups to better comprehend. To accommodate learners of differing learning modalities, teachers differentiate coursework using PowerPoint, video, project-based activities, and internet resources to teach their subject contents. For example, in various math classes, students are assigned conceptual group projects to help them learn and better understand math concepts and principles. Math teachers also use computer technology such as SmartBoards and laptop computer carts to implement lessons. Such tools not only enable them to be more organized but also to be more effective in allowing students access to teacher notes problem-solving strategies. To assist our students most in need, especially those in the identified subgroups, the Math department offers intervention courses such as Algebra Tutorial and Geometry Tutorial as regular features in the available curriculum. In science classes, a majority of students participate in the annual Science Fair, generating independent ideas for inquiry and conducting original research. A variety of laboratory experimental investigation is undertaken across all levels of science course work in an effort to add a greater dimension of inquiry to the science curricula. In addition to after school tutoring programs offered school wide, the science department provides their own informal program where AP students tutor students who need help in the various non-AP science classes. Literacy strategies such as word walls, word dissection, and vocabulary analysis are used across departments to help students better understand academic vocabulary. “Readalong” sessions help students decode and comprehend words and phrases in their academic readings. teachers are gathered through: student surveys and interviews discussions and activities done by teachers at PDs and faculty meetings group work done by students during lab sessions math projects done/turned in by math students Smartboards and laptop carts used by math department and some teachers of other departments Teachers’ presence in classrooms during Nutrition and Lunching helping students Upgraded computers in computer and non-computer classrooms. Computerized projectors B. Evidence of school intervention programs include tutoring programs provided after school, and Saturday tutoring programs (in past years). Intervention classes are: a) CAHSEE Math b) CAHSEE ELA c) Chemistry and Physics Booster d) Biology Language Support e) ELL Reading and Listening f) Math Word Problem Strategies g) Algebra I support, Geometry h) Writing Strategies i) Parent Training j) Skill and Homework Center. To further assist and promote student learning, many teachers provide tutoring to their students during nutrition, lunch, and before or after school particularly in math, science, and English. In the English department, as in that of Science, Bravo Medical Magnet High School WASC Self Study Report 2013 - 122 - Chapter 4 Category C: Instruction some teachers provide peer-mentoring programs using older, high-achieving students to tutor younger, less able students. Aside from teachers, the school has tailored specific programs to assist not only students with specific needs, but the general population and high achieving students. For example, classes such as Academic Decathlon and Science Bowl offer high-achieving students the opportunity to expand their interest and knowledge in beyond the traditional classroom. In addition to being academically-based, these non-traditional activities also provide students more opportunities to learn, collaborate, and seek help from each other to extend students’ interests and resource networks. To provide students the opportunity to become more skilled in technology, Bravo offers classes such as Cartoon Animation and Digital Imaging. To assist freshmen, the Career Awareness class sets the foundation of basic technology use. In this course, students also learn study, test-taking, and time management skills, and about the varied choices within different career paths to help them build the educational foundation necessary for career preparation. This, in turn, helps to ease the freshman transition into high school and on to the academic rigor of the higher grades. For intervention purposes, after school tutoring programs are provided to further assist students, by targeting those students most at need. In addition to intervention programs, school clubs such as Club MD, HOSA (Health Occupation Students of America), and many others also provide students different venues to learn, network, and help each other. Other than intervention programs already in place, our school presently is busy designing and approving a Response to Intervention (RTI) mid-day Advisory/Intervention period which provides specialized intervention for students with clearly identified extra academic need. Such a program will redouble the effort to deal with Bravo High’s critical academic needs. Bravo’s network of parent volunteers is yet another group integral to helping address Bravo’s critical needs. Parent volunteers help translate messages to non-English speaking parents to inform them of their children’s involvement or noninvolvement in school work, provide hallway supervision, and conduct fundraising drives. Such services extend Bravo’s reach to families that may otherwise be left out of valuable communications with Bravo. As a result of these efforts from teachers, administrators, students, and parents, progress has been made in improving students’ literacy, mathematic abilities, test-taking skills, and such, as is evidenced in our regularly increasing API scores. Bravo Medical Magnet High School WASC Self Study Report 2013 - 123 - Chapter 4 Category C: Instruction WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs Category C. Standards-based Student Learning: Instruction: Areas of Strength 1. Bravo is a “college preparatory school” committed to making sure that students shall graduate being successful “academic achievers” as indicated by the ESLRs. 2. All students are engaged in a variety of extra-curricular activities that provide opportunities to explore real-life experiences and develop critical thinking and problem solving skills. 3. Commitment to integrating technology throughout the instructional program ensures that students are prepared to function in an information society. 4. Although there is still work to be done, students are achieving academically as indicated by the continual increasing of Bravo’s API score (842). 5. Faculty and staff member commitment to student success results in many dedicating time to students during nutrition/ lunch and before/after school. 6. Professional Development sessions provide useful training, strategies, and information to faculty and staff to ensure students’ success in their academic careers. 7. Programs such as ROP, EHA, and STAR provides students to exposure to real life career opportunities. Category C. Standards-based Student Learning: Instruction: Areas of Growth 1. Most technology use is not teacher-initiated or created as most students indicate they rarely use technology in the classroom other than to complete projects. 2. While there are great efforts from many teachers and administrators to assist students in need or the general population to improve, not all teachers and administrators are contributing equally and effectively to help students to improve on their academic needs. 3. Many students who need assistance do not seek help or take advantage of valuable programs provide by school and teachers; therefore, further improvements need to be made to improve the academic needs of our students. 4. With the cuts in financial support to schools, Bravo must find additional funding opportunities and become more creative in our approach to continue to offer after school and Saturday learning opportunities for our students. 5. Increase inter-disciplinary planning of lessons and units to engage and expand students’ exposure to more relevant, real life opportunities and experiences. 6. Continue the work of RTI program implementation including the adoption of advisory periods and building effective and functioning PLCs. 7. All teachers, administrators, students, and parents need to work together toward the mutual goal: to attend to the critical academic needs of students. 8. All stakeholders need to participate and put forth effort to contribute: Students need to take responsibility to learn and seek help when needed. Teachers need to provide adequate and accessible tutoring time to students. Parents need to assist teachers in monitoring their children’s effort in doing school work. Administrators need to provide teachers adequate assistance and resources to improve teaching and better provide help to students. Bravo Medical Magnet High School WASC Self Study Report 2013 - 124 - Chapter 4-Category D: Assessment and Accountability Chapter 4 Category D: Assessment and Accountability D1. & D2. Assessment and Accountability D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? Professionally Acceptable Assessment Process Bravo uses highly effective assessment procedures to collect, disaggregate, analyze and report student performance to the parents and other shareholders in the community. Professional data collection systems: Bravo has been a leader in professional quality data collection and analysis for over a decade. Some Bravo’s practices have been utilized at the district level in working with other schools. Bravo’s capabilities enabled high level disaggregation of CST data with grades, work habits, periodic assessments, and more. This was done using a variety of parameters, such as English language learners (ELL), gifted, and at-risk student variables. Key responsible staff personnel have been able to produce valuable data reports for analysis by our school. These personnel have included our data coordinator and math department leaders. The position of data coordinator has been converted to that of intervention coordinator, who continues to be responsible for the ongoing monitoring of data. Additionally, the district has created a web-based data system called MyData. Funding to support training on using MyData has been provided, and many of Bravo’s faculty members are familiar with using this valuable data tool. Other data systems available for gathering valuable information include the Secondary Student Information System (SSIS), the Integrated Student Information System (ISIS), the K-12 Core database (which interacts with MyData), and the district Data Warehouse (accessible only to experienced data programmers).These systems derive numerous data points from a variety of sources. Data points that assist in proper placement of students include: Incoming 9th grade student math and English diagnostic placement tests California Standards Tests (CST) California High School Exit Exam (CAHSEE) Advanced Placement (AP) tests LAUSD Periodic Assessments in English, Mathematics, Biology, and World History Grade analysis each semester College Readiness Tests (EXPLORE, PSAT, SAT) Physical Fitness Exam AYP/API scores Graduation rates and Senior Survey Informal and formal assessments within each classroom English Learner progress and data (CELDT) Intervention monitoring Discipline tracking Attendance Bravo Medical Magnet High School WASC Self Study Report 2013 - 125 - Chapter 4-Category D: Assessment and Accountability Sharing and reporting data: Bravo eagerly awaits availability of student standardized test data. When CST data arrives, it is placed in an easily understood format, and reviewed with the faculty. There is normally discussion about what practices individual teachers have employed to earn their results. Bravo ia effective in keeping the school stakeholders informed about student progress toward achieving academic standards and Expected Schoolwide Learning Results (ESLRs). In the past, we have received recognition for our achievements: California Title I Recognition, National Title I Recognition, California Distinguished School, and Blue Ribbon School. Bravo is consistently recognized for our rigorous programs at the local, state, and national levels. Progress reports are mailed home every five weeks. If a student has been identified as needing intervention, parent contact is made and students are encouraged to attend after school tutoring sessions. Data is routinely shared at Parent Advisory meetings There is a great deal of pride in the school and a high expectation on behalf of all stakeholders. Parents reveal a commitment to their child’s education as demonstrated by the strong parent turnout during Parent-Teacher Conference Nights, despite being a Magnet school (which means that many families do not live in close proximity of our school). Progress reports are distributed as parents arrive for Parent-Teacher Conferences. This practice has greatly increased parent attendance.) Because of the large number of parents who attend Parent-Teacher Conferences, time restraints often make it difficult for parents to speak in depth with teachers. In such instances, parents are encouraged to make appointments with teachers during their daily conference periods. The counseling staff is also available to assist parents in scheduling appointments with their children’s teachers. Data is also shared via hard-copy (mailings) and internet. At the beginning of the school year, the district funds printing and mailing of individual student CST results to parents and students. The district also funds and makes available via the internet a downloadable data dashboard for the school, a printable “School report card,” which includes student adjustment survey data, and various links to the California State Department of Education data pages specific to the school. Findings: Use of data is well-integrated into the Bravo culture. Data not only reflects and monitors student achievement, but is used for a wide variety of purposes: logistics, master scheduling, test coordination, and more. Parent participation in Parent-Teacher conferences is above average, but can be frustrating when time restraints limit parent-teacher interaction. Evidence: Sample PD data files Basis for Determination of Performance Levels: Bravo’s integrated data culture has for many years provided the basis upon which students’ grades, growth, and performance levels are determined. Bravo continues to use this information to strengthen high achievement of all students. Student grades: Numerous subject area department meetings have been devoted to finding common ground for assigning student grades. Data has shown that there are teachers whose distribution of grades (number of A’s, B’s, ... Fails, etc.) is relatively skewed. Common assessments created through our professional learning communities (PLCs) should help address these discrepancies. Bravo Medical Magnet High School WASC Self Study Report 2013 - 126 - Chapter 4-Category D: Assessment and Accountability Performance levels are primarily determined based on results of standardized tests. New students generally enroll prior to the release of annual California Standardized Test (CST) results. These students are assessed using various data, such as in-house common assessments, recent grade reports, previous CST data, and periodic assessments. Use of performance level data: Performance level data is used to justify a student’s placement in a particular course or intervention. Care should be taken to note that no individual data point is a final determining factor. All factors are taken into consideration, and teacher comments or recommendations are often influencing factors in determining proper placement, including intervention placement. Findings: Bravo has acknowledged that use of performance level data alone can be fraught with error. Use of performance level data is often used in concert with teacher feedback for the student. Appropriate Assessment Strategies: Bravo teachers use a wide variety of assessment strategies included in assigning grades and in determining intervention placement for students. Most Bravo teachers use conventional means to assess students in the class. 74% of Bravo teachers report using regular quizzes as an assessment strategy. 52% report using research projects or essays. More than 40% create regular class exams or use the exams provided by the textbook publisher. Walking through the hallways of the school, one will often see displays of elaborate student projects which were created over a period of weeks, and are weighted correspondingly in teacher assessment. Most ninth and tenth graders, as a Bravo Medical Magnet student, will participate in science fair which will also figure into their final science grades. Students in fine arts, computer classes, physical education and team sports typically have a demonstration project, or acquired number of points, based on a specialized rubric which includes Bravo ESLRs. While Bravo has over 30% identified Gifted and Talented students, many students who have high degrees of talent not falling within the standard parameters of cognitively gifted are unidentified for enrichment. A means of identifying these students and providing appropriate activities is needed. Findings: When a student cannot meet performance expectations because of low test scores, incomplete projects, or chronically incomplete homework, he/she is referred to his/her counselor or to the intervention coordinator. At this point other performance level data points are brought in to round out a picture of the student’s progress. Modification of the Teaching/Learning Process Bravo’s historical reliance on data collection and analysis is the basis for decisions and changes in curricular and instructional approaches. The actual extent that data is used to enhance the educational progress is reflected by Bravo’s results. The historical use of data to determine areas of instructional need has been an ongoing Bravo Medical Magnet High School WASC Self Study Report 2013 - 127 - Chapter 4-Category D: Assessment and Accountability tradition. The school has been over 800 API for seven years with a 97% first time pass rate (84% proficient) on CAHSEE. However, Bravo’s data does suggest areas of concern warranting consideration of instructional process modification. Exploring a major change to the master schedule— the inclusion of a during the day intervention advisory period—came as a result of data collection, which highlighted a pocket of students not achieving at satisfactory levels. The specifics of this major shift, and how it will affect curriculum offerings and instruction, has been the subject of a number of professional development discussions. Curriculum and instructional practices for English learners is annually revisited upon release of CST data. Though a small population, strands of professional development are often devoted to address the needs of English Learners. In particular, an emphasis of meeting the needs of Long-Term English Learners (LTELs) has been recognized. When students are shown to be deficient in a number of standards, they will be evaluated for intervention placement. Data findings have also isolated students who are not on track for graduation. These students are routinely recommended for further evaluation in determining relevant at-risk factors. These students are candidates to be discussed by Bravo’s coordination of services team (COST). The COST personnel may look at factors from a number of different viewpoints in an effort to best determine what services could best help the student. There are some scenarios where data may be misleading. For instance, science teachers have stated that the periodic assessments do not align with the pacing plan, and that these tests are “discouraging” to students. Interestingly, the same students who score low on the district periodic assessments do well on state CST assessments. Science teachers are working with the district to better align the assessment with the pacing plan. The California State Physical Fitness Test is another data point where teachers have concerns. Though Bravo students score at a rate higher than the district, PE teachers feel that students would do even better if they were able to run a mile on a route that is flat (like other schools) instead of a hill. Findings: The process of responding to data findings takes many fronts. All incoming students go through an in-house Bravo placement assessment, alignment of course work to results on CSTs, and further evaluation by teachers and counselors when achievement does not meet Bravo expectations for successful students. D3. & D4. Assessment and Accountability D3. To what extent does the school, with the support of the district and community, have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? Bravo’s assessment and monitoring process is largely supported by the district, school board, and community. Bravo monitors expected school wide learning results through a variety of means. The Los Angeles Unified School District has spent the last decade investing and enhancing school wide assessment and monitoring systems. Considerable taxpayer dollars have been devoted to this end. Various database systems have been created to generate and make available a significant amount of disaggregated data. These are major data systems that display graphs and create teacher reports keyed to academic standards. The school district also Bravo Medical Magnet High School WASC Self Study Report 2013 - 128 - Chapter 4-Category D: Assessment and Accountability publishes data dashboards, a printable “School Report Card,” and links on its web site with specific information about Bravo. These data systems are used by the district to monitor school progress. For example, if there is an anomaly in a periodic assessment, the district will contact the principal. The district has installed reform protocols, such as Response to Intervention (RTI) and Professional Learning Communities (PLCs), which put assessment and accountability at the center of school improvement. The district has funded both of these reforms with experts and training. Bravo has both RTI and PLC teams which have undergone on-site and off-site training. The faculty at large have been trained in these reforms during the course of professional development days. In addition, Bravo’s support team has prepared reports and presentations for faculty and parents to apprise them of individual student progress on standards. Bravo’s parent center is often provided presentations that are data centered, and data is crucial for the many regularly held parent meetings. Assessing and monitoring Bravo’s ESLRs (Better and more effective communicators, Responsible and culturally aware citizens, Academic achievers, Versatile users of technology, and Organized problem solvers and critical thinkers.) is encompassed in academic course work and is best reflected in achievement in A-G course work and special projects. In other words, the ESLRs are embodied in lesson planning similar to content standards. For example, all students will take part in the annual science fair at least once during his/her time at Bravo, during which they will have to orally present complicated projects, thus giving them opportunities to be “Better and more effective communicators.” The English and History departments annually adorn the adjacent walls with huge posters, studies of literary and culturally topical events. Having numerous computer offerings, students become versatile users of technology. ELSRs are embedded in course work and become part of the course grade. Findings: The support and inclusive utilization of Bravo data is effective and well-documented. The ESLRs are supported as evident by posters in classrooms, parent areas, and in faculty planning. D4. To what extent does the assessment of student achievement in relation to academic standards and expected schoolwide learning results drive the school's program, its regular evaluation and improvement, and use of resources? Bravo’s program of assessment and Expected School Wide Learning Results drives regular evaluation and use of resources. Maintaining a position as a top-rated Title I school for many years necessitates a great deal of attention to a number of contributing factors, but the ESLRs and student achievement that leads to measurable success is obviously a factor that drives the school program. Constant monitoring of these data points is like a business, insuring quality control of products and services to the community. Bravo has a proud reputation to maintain in the educational community. Many of the following practices are facilitated through funding from the school’s budget: Bravo Medical Magnet High School WASC Self Study Report 2013 - 129 - Chapter 4-Category D: Assessment and Accountability The school continues to offer prospective incoming student tours where Bravo expectations are stated even before the student applies. Selected students (selection is completed by the school district, NOT the school) are brought into parent orientation months before the start of the new school year. Selected students are assessed by common assessments developed by the math and English departments prior to the start of the school year and release of current CST scores. Counselors complete a review of each student’s Individual Graduation Plan (IGP) with parents and incoming students as part of the enrollment process. IGPs are reviewed with all students and parents on a yearly basis. Incoming student data is carefully analyzed for proper student placement. Bravo continues to offer the Summer Bridge program for transitioning 9th graders who are considered “at-risk”. The criterion used to select the participants is low grades (Ds/Fs) in the core content areas of math, English, science, and history. Due to budgetary constraints, the program was scaled down from five to three days, with a focus on core subject content only. Project-based learning experiences (science fair, fine arts productions, journalism, etc). Guest speakers in college center Student participation in annual health fair Student driven assemblies: Academic Pep Rally Findings: Feedback from alumni and parents strongly suggests that the outcomes of the ESLRs has maintained the school’s reputation as a safe and nurturing learning environment, one that fosters high achievement for most students. Bravo Medical Magnet High School WASC Self Study Report 2013 - 130 - Chapter 4-Category D: Assessment and Accountability WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category. Category D. Standards-based Accountability: Areas of Strength Student Learning: Assessment and Assessment and 1. Multiple modes of assessment school-wide 2. Improved programming of freshman in appropriate courses/levels 3. Improved freshmen parent-student orientation/registration process 4. Every student has a four-year plan 5. Regular and effective data analysis 6. Numerous methods of intervention based on data analysis Category D. Standards-based Accountability: Areas of Growth Student Learning: 1. Insufficient time to conduct effective parent conference during Parent Conference Nights 2. Misalignment of Science Periodic Assessment with Bravo instructional schedule 3. Teacher access to student data and insufficient technical support for data analysis. 4. Lack of identification and assessment protocol for talented students who don’t fall within the standard parameters of cognitively gifted. Bravo Medical Magnet High School WASC Self Study Report 2013 - 131 - Chapter 4-Category E: School Culture and Student Support Chapter 4 Category E: School Culture and Student Support E1. School Culture and Student Support Criterion To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process? Regular Parent Involvement Prompt #1: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents. Findings Supporting Evidence Francisco Bravo Medical Magnet regularly involves all o Parent Center parents regardless of language spoken. The Parent Center has approximately 30 active parent volunteers. The Parent o ROP Center is open Monday through Friday from 8:00 am to 3:00 pm. These daily parent volunteers assist in supervision, o STAR chaperoning field trips, making calls home for teachers, assisting teachers with specific projects such as laminating, o EHA cleaning, etc. The Parent Center has a variety of activities, classes, and workshops. Workshop topics include college o Parent Booster Club information/guidance, parenting skills, emotional growth, computer classes, and craft (jewelry, knitting, arts, etc.) o Flyers/ Bulletins of Events classes. They have Coffee with the Principal monthly. The parents enjoy this time because it is in an informal setting o Art Class allowing parents the comfort to express their concerns. The parents and principal also have a Principal Book Club which parents have expressed is beneficial because they read some of the novels that their children are reading. Parents also serve as active, voting members of committees such as School-Site Council, English Learner Advisory Committee, and School Leadership Councils. At Bravo, we also have the Parent Booster Club whose focus is to develop support for student programs. This club supports many of the school’s efforts by coordinating fundraising events and contributing the money to our school’s programs. In addition to the Parent Center, Bravo Medical Magnet also hosts Back-to-School Night, Parent Conferences Night twice a year, College Night, Science Night, and Open House. These events allow parents to see academic successes and needs that their children have. Translators are available for teachers who need it in order to communicate to our parents that speak different languages. The community is also included as active partners in the Bravo Medical Magnet High School--WASC Self Study Report 2013 - 132 - Chapter 4-Category E: School Culture and Student Support teaching / learning process through programs such as Regional Occupational Program (ROP), STAR, and Engineering for Health Academy (EHA) programs. The ROP Program works in partnership with Keck Medical Center of USC and it provides quality career technical education and training to our diverse population of high school students. Students are assigned a mentor that evaluates them weekly. The culmination of the program allows students to attain technical competence, employability skills, and work ethics that lead to continued success in their professional and educational pursuits. As for the STAR Program, students take specific courses at Bravo beginning in their freshman year that will prepare them for STAR I in the 11th grade and STAR II in the 12th grade. In STAR II, seniors are under the guidance and support of a mentor at the USC campus who assist the students in being an active researcher in their labs. The knowledge, skills, and personal relationships that students build through the STAR Program helps them to establish lifelong relationships with researchers who can assist in college selection, recommendations, and job referrals. STAR also allows these students to participate in published research in a professional journal or scientific magazine. Furthermore, the knowledge that students gain gives them a strong foundation to participate in many science fairs hosted outside our school – Los Angeles County Science Fair, State Science Fair, National Science Fair, and STAR Science Forum. The EHA program works in partnership with the students and faculty of Viterbi School of Engineering and the Keck School of Medicine. The USC university offers EHA students and faculty access to specialized resources that augment the facility at Bravo. Specialists from the Rossier School of education support the development of teaching and learning strategies and assist in the assessment of the EHA Program. Last year, the art class headed by Ms. Santana also built a partnership with the Keck Medical Center of USC to create artwork that was displayed in the Norris Cancer Center’s Rainbow Café. The artwork was created by the students to promote the hospital leadership’s new program, the KNOWN index. Use of Community Resources Prompt #2: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers? Findings Supporting Evidence Unlike traditional, community schools, Francisco Bravo o Flyers/Brochures/Photos: Health Fair, STAR/EHA, Medical Magnet does not have a localized geographic area book fair, science fair, etc. that provides students and resources. The school receives students from throughout the district and is surrounded by LA o College Center - schedule Bravo Medical Magnet High School--WASC Self Study Report 2013 - 133 - Chapter 4-Category E: School Culture and Student Support County/USC Medical Center, Keck Medical Center, and the University of Southern California Health Science Campus. Bravo does, however, organize numerous events that incorporate these local community resources as professional o services, business partners, and speakers. Our annual Health Fair offers a wealth of information, speakers, and o resources from organizations such as Children’s Hospital Los Angeles, USC School of Nursing, UCLA, Grossman’s Burn Center, PETA, and many more. USC Medical School and the Keck Medical Center are also active partners in many of our programs and events such as the STAR and EHA programs and the annual Science Fair. Professionals and students from USC serves as judges in the science fair and mentors in the EHA/STAR programs. In addition, the college center also arranges various workshops and meetings throughout the year with college, university, and armed services representatives. The library hosts a book fair annually with the assistance of Mrs. Nelsons’ Book Company. These book fairs are important and enjoyable for students partly due to the fact that the many live in neighborhoods that do not have a bookstore in close proximity to them. Throughout the year, different clubs organize fundraisers with neighboring businesses, such as Shakey’s Pizza, Juice it Up, Pick Up Stix, In & Out, and Yogurtland, which end up in effect becoming business partners. of representatives visiting Bravo Vital Signs USC Fit Families flyer We have established many relationships with community resources and businesses such as R & S Litho, located nearby and run by Bravo alumni, which offer our school extremely affordable pricing for our printing needs. Many business entities purchase advertisements in the Bravo newspaper, Vital Signs, which is beneficial because they offer our students and teachers great deals. Many students take advantage of these deals during prom season with beauty salons and tuxedo rentals. The journalism students attend seminars at the USC Annenberg School of Communication twice a year. In addition, the Physical Education (PE) classes have a partnership with USC Fit Families Program, which helps families in personalizing a nutritional and physical exercise routine. The Los Angeles Unified School District’s Department of Adult and Career Education, two centers of which are within blocks of Bravo, offers credit recovery and replacement classes for our students. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 134 - Chapter 4-Category E: School Culture and Student Support Parent/Community and Student Achievement Prompt #3: How does the school ensure that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program? Findings Francisco Bravo Medical Magnet High School’s administrative faculty and staff conduct a variety of strategies to ensure that the parents and school community understand student achievement of the academic standards and the expected schoolwide learning results through the curricular/co-curricular programs. Student/Parent Orientation Even before a student enters Bravo Medical Magnet High School, parents and students are given the opportunity to become knowledgeable of the various academic programs and student support programs offered at Bravo Medical Magnet High School by inviting the parents and students to come to an orientation that usually takes place at the end of the student’s eighth grade school year. At the orientation, parents are introduced to the administrators who inform them of the academic expectations and student behavior expectations. They are also introduced to the counselors who explain the various student support services they provide such as: programming students, skills for success, student success teams, college courses, AP classes and graduation requirements. Students and parents also get information from the college counselor who talks to them about the requirements for college admission and the various tests they must take like the PSAT, PLAN, SAT and ACT. They also get information about Financial Aid and about how to improve study skills. Finally, they hear from the Title 1 coordinator who informs them of the after school enrichment classes, Saturday academy, Student-to- student, Bridge Achievement Academy, AVID, and the English Learners Program. 11th Grade Meeting with Parents, Students and Sponsors Eleventh grade students have a meeting with the parent, the administrator in charge of the eleventh grade class, the leadership sponsor and the eleventh grade sponsor. Usually, this meeting takes place during Back to School Night. During this meeting, they are informed of the requirements for graduation, the senior activities and when each one is taking place, the senior dues and what the dues exactly cover and what is not covered, so that students and parents can be well informed of the costs. Senior Class Meeting Every year, during Back to School Night, the senior class has a meeting with parents, assistant principal in charge of senior activities, leadership sponsor, and senior class advisor. The Bravo Medical Magnet High School--WASC Self Study Report 2013 Supporting Evidence o Parent Classes/Certificate Programs o Weekend counseling workshop sessions with parents/students o Professional development data analysis o PD Agendas o Freshman /Senior / Junior presentations o School’s Annual Report Card - 135 - Chapter 4-Category E: School Culture and Student Support seniors and parents get vital information like the number of credits a senior must have to graduate, the required A through G requirements for college admission, the forty hours of community service and the date by when they must complete these hours, the service learning project which is usually due one month before graduation, and the assessments they must pass like the CAHSEE which need to be passed by the end of February this year. Parents and students are also given the information about the senior dues package that includes: the yearbook, panoramic picture, cap and gown, senior souvenir, t-shirt, access to Grad Night and the graduation ceremony costs. They are also given the calendar for senior activities, and the senior contract, which basically informs them of the privileges they have and how those privileges can be suspended if the policies and rules are broken. The Senior Contract requires that both, parent and student agree and sign the contract, otherwise, they will jeopardize their ability to participate in the various senior activities. Juniors have a similar meeting where parents are informed of the significant requirements of the junior year, the last year that colleges will look at when students apply during the fall of their senior year. During the meeting, parents are informed of the important demands of junior year: the final California Standards Test (CST) testing take place that year giving students a final chance to achieve Proficient or Advanced designations, the California State University system’s Early Admissions Program (EAP) test occurs in the spring semester, students begin taking the Scholastic Aptitude Test (SAT) in the spring semester, and must prepare the skills to write an effective college personal statement. Back to School Night At the beginning of September, parents are invited and encouraged to come to Back to School Night. During this event, parents listen to a presentation by each of their child’s teachers and they are given the course objectives and standards, grading policies, class rules, student expectations, and they are informed of Bravo Medical Magnet High School’s mission, vision and schoolwide learning results. Afterwards, they have the opportunity to ask questions. Parent/Teacher Conferences Another important event that takes place twice a year is the parent/teacher conferences. The conferences usually take place a week after the midterm grades have been submitted for each semester. During the conferences teachers and parents interact and discuss information regarding the student’s academic progress, cooperation and work habits. Teacher, parent and student discuss and plan on how to help the student succeed in class. Open House Parents are invited to open house during the second semester. This is the opportunity the parents have to go into Bravo Medical Magnet High School--WASC Self Study Report 2013 - 136 - Chapter 4-Category E: School Culture and Student Support the classrooms to see how the classes are conducted and student projects. E-mail Another excellent way to communicate with parents is by Email. Every teacher in the Los Angeles Unified School District is provided with an E-mail account. This permits teachers and parents to communicate. While some teachers do communicate with parents via email, this mode of communication is largely untapped due to a variety of factors. Website Bravo Medical Magnet High School has its own website where valuable information is posted. This is another excellent tool employed by our school to let parents know what is taking place at Bravo. Some of the things that can be found are the calendar for every month in the school year, notification about meetings, a weekly calendar specifying the activities for everyday of the week, and quick links to My data, school newspaper, and the LAUSD E-mail list. Parent Advisory Council The parent advisory council is open to any parent who wants to participate. It is held the first Thursday of every month. The principal conducts a survey among the parents during the first meeting. The parents are asked what type of information they would like to be given. Once the results are known, then, the principal or the coordinator have speakers come to talk to parents about the topics they are interested in learning about. Most of the time, the parents request information about how to help their children learn better, parenting classes, college requirements, financial aid for college, and how to read the assessment results report. The parents are also informed of the Single Plan for Student Achievement which is an action plan developed by the school student academic success. English Learners Academic Council Our bilingual coordinator holds ELAC meetings once a month with parents who have English learner students. These meetings are translated to make sure parents understand the information being presented to them. The parents get information about the assessments the EL student takes like the CELDT. They also get information of the various programs their children can participate in to ensure compliance with state and federal law and to make sure that all ELs at Bravo Medical Magnet High School have access to rigorous curriculum to become fluent in English and to master the standards. Title 1 Due to budget cuts, the Los Angeles Unified School District eliminated the CEAC meetings with parents this year, but for the past few years, the Title 1 coordinator held meetings with parents once a month to inform them of the programs provided by the Title 1 program. Some of these programs Bravo Medical Magnet High School--WASC Self Study Report 2013 - 137 - Chapter 4-Category E: School Culture and Student Support are: the after school enrichment classes, the Saturday Academy, Student-to-Student, Bridge Achievement Academy, and AVID (Advancement Via Individual Determination). Now, the communication with parents and the Title 1office is done by mail, and our website. Professional Development and Data Analysis The Bravo administrative staff and faculty members use a variety of measurement tools to gather information regarding student needs, program effectiveness, and improvements. We analyze assessment data during staff development meetings so that instructional adjustments can be made. Some of assessments included in the data analysis to inform instruction are the periodic assessments which are given in the core classes, the California Standards Test, the California High School Exit Examination and the department common assessments. Parents receive the results of the children’s CST scores and the CAHSEE results by mail. Weekend Counseling Workshop Session with Parents and Students There are several weekend counseling workshops sessions with parents and students. One of these workshops is called “College Day” and is given by our college counselor. At this workshop, parents and students learn about everything they need to know to go to college. Some of the topics that are usually covered are the following: requirements for California state universities, universities of California, private universities and community colleges, graduation requirements, SAT, ACT, grade point average, and financial aid. Counselors Communication with Parents and Students Counselors meet with parents beginning with the 8th grade orientation and ending with the student graduation. Parents are encouraged to come to talk to the counselors whenever they have a concern about the student’s academic progress. During the four years the students attend Bravo Medical Magnet High School, counselors hold conferences with parents and students individually to review their progress. They also communicate with parents and students by sending letters by mail notifying them of the Individual Graduation Plan, Senior Check, credits and graduation requirements. E1. School Culture and Student Support: Additional Findings Prompt #4: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence While tutoring programs exist, we need to involve more o Afterschool Support Programs students in these tutoring opportunities that we have on o Tutoring campus. We need try to change the students’ mindset that o CAHSEE/CELDT Test Prep tutoring is a “bad thing.” We need to develop a more positive Bravo Medical Magnet High School--WASC Self Study Report 2013 - 138 - Chapter 4-Category E: School Culture and Student Support “keep the student ahead of the game” vs. “student needs o help” approach to remediation and enrichment. o Bravo once had a vibrant and effective Saturday CAHSEE o test prep program that was dropped due to budget cuts, among other factors. The Saturday sessions provided students with a different environment and experience than the school day does. Targeted test prep programs that are offered after school generally serve a student who is already a bit worn out after a regular school day for something as focused as these test prep courses. Community College classes ADL/Peer Counseling Adult Education – Credit Recovery Classes The Anti Defamation League has a chapter at the school that offers peer counseling as a class for students who elect to stay after school twice a week. This program trains student speakers to present in classrooms and mediate on a variety social issues and conflicts. The Department of Adult and Career Education classes that take place at Bravo used to be taught by Bravo instructors, giving the program an infrastructure that was familiar and accessible to the Bravo support staff (counseling, administration, etc). This year, Bravo instructors are no longer teaching the program and several glitches have appeared as a result. Prompt #5: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence o The afterschool tutoring is being organized more o efficiently by subject matter, where once it was a more o generalized, study hall type of environment. This addresses the identified student needs in literacy and o numeracy. o Parent classes do assist in providing parents the skills to better support their child’s success in school so that students can receive help at home in individualized areas of need. o The Principal’s Book Club builds literacy skills for parents and allows them to participate and support the types of discussions and activities that their children participate in on a regular basis in their classes. Bravo Medical Magnet High School--WASC Self Study Report 2013 Afterschool tutoring Parent classes Principal’s Book Club - 139 - Chapter 4-Category E: School Culture and Student Support E2. School Culture and Student Support Criterion a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? Safe, Clean, and Orderly Environment Prompt #6: Comment on your analysis of a) the existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations. Findings Supporting Evidence Francisco Bravo Medical Magnet has existing policies, o Students’ testimonials regulations and uses its resources to ensure a safe, clean, o # of students who attend and orderly place that nurtures learning by the following: Bravo vs. a school in their Campus Beautification Events neighborhood Recycling Club collects plastics and paper from classes, offices, and bins located in the hallway on a regular basis. o Campus BeautificationRecycling club/Lunch tray Bravo held its first Saturday campus beautification event, recycling Operation Dust Bunny, in which students, teachers, and parents volunteered their time to clean our campus. o Operation Dust Bunny Attendance rates Student attendance rates are very high. This shows that o students want to be on campus. Many students even exceed the regular school hours by arriving before school and staying o afterschool for sport practices and club involvement. Since many of these students do not live in proximity of Bravo o Medical Magnet, this shows that they are willing to stay on campus despite the fact that they will need to take various buses to get home extremely late into the evening. Truancy rates this year are much lower than previous years and it is believed that more accurate accounting has improved what appear to have been relatively high numbers in years past. Attendance rates Truancy rates Positive Discipline Policy Safety Procedures/Awareness Bravo carries out various safety measures such as ensuring that the outside gates are secured, throughout the school day, the front door is staffed by a campus aide that monitors the entrance of outside visitors on campus, the parking lot is monitored, hallway surveillance cameras are present on each floor, and classrooms have emergency telephones. We have a full-time police officer and dean on campus whom make themselves visible throughout the school day. Campus aides also patrol the hallways and assist in supervision. The dean, school police, and the campus aides conduct random backpack searches using metal detector wands per LAUSD policy. Bravo is fortunate enough to have a full-time nurse in the health office. Classrooms have a first-aid kit, which the nurse has offered to replenish when needed and we also Bravo Medical Magnet High School--WASC Self Study Report 2013 - 140 - Chapter 4-Category E: School Culture and Student Support have two defibrillators on campus – in the main office and the gym. In the beginning of the school year, an assembly is held to educate students with safety procedures such as bus exiting procedures and the other safety drills that we participate in monthly. Bravo has a Search and Rescue Team for emergency situations and our school as a whole participates on safety drills (earthquake, fire, and lock-down) once a month. There are procedures in place for dismissal of students at the end of the day to ensure their safety. High Expectations/Concern for Students Prompt #7: To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning? Findings The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning in various ways. Francisco Bravo Medical Magnet holds rigorous standards for student achievement and the teachers engage students in inquiry-based learning to emphasize the development of problem-solving and critical thinking skills. The classroom walls and school hallways are visual evidence to this hard work. Supporting Evidence o o o Student retention rates College admission rates SAT/AP scores We offer a wide variety of AP courses that include the following 14 subject areas: biology, calculus AB/BC, chemistry, English language, English literature, environmental science, US government, physics, Spanish language, Spanish literature, statistics, US history, and world history. This year, 993 students will be taking the AP exams. Our academic programs on campus adequately prepare our students for their future years in college. STAR I / STAR II focuses on laboratory techniques and advancements in technology and allow students the opportunity to spend their second year in an investigator-led laboratory at USC Health Science campus or the main USC campus. The EHA Program consists of a cohort of 30 students that begin in their sophomore year on coursework that leads to a USC laboratory assignment in the senior year of the program. Bravo also offers a number of afterschool college courses from East Los Angeles College (ELAC) to assist students in fulfilling the A-G graduation requirements and /or address students’ interests. Courses include Drawing, Art History, Psychology, and Personal Development. Because of the rigorous academic demands, Bravo offers many opportunities for academic assistance in the form of afterschool tutoring, USC Mentoring Program, Mentoring Club, and the Career Awareness class for freshman. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 141 - Chapter 4-Category E: School Culture and Student Support For our EL students, the Bridge Program was designed to assist this specific population with the subjects of English and math. In addition, teachers further support literacy development in their classes for struggling students through the use of word walls, Latin roots, visual teaching materials, project learning, kinesthetic activities, collaborative student work, and peer teaching. A special population has also been identified and is receiving support through the Academic Literacy class. This course is using the Read 180 program to build the necessary literacy skills that these students are lacking so that they can succeed in their English classes. Our special education students with IEPs receive support in the Learning Center during period 5 along with support in their general classroom from the special education teacher and assistant. Other types of classes and workshops are designed throughout the year as needed such as CAHSEE preparation, SAT Prep, and the AP teachers hold their own study sessions in preparation for AP exams. Atmosphere of Trust, Respect and Professionalism Prompt #8: To what degree is there evidence of an atmosphere of trust, respect and professionalism? Findings Supporting Evidence Francisco Bravo Medical Magnet does promote an o Pacing plans atmosphere of trust, respect, and professionalism. This is encouraged through the sharing of best practices, curricular o Course syllabus concerns, and pedagogical ideas during Buy Back Days and professional development days. Bravo has implemented o Humanities/EHA/STAR Professional Learning Communities (PLC), which allows teachers in the same discipline to share their best practices o Professional Learning Communities and to develop common assessments for the students. Some classes work tightly together on interdisciplinary projects. For example, the Humanities core links the curriculum of the English and history departments. The EHA Program integrates science courses starting in the 10th grade – Foundations of Biomedical Engineering (grade 10), Biomedical Engineering Challenges and Solutions (grade 11), Computers in Biomedical Engineering (grade11), and Field Experience in Biomedical Engineering (grade 12). These collaborations are successful because of the trust, respect, and professionalism amongst the team players. o Multicultural Clubs – see constitutions o Creation of professional library o Teacher attendance rates o Adopt-a-Freshman Bravo teachers have the freedom to develop and implement their own standard-based curriculum. This shows that the administration has the trust in their teachers that they are professionally capable of creating and delivering a rigorous learning environment. In addition, teachers are comfortable with the idea of others o Assemblies: Folklorico, Dances of the World, Armenian Genocide Bravo Medical Magnet High School--WASC Self Study Report 2013 - 142 - Chapter 4-Category E: School Culture and Student Support freely entering their learning environments at any given time. Furthermore, Bravo instills this trust and respect in the students through multicultural events and clubs. On campus, there are a variety of clubs that address many cultures such as the Armenian Club, Random Acts of Kindness, Chicano Club, One in Christ, Korean Club, Black Student Union, AntiDefamation League, Desi Club, Gay Straight Alliance, etc. Throughout the year, many assemblies are also organized to display respect for each other’s different cultures – Armenian Genocide Assembly, Folklorico Dia de Los Muertos Show, and the Spring Dances of the World Show. This year, the school will have its first Multicultural Week Celebration that will include a cultural food festival, world music dance, and talent show. E2. School Culture and Student Support: Additional Findings Prompt #9: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence By gathering the information for school culture and student support, it has become apparent that we need to improve the following: o o Publicize Open Houses efficiently to get parents to attend. Adopt-a-Teacher Program to offer support to new incoming teachers to acquaint them with our campus policies, procedures, and support. o More integration between cultures during nutrition and lunch o Educating/training staff to work with the various student cultures o Recycling Club: Can we do it ourselves so that we can use the funds? Prompt #10: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence Some teachers trust the school culture and professionalism Staff testimonials/professional that they have their own students and/or relatives as students development discussion here at Francisco Bravo Medical Magnet. Teachers who have taught at other schools within our district notice positive differences between Bravo and other schools as soon as they arrive here and flourish under the demand of not just the school, but also of the students, whereas some teachers who have been here for longer periods of time tend to have already understood the demands and adjusted their practice to compensate for specific needs of the students. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 143 - Chapter 4-Category E: School Culture and Student Support E3 and E4. School Culture and Student Support Criterion E3. To what extent so all students receive appropriate support along with an individualized learning plan to help ensure academic success? E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community? CRITERION E3 AND E4 INDICATORS AND PROMPTS Adequate Personalized Support Prompt #11: To what extent does the school have available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance? How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services? Findings Francisco Bravo Medical Magnet has available services, including referral services to support students in areas such as health, career and/or personal counseling, and academic assistance. The resource teacher and teacher assistant services 28 students with Individualized Education Plans (IEPs) in the general classes and during a period 5 Learning Center. The counseling office and school psychologist refer students to outside services near their homes. These two entities, the school counselors and psychologist, also facilitate support groups such as the Grief Group, Stress Group, Time Management, Positive Relationships, and Study Skills. There are various brochures/pamphlets available in the counseling and health office that publicizes the Teen Line. Students’ cumulative folders are available via the counseling office. These folders will contain a separate green folder in the students’ cumulative folder that contains special notes and services that apply to that student. Supporting Evidence o IEP statistics o Support group meeting notes/minutes o COST team meeting notes/minutes o Bravo has a COST Team (Coordination of Services Team) that meets monthly to discuss the academic, social, and psychological needs of at-risk students. The members of this team include various support services personnel such as the nurse, intervention coordinator, teacher librarian, counselors, psychologist, dean, and assistant principal(s). The content area departments have organized among themselves tutoring in all core subject areas. Students have had the opportunity to sign themselves up for afterschool tutoring in the area that they are in most need of assistance. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 144 - Chapter 4-Category E: School Culture and Student Support Direct Connections Prompt #12: How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services? Findings Supporting Evidence Francisco Bravo Medical Magnet holds high standard for o Class projects examples students. The connections between academic standards and expected schoolwide learning results and the allocation of o Service Learning examples resources to student support services such as counseling/advisory services, articulation services, and o Community Service Hours psychological and health services or referral services in the o API scores following ways: o Class Projects: Higher order thinking is involved in many o of our programs such as STAR/EHA, Debate Team, Science Bowl, Ocean Bowl, and Academic Decathlon. In o classes, projects are a common theme. MexicanAmerican Studies publishes an elaborate research book o by the end of the year, the hallways display evidence of collaborative and/or creative projects, etc. These courses and projects instill in students the proper tools needed to excel in higher education. o Service Learning Projects: This project includes four key elements: core academic learning, meaningful service, student voice, and collaboration. The purpose of this project is to identify a problem in the community and get actively involved in its solution. Students are then required to write a reflective piece that shows what they learned form this process. This project is designed to teach student citizenship and civic responsibility. o Community Service: Bravo requires students to do 40 hours of community service. If they volunteer 100 hours or more after the required 40 hours in a hospital setting, they receive 5 extra credits. o Technology: Students use the latest technology to demonstrate mastery of standards (Prezi, QR codes, multimedia) o Advanced Placement Course/Tests Involvement: Graduation rates College admission rates Strategies Used for Student Growth/Development Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 145 - Chapter 4-Category E: School Culture and Student Support Prompt #13: Evaluate the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection. Findings Supporting Evidence Bravo Medical Magnet has evaluated different strategies o o used by school leadership and staff to develop personalized approaches to learning to allow access and progress in the o rigorous standards-based curriculum. Incoming Freshmen: Incoming freshmen must take a math and English diagnostic test allowing students that will need assistance to be identified. The Bridge Program was created o to cater to the needs of these students. Afterschool Tutoring: Teachers recommend students to afterschool tutoring. In addition, the tutoring is open to all o students so students can sign themselves up as well. Teacher Recommendation Letters: These letters track the personalized development of students, showing their maturation and merit for higher learning and professional opportunities. MyData / Cums / Transcripts Teacher letters of recommendations IEP/504/COST teams work with teachers to meet student needs to ensure the development and growth of each student Teacher initiated involvement with all students to ensure guided student based learning Identification of students for tutoring programs, for 9th grade English placement, departmental teacher discussion of individual student progress across grade levels Support Services and Learning Prompt #14: To what extent does the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs. Findings School leadership monitors and ensures that all students at Bravo have an opportunity to enrich and develop their learning through a variety of activities both within and outside the classroom. Several classroom and out of classroom personnel, under the direct supervision of school leadership, provide direct services to promote and ensure access to learning throughout the school. Within the classroom our RSP program provides a Resource Specialist who works in tandem with teachers in their respective classrooms and provides individualized support for one period during the day. Our EL population receives intense support with an academic literacy and reading sheltered classrooms. Our GATE population is programmed with the support of the GATE coordinator to ensure that students are assigned to teachers with the required hours of gifted training. Programs outside the classroom support all students. Numerous clubs, sports, enrichment, dance, music and theater activities provide out of classroom opportunities for growth and learning. Bravo Medical Magnet High School--WASC Self Study Report 2013 Supporting Evidence Sebanz Institute Learning Center Project based learning Tutoring Clubs, sports, dance, music and theater Health Fair - 146 - Chapter 4-Category E: School Culture and Student Support Equal Access to Curriculum and Support Prompt #15: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)? Findings All students have access to a challenging, relevant and coherent curriculum. This is evident by looking at our master schedule. It includes AP courses, Honor classes, learning center, etc. Additionally, since many students at Bravo are so driven to excel and achieve, they are often stretched to be a part of the many programs they would like to be in. As such, the skills of the counseling staff are crucial to being able to balance the programs the student wants with what is possible. Through this individualized exchange, students are able to maximize the potential of their academic schedule. Supporting Evidence o Master Schedule o Individualized schedules for students based on their needs o A-G are institutionalized in scheduling students The student population at Bravo has accessibility to the curriculum via the A-G graduation requirements through the master plan. The master plan ensures that all students follow a prescribed program based on their needs or services in order to access the curriculum. Students with Gifted and Talented Education (GATE) designations are scheduled into the master schedule along with honors, English language learners (ELL) and special needs students. A diagnostic in English and math of incoming freshman through Freshman Orientation Program is used to asses their needs for math and English. Counselors meet and discuss schedules with students twice a year. Bravo’s student culture is composed of primarily four ethnicities; Hispanic, Asian, White and African Americans. The Bravo population for the 2012-2013 academic year is composed of 1886 students. The Hispanic community composes more 76% of the student population of which 24% are enrolled in Advanced Placement courses on average since 2010. The Asian community has a population of 12% and 61% of the Asian population participate in AP courses. The Armenian population designated as Bravo’s White population composes of 8% of the general population and 28% of the Armenian students are actively taking AP courses. Lastly, our African American population is composed of 2% of the general population and 34% of African American students participate in Advanced Placement courses on average since 2010. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 147 - Chapter 4-Category E: School Culture and Student Support Co-Curricular Activities Prompt #16: To what extent does the school leadership and staff link curricular and cocurricular activities to the academic standards and expected schoolwide learning results? Findings Supporting Evidence Bravo Medical Magnet High School offers a variety of inviting o Paranormal Convention and engaging co-curricular programs for students to participate in. 11th grade English classes perform historical o Film Festival investigations on the paranormal subject of their choice using techniques developed in both History and English classes. o Grammar Book Fair The students display their semester long work at the school’s annual paranormal convention. o Science Fair Additionally, 11th grade English students write and publish their own grammar books using desktop publishing skills o Math Fair developed in their computer and digital art classes. These texts are displayed at the school’s annual grammar book fair. o Mexican-American Studies These digital skills also find use by the students who create books their own books for the Mexican-American Studies and History of Pop Culture classes. o Bridge Building Filmmaking students from grades 10-12 film documentaries on the Bravo program of their choice, interviewing o Humanities Projects participants and instructors of those programs, along with showing the work created through these programs. More often than not, the students involved with these documented programs are the ones making the films through the film class. Students involved in the filmmaking class have won Los Angeles County Student Film Festival monetary awards during three of the past four years. Among other co-curricular programs is the multiple awardwinning Bridge Building class which blends mathematics with science to engineer structures that have won so many regional awards that judges have deemed the program a “dynasty” when it comes to the competition. Student Involvement in Curricular/Co-Curricular Activities Prompt #17: Comment on the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Findings Supporting Evidence Many classes, clubs, and faculty at Francisco Bravo Medical -Photos magnet hosts various special curricular/co-curricular events throughout the school year that are open to all students, faculty, and parents. The events that are unique to Bravo are -Club list the Paranormal Convention, Film Festival, Mr. Bravo/Ms. Fitness Body Building Competition, Grammar Book Fair, Science Fair with judges from various health organizations and schools, Health Fair, Math Fair, and Mexican-American Studies Showcase. Other more commonly known curricular events that our school also hosts are library books fairs, sporting events Bravo Medical Magnet High School--WASC Self Study Report 2013 - 148 - Chapter 4-Category E: School Culture and Student Support (basketball, volleyball, softball, swimming, soccer, etc.), school fundraisers or school spirit events off campus (Dodger Night, Clipper Night, Shakespeare in the Park at Griffith Park, Laser Tag, etc.), and the Academic Celebration Pep Rallies. Many of the faculty members at Bravo Medical Magnet serve as sponsors to the many clubs on our campus. Currently, there are over forty student clubs on campus that cater to a variety of interests and cultures. Examples of these clubs include Bravo Debate, Dances of the World, Gay Straight Alliance (GSA), Filipino Club, Club MD, One in Christ, Spanish Club, and many more. Support services such as the college center and library are open for students before school, nutrition, and lunch. Counselors are available before and after school, during class periods with teacher permission, and they are amongst the students during nutrition and lunch supervision. Bravo is fortunate enough to still have a full-time nurse assigned to our health office. Student Perceptions Prompt #18: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population. Findings Supporting Evidence The culture of the students at Bravo High School is one that o Students testimonials is created by students who are committed to both their o Student/Principal academics and extracurricular achievement. Initially, many forums students are vocally resistant to Bravo because of the o Afterschool perception that it lacks as many sports, dances, and other program/activity activities that their “home schools” might have. Mary attendance rates Boyadzyan (’13) states “When you tell people you’re a student at Bravo, they invariably say ‘Oh, you go to the nerd o Extracurricular school,’ to which I say ‘Yay, nerds,’ but that kind of exchange participation rates can make Bravo students feel badly.” This type of reaction, o Alumni association both by the outsider and the Bravo student are indicative of the scenario (one communicated often by students) often presented to students when they first arrive at this school whose public perception of academic excellence and extracurricular absence prevail: “How can I show I’m more than a test score,” says Ms. Boyadzyan. But by the time most students graduate, they typically become “Bravo students.” What does this mean: students who are concerned with their education so much that they bring homework to do when they attend fundraisers, students who stay after school regularly despite knowing that they’re likely going to get home extremely late because of limited late bus availability, and students who as alumni report back to the faculty that their courses prepared them for college. Students at Bravo stay afterschool in droves to take advantage of the programs available to them, despite Bravo Medical Magnet High School--WASC Self Study Report 2013 - 149 - Chapter 4-Category E: School Culture and Student Support knowing that staying late and getting home later will cause potential conflict with their abundant schoolwork. E3 and E4. School Culture and Student Support: Additional Findings Prompt #19: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings Supporting Evidence Students want more activity on campus that foster school o Extracurricular spirit. One student suggests that students be encouraged to participation rates show up at all activities with at least one other person so crowds can easily accumulate and where there are crowds of students, school spirit builds. It’s clear that the nature of Bravo’s extensive academic menu can cause some students to feel the school does not have enough activities to generate the type of school spirit that students want. Students who are involved in extracurricular activities at Bravo are very committed to them and the support available to them for this aspect of their education has to meet that need. Sadly, some aspects are beyond the school’s control. While sports, the traditional high school extracurricular activity, are limited at Bravo due to the nature of the facility, students are very involved with what does exist. The school’s cross country/track team, for example, typically has over one hundred members, most of whom represent the school at the Los Angeles Marathon and the coach does not cut anyone who commits to practice, a level of commitment demonstrating how much time students spend on the school. Students who play sports need to feel that their schoolmates support them. There are not enough students and staff members attending sporting events and a result of this omission is the sense that school spirit is low. Prompt #20: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs. Findings Supporting Evidence While there are informal forums conducted of student thoughts and ideas, there needs of more formal meetings with student reflections on a regular basis. These will positively impact the communication between the students and staff. More lunch time and after school activities, such as food truck fundraiser days, a school carnival, intramural sports, and pep rallying activities would definitely and positively benefit the student perception of the school. Having students supporting the school sports teams would go far in showing the team members who are representing the school abroad that their schoolmates support them, thereby enhancing school spirit. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 150 - Chapter 4-Category E: School Culture and Student Support WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength 1. A welcoming and nurturing environment which students, parents, and staff want to be a part of. School report card survey information verifies that students and parents want to be a part of Bravo, despite not being a local community school, and that 92% of participants feel welcomed to participate at the school and 88% feel safe at the school, while 100% of the staff surveyed is proud of the school. Parent conference attendance rates indicate that more parents participate in parent conferences at Bravo than in many local community schools. 2. College preparatory and academic opportunities that extend beyond the classroom, such as STAR. SAT preparation classes, announcements of college visits, weekly bulletins, EHA, formalized application brag sheets, workshops for college applications, FAFSA workshops, AP Readiness programs, ROP, among others. 3. A dedicated support staff that incorporates parents and peer mentors and that includes a host of teachers who give up their nutrition and lunch periods to tutor students in need of remediation or enrichment. 4. A variety of programs at the school have culminating activities at the end of the school year (Dances of the World performance, Bravo Film Festival, Paranormal Convention, Mexican American Book Fair, choir, music, and drama performances, body building competition, year-end banquets for sports and science teams). These popular events serve to display student work and reward the student body after a long year’s hard work and dedication to achieve these significant students created events. 5. Students are regularly recognized for their positive academic and social contributions to the school as Students of the Month. Their pictures are proudly displayed in front of the main office for all to admire and aspire to. Additionally, a schoolwide awards assembly is held at the end of the year to reward students in a variety of categories, both academic and social. 6. Student work and Bravo programs that typify the school’s academic and social culture are showcased in display cases at the entrance of the school and on the third floor. 7. A variety of academic, social, and multicultural clubs enrich the student experience and provide students with non-curricular opportunities to embrace the school. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 151 - Chapter 4-Category E: School Culture and Student Support Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth 1. Establish a mission/vision statement, and volunteer description for the Parent Center so that teachers are aware of the services that are appropriate to ask the parent volunteers to do. This will allow teachers and other faculty to utilize these parent volunteers on a regular basis, which will allow parents to be a more active role in the school. 2. Information such as monthly calendar, workshops etc. needs to be shared by Parent Center using school PA announcement, school newspaper and flyers. Currently, many teachers are not aware of these events and if we can help publicize them, it can strengthen its purpose. 3. Develop a directory at the entrance of the school so that parental visitors are more readily directed to wherever they are going. 4. Build more partnerships with Cal State LA and Northridge, AP Readiness, USC Mentor Program, and private universities that are not easily cut from budgets. 5. Set up an in-house SAT prep program to service more students. 6. Improvement of the tracking of student academic and professional progress could be facilitated by the expansion of the school’s alumni association. 7. Develop a Bravo Wall of Fame to connect the past members of Bravo’s campus to the current ones. 8. General education teachers should be trained in providing differentiation of instruction to address the needs of all students. 9. The school’s cleanliness has suffered from a decrease in janitorial staff due to budget cutting. At the same time, the student population has grown creating a problem with the sanitary appearance of the cafeteria. The students need to clean up after themselves and demonstrate a custodial respect for the school grounds and take a positive ownership of their environment. 10. The student store could sell more Bravo paraphernalia, such as attire, school supplies (pens, pencils, folders, flash drives), etc. 11. More types of in-school and after-school activities, such as multiple all-inclusive dances, rallies, food festivals, carnivals, performances, concerts, etc. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 152 - Chapter 5-Schoolwide Action Plan Chapter 5: Schoolwide Action Plan Planning for the Future Bravo High School stakeholders—administrators, teachers, clerical staff, parents, and students—drafted and reviewed the Schoolwide Action Plan. The areas addressed in the Action Plan are based upon the Critical Academic Needs and the Schoolwide Growth Needs identified by faculty/staff consensus. Action Plans: 1. Improve literacy skills across the curriculum through implementation of Common Core State Standards Based Instruction 2. Increase successful completion of classes through implementation of multi-tiered intervention 3. Increase proficiency levels across the curriculum for targeted subgroups through implementation of multi-tiered intervention 4. Increase percentage of students on track for completion of A-G requirements for college preparedness and career readiness The following list identifies the three identified Critical Academic Needs and then lists which of the Action Plans in this chapter address each identified need: 1. Improve Literacy Skills for Overall Population: Action Plan 1, Action Plan 2, Action Plan 3 2. Target Specific Subgroups for academic improvement in Literacy, Numeracy (low math skills) and Science as needed: Action Plan 1, Action Plan 2, Action Plan 3 3. Define, implement and monitor what a “Successful Bravo Student” is to improve overall academic achievement in areas such as grades and transition rates, college readiness, and student accountability: Action Plan 1, Action Plan 2, Action Plan 4 The following list identifies the thirteen identified Areas of Growth and then lists which of the Action Plans in this chapter address each identified need: Prioritized Areas of Growth 1. Develop a system to identify and place students in appropriate classes prior to the beginning of the year. Action Plan 1, Action Plan 2, Action Plan 3, Action Plan 4 2. Develop a strategy to reach all students for intervention including those who need assistance but do not seek help or take advantage of valuable programs provide by school and teachers: Action Plan 1, Action Plan 2, Action Plan 3 3. Increase effective communication between all stakeholders to negate the perception of distrust among the faculty with the governance and management of the school. Action Plan 1 4. Improve School Spirit: sell more Bravo paraphernalia in student store (i.e., attire, school supplies, etc.), and increase types of in-school and after-school activities (i.e., multiple all-inclusive dances, rallies, food festivals, carnivals, performances, concerts, etc.): Action Plan 4 Bravo Medical Magnet High School--WASC Self Study Report 2013 - 153 - Chapter 5-Schoolwide Action Plan 5. Develop a strategy to provide sufficient time to conduct effective parent conferences during Parent Conference Nights: Action Plan 2 6. Increase inter-disciplinary planning of lessons and units to engage and expand students’ exposure to more relevant and real life opportunities and experiences. . Action Plan 1 7. Develop identification and assessment protocol for talented students who don’t fall within the standard parameters of cognitively gifted. . Action Plan 3 8. Increase teacher access to student data and technical support for data analysis: Action Plan 2 9. Involve all staff members in using data and implementing effective teaching methods to develop and implement a long-range, comprehensive intervention program for student academic gains: Action Plan 2, Action Plan 3 10. Improve the tracking of student academic and professional progress by expanding the school’s alumni association (including development of a Bravo Wall of Fame): Action Plan 4 11. Train general education teachers in providing differentiation of instruction to address the needs of all students: Action Plan 2 12. In light of custodial budget cuts and increased student population, devise a strategy to encourage students to clean up after themselves and demonstrate a custodial respect for the school grounds and positive ownership of their environment: Action Plan 4 13. Continue the development of the Professional Learning Communities (PLCs) from implementation to providing improved classroom instruction. . Action Plan 1, Action Plan 2, Action Plan 3 Bravo Medical Magnet High School--WASC Self Study Report 2013 - 154 - Chapter 5-Schoolwide Action Plan Action Plan 1: Improve literacy skills schoolwide across the curriculum Action Plan 1: Improve literacy skills schoolwide across the curriculum Area of Improvement Rationale: Links to ESLRs Growth Target Improve literacy skills across the curriculum through implementation of Common Core State Standards Based Instruction While 72% of Bravo students are proficient and above in ELA, several indicators are significant: drop in ELA proficiency schoolwide and in significant subgroups in AYP, stalled proficiency rates in ELA and Social Studies on CST, and teachers in core subject areas (science, math, history) reporting student difficulty in accessing texts. Better and More Effective Communicators, Academic Achievers 10% increase in schoolwide CST proficiency results in core subject areas over 3 years Action Steps Responsible Person(s) Involved Professional Development/ Resources Means to Assess Improvement Timeline Means to Monitor and Report Progress 1. Identify specific deficient literacy skills (i.e., decoding, vocabulary, syntax, background knowledge) evident schoolwide AP: Professional Development English teachers Representative Common Core Team Research in literacy across the curriculum, Outside experts, CST strand data CAHSEE/AYP results Periodic assessments Creation of posters, flowcharts, professional development outlining literacy skills Fall 2013 Professional development sessions, department meetings to distribute materials. 2. Identify students struggling in classes with textual materials; evaluate and assess causes (motivation, skill deficiencies, etc.) Data Coordinator MyData Appropriate diagnostic test data Use of various assessments (summative, formative, etc) to determine validity of selected students: Grades/Work habits Creation of process to identify students Fall 2013-15 Course grades, common assessments RTI Team, Title I Coordinator, Counselors Intervention coordinator Teacher Referral Bravo Medical Magnet High School--WASC Self Study Report 2013 155 Chapter 5-Schoolwide Action Plan Action Plan 1: Improve literacy skills schoolwide across the curriculum Action Steps 3. Create common assessments to evaluate specific literacy skills across the curriculum; utilize PLCs to build trust and communication 4. Pilot and implement common assessments relative to identifying students with specific literacy deficiencies 5. Develop specific intervention lessons, classes, programs based on common assessment results 6. Create specific school wide lessons covering academic language Responsible Person(s) Involved Professional Development/ Resources Professional Learning Communities AP: Prof Develop Dept Chair PLC Lead Principal Intervention coordinator Intervention coordinator Testing coordinator AP: testing and evaluation Department chairs PLCs Intervention/Data coordinator, Testing coordinator AP: testing and evaluation Department chairs Teachers Outside experts/resources . Common assessment training. Creation of common assessments for faculty/department review 2013-14 Across the curriculum faculty acceptance. Compare validity of common assessments with district provided Periodic Assessments. Common assessment training District experts PLCs 2014-2015 Common assessment data 2014-2015 Create Alignment charts: Common Core Standards, Common Assessments, Periodic Assessments, and Intervention strategies. AP: Professional Development PLCs RTI team Dept Chairs Focus Groups Outside resources Faculty Successful distribution of common assessments Scoring of assessments Alignment of intervention strategies to common assessment results. Class grades, work habits. CST results Creation of list of academic language terms. Creation of academic language lessons Creation of school wide assessment 2014-2015 Develop time line of development, implementation, and assessment CST results Bravo Medical Magnet High School--WASC Self Study Report 2013 Common assessment training teachers RTI team PLCs Means to Assess Improvement Timeline Means to Monitor and Report Progress 156 Chapter 5-Schoolwide Action Plan Action Plan 1: Improve literacy skills schoolwide across the curriculum Action Steps 7. Continued monitoring of Reclassified English Learners for gains in language proficiency Responsible Person(s) Involved Title I Coordinator RTI team APSCS Principal Bravo Medical Magnet High School--WASC Self Study Report 2013 Professional Development/ Resources Means to Assess Improvement Title 1 Coordinator SDAIE resources Teacher observation (student work, class grades) Common Assessments relative to literacy. ELA Periodic Assessment Timeline 2014-2016 Means to Monitor and Report Progress Develop rosters or database tracking of progress of RFEP students. 157 Chapter 5-Schoolwide Action Plan Action Plan 2: Increased transition rate through intervention Action Plan 2: Increased transition rate through intervention Area of Improvement Rationale: Links to ESLRs Growth Target Increase successful completion of classes through multi-tiered intervention While Bravo has a high graduation rate, only 82% of Bravo students routinely transition to the next grade at all grade levels; the remaining students do not successfully complete classes for a variety of reasons strongly suggesting the need for multi-tiered intervention. Better and More Effective Communicators, Academic Achievers, Organized Problem Solvers and Critical Thinkers Increase transition rate to 92% over three years beginning with Class of 2017 Action Steps 1. Outline and implement strategies and content for specific tier 1 instruction 2. Develop Teacher Referral form as tool for student course placement and possible intervention and My Data support Responsible Person(s) Involved PLCs Teachers Dept Chairs Administrator s Intervention Coordinator APSCS Magnet Coordinator Technology Coordinator Bravo Medical Magnet High School--WASC Self Study Report 2013 Professional Development/ Resources Best Practice workshops PLC workshops PLCs Dept Chairs Research data My Data Means to Assess Improvement Published blueprint of Tier 1 instructional strategies developed by content area teachers Use of published Teacher Referral form use Course and intervention placement of students My Data usage logs Timeline Ongoing through 201314 Means to Monitor and Report Progress Ongoing through 201314 Development of pacing plans with agreed upon instructional strategies Validation that Tier 1 blueprints are published and in use Survey of stakeholders as to validity of student placement Publication of positive success with My Data 158 Chapter 5-Schoolwide Action Plan Action Plan 2: Increased transition rate through intervention Action Steps Responsible Person(s) Involved Professional Development/ Resources Means to Assess Improvement MyData Quarterly report cards, work habits, cooperation Teacher referral (including 8th grade teacher) Standardized test data Diagnostic test data MyData Quarterly report cards, work habits, cooperation, teacher referral Development of early identification system to include referrals, grades, and parent contact Ongoing through 201314 Validation that early identification system has been developed and deployed. Develop and align intervention strands to RTI multi-tiered intervention. Determine if student deficit is language, skills foundation, or emotional. Create flow-chart (protocol) that suggests student placement based upon determined variables. Ongoing through 201314 Validation that early assessment protocol has been developed and deployed. Ongoing through 201314 Display of flow chart Student placement in advisory Tutoring During the day intervention 2013-2015 Placement of students in intervention classes, Grades 3. Develop early identification system to identify students likely to not pass core classes based on individual and subgroup data for appropriate course placement and monitoring Teachers Intervention coordinator, RTI team Counselors Parents 4. Develop assessment protocol to determine individualized intervention strategy for at risk students; develop a strategy for parent outreach, communication, involvement, training Intervention coordinator Counselors RTI Team Principal 5. Develop intervention protocol to determine which tier and environment would best facilitate intervention: classroom, special class, beyond the bell, advisory class, counseling, etc. Intervention coordinator Counselors RTI Team Principal RTI protocols for tiered intervention 6. Placement of student in appropriate intervention tiers and/or provide classroom tier 1 intervention support to students and teachers Intervention coordinator Teachers Counselors RTI Principal RTI protocols for tiered intervention Bravo Medical Magnet High School--WASC Self Study Report 2013 Timeline Means to Monitor and Report Progress 159 Chapter 5-Schoolwide Action Plan Action Plan 2: Increased transition rate through intervention Action Steps Responsible Person(s) Involved 7. Evaluate effectiveness of intervention program and tiers at individual student and schoolwide levels; strategize to maximize parent communication including conferencing 8. Develop an Exit Survey for students leaving Bravo before graduating to determine factors influencing reasons for leaving and future plans Professional Development/ Resources Means to Assess Improvement Teachers Intervention coordinator, RTI team Counselors, PLCs Administrator s MyData Quarterly report cards, work habits, cooperation, teacher referral Analysis of overall Intervention coordinator Counselors APSCS College Adviser Research data Bravo Medical Magnet High School--WASC Self Study Report 2013 transition rates of students Percentage of D’s and F’s Teacher and student survey on program effectiveness Survey results Database of early exit student information Timeline 2013-2015 Means to Monitor and Report Progress Publication of transition rate and grade reports to PLCs Quarterly reports to faculty of intervention effort progress format to be determined PLC and Faculty meetings 2013-2015 Publication of Survey results Integration of results with transition and graduation rates Use results to inform Bravo’s program 160 Chapter 5-Schoolwide Action Plan Action Plan 3: Increase proficiency levels for targeted subgroups through intervention Action Plan 3: Increase proficiency levels for targeted subgroups through intervention Area of Improvement Rationale: Links to ESLRs Growth Target Increase proficiency levels across the curriculum for targeted subgroups through implementation of multi-tiered intervention. AYP/CAHSEE and CST results indicate a need to improve proficiency levels in core subject areas for targeted subgroups. Better and More Effective Communicators, Academic Achievers, Organized Problem Solvers and Critical Thinkers A 10% increase in proficiency levels of targeted students in CST over the next 3 years in the core subject areas Responsible Person(s) Involved Professional Development/ Resources Means to Assess Improvement 1. Identify below proficient students in core subject areas (literacy, numeracy, Science) for intervention either individually or in subgroups Intervention coordinator Principal Asst. Principal Dept. Chairs Rosters of targeted students including relevant benchmark data points Ongoing through 20132014 Rosters in hands of counselors, teachers for professional development meetings per time line. 2. Identify specific deficient subject area skills (literacy, numeracy, science) evident schoolwide for intervention focus AP: Professional Development Core teachers Representative Common Core Team Core teachers Title I Coord. CST Strand data Analysis MyData Diagnostic test data Research in background of skill development in LAUSD Outside experts, CST strand data CAHSEE/AYP results Periodic assessments Creation of posters, flowcharts, professional development outlining relevant skills Fall 2013 Professional development sessions, department meetings to distribute materials. Action Steps Bravo Medical Magnet High School--WASC Self Study Report 2013 Timeline Means to Monitor and Report Progress 161 Chapter 5-Schoolwide Action Plan Action Plan 3: Increase proficiency levels for targeted subgroups through intervention Responsible Person(s) Involved Professional Development/ Resources 3. Develop advisory classes for targeted AP: Secondary Counseling Tier 2 Intervention during the Services, instructional day (including non RTI team standard identified Gifted and Counselors Talented students) PLC/RTI training Advisory implementatio n research Action Steps Title 3 Coordinator Means to Assess Improvement 4. Share best instructional practices for intervention for all teachers 5. Provide Professional Development to enhance intervention using specific instructional strategies 6. Implement core subject area and/or social/emotional intervention classes to respond to Tier III student needs which could be advisory, tutoring, additional class (i.e. Algebra Tutorial), counseling group AP (PD) RTI Team Effective Teachers AP (Professional Development) RTI Team Effective Teachers Title I coordinator APSCS Counselors Principal Intervention Coordinator COST Team Bravo Medical Magnet High School--WASC Self Study Report 2013 Best practices research regarding intervention Teachers Standardized test data Outside guest speakers PLC presentations Professional resources Intervention experts RSP teacher “Read 180” training Master schedule Grades CST Analysis Periodic Assessments CAHSEE diagnostic Reclassification rate Professional Development agendas Department meetings Grades CST analysis CAHSEE results. Attendance Log CST analysis Grades Master schedule “Read 180” assessment Algebra/geometry block assessment Timeline Means to Monitor and Report Progress Ongoing through 20132014 RTI meetings Student and teacher surveys evaluating student adjustment to advisory class. 2013-2014 through 20142015 Professional Development evaluations, leadership meetings, classroom observations 2013-2014 through 20142015 Professional Development evaluations, department meetings, committee meetings 2014-2015 Master schedule Intervention course enrollment/attendance Grades analysis CST analysis 162 Chapter 5-Schoolwide Action Plan Action Plan 4: Increase percentage of students on track for completion of A-G requirements Action Plan 4: Increase percentage of students on track for completion of A-G requirements Area of Improvement Increase percentage of students on track for completion of A-G requirements for college preparedness and career readiness. Rationale: Upcoming changes in district policy regarding graduation requirements compel us to define a “successful Bravo student” to include such elements as successful passage of A-G coursework (grade of C), graduation with a full complement of A-G Core Classwork, readiness to succeed in post secondary education; and a graduate who embodies Bravo’s ESLRs; mixed SAT, EAP and AP results Links to ESLRs Growth Target All ESLRs Increase percentage of students achieving a C or better in all A-G courses by 10% over the next three years Action Steps 1. Revisit criteria for “successful Bravo student” based on state/district mandates, and Bravo ESLRs. Develop a definition of a “Successful Bravo Student” which may include passing their A-G requirements with a grade of “C” or better; develop School Spirit campaign 2. Align district and state A-G requirements with Bravo course offerings and expectations. 3. Revisit school wide readiness to foster successful students: incoming student preparedness, master schedule offerings, new student assessment, counseling load, interface to intervention. Responsible Person(s) Involved AP: (Professional Development ) APSCS Principal All teachers Counselors AP: Professional Development, All staff Principal Admin Staff RTI team PLC Bravo Medical Magnet High School--WASC Self Study Report 2013 Professional Development/ Resources Means to Assess Improvement Timeline Means to Monitor and Report Progress District, state mandates Bravo ESLRs Research Bravo students Produce flow chart or graphic organizer displaying strands of success Surveys of students, parents, staff Ongoing through 20132014 District, state mandates Bravo ESLRs Research District, state mandates Bravo ESLRs Research, RTI protocols Produce chart or document outlining the alignment. Master schedule Produce chart: “Pathways to Successful Bravo Student”. Ongoing through 20132014 Student enrollment in A-G course offerings. Ongoing through 20132014 Sharing of chart Sharing of graphic organizer with faculty. Yearly Individual Graduation Plans Formulaic analysis of “successful student” 163 Chapter 5-Schoolwide Action Plan Action Plan 4: Increase percentage of students on track for completion of A-G requirements Action Steps Professional Development/ Resources Means to Assess Improvement Principal 4. Implement “Successful Student” AP: SCS outline in “Career Awareness” classes. Develop lesson plans, guest Career Awareness speakers, support materials; teachers integrate with School Spirit campaign Career Awareness course outline PLC Produce addendum to “Career Awareness” curriculum 2013-2014 through 20142015 Share with student body via advisory, “Career planning” classes, grade level assemblies. 5. Create awareness of benefits of proactive measures to seek assistance and build-in student self-referral for intervention in “Successful Student.” Build-in intervention benchmarks to determine progress; integrate with School Spirit campaign Intervention plan, Grade level credits Student enrollment in intervention programs. Students complete periodic selfprogress report. 2013-2014 through 20142015 Meetings with parents, counselors Intervention plan, Grade level credits Chart alignment of action plans with strategies 2013-2014 through 20152016 Meetings with: RTI team PLCs Administrative team Alumni Team Intervention plan, Grade level credits Chart alignment of action plans with strategies 2013-2014 through 20152016 Meetings with: RTI team PLCs Administrative team Intervention plan, Grade level credits Chart alignment of action plans with strategies 2013-2014 through 20152016 Meetings with: RTI team PLCs Administrative team 6. Align this action plan with aforementioned action plans to ensure that school is preparing students to be career ready and college prepared; develop plan to track alumni as models of success in college and career 7. Align this action plan with aforementioned action plans to ensure that school is clear in articulating the vision of the “successful Bravo student.” completing college-prep courses. 8. Align this action plan with aforementioned action plans to ensure that school is providing early support, and intervention with focus on credits as graduation determiner. Responsible Person(s) Involved Counselors Intervention coordinator, RTI team Principal AP: SCS Career Awareness teachers Counselors COST Team Same as above + College Advisor Alumni Team CTE Advisor Same as #5 Same as #5 Bravo Medical Magnet High School--WASC Self Study Report 2013 Timeline Means to Monitor and Report Progress 164 Chapter 5-Schoolwide Action Plan Additional Strategies to Support the Action Plan The past six years have witnessed a concerted effort on the part of all stakeholders at Bravo to develop and refine a system of instructional and administrative practices and policies that mutually support and enhance each other. Classroom teachers’ have access to material and service resources to support their curriculum. The staff has analyzed student data at a deeper level to determine what instructional changes are needed to narrow the achievement gap and provide enrichment for excellent students. The on going PLC and common assessment professional development opportunities, analysis and open discussions of data, and implementation of an intervention model will allow Bravo to support this current Action Plan in a manner consistent with the evolution of the school’s program. Ongoing Follow-up Process While Bravo has celebrated many successes in the past few years, we are not about to rest on our laurels. Stakeholders understand the main reason for success is the ongoing task of working hard, following a plan, and always striving to improve those areas that are in need of support. We know that we still have much room for improvement in many subgroups and content areas as evidenced by measures. Bravo High School’s stakeholders know the importance of continual monitoring of all accessible data, formal and informal assessments, and evidence—whether formalized or anecdotal—in order to ensure the process of continued improvement and achievement for all students. Based on information gathered, decisions are made to maintain and/or revise plans and policies to guide the instructional and support practices and services offered to students at Bravo. The many processes for follow-up that have been implemented since 2007—regular faculty review of data, implementation of PLC’s, parent meetings in which information is shared and analyzed, administrative review and communication of current status, and the many structures in place for monitoring achievement from the individual student to whole school levels--work to ensure that Bravo understands that the process that WASC represents is ongoing. Each semester we will continue to analyze periodic/benchmark assessment data, grade distribution, and state results to develop strategies to improve achievement. The Leadership team will meet monthly to discuss data results and determine professional development. We will continue to focus PD time on data-based student needs. Parent Advisory Council meetings will be data driven and focus on student and parent needs. Bravo Medical Magnet High School is committed to continually working to improve student performance and ensuring that our students will succeed. Bravo Medical Magnet High School--WASC Self Study Report 2013 - 165 -
