Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 Page 1 of 166 1 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados EDWARD R ROYBAL LEARNING CENTER SELF-STUDY REPORT Preparatoria Edward R Roybal CENTRO DE APRENDIZAJE AUTO-ESTUDIO DE INFORME 1200 W. COLTON STREET LOS ANGELES, CALIFORNIA 90026 LOS ANGELES UNIFIED SCHOOL DISTRICT 2010-2012 WASC/CDE Focus on Learning Accreditation Manual, 2011 Edition WASC / CDE Enfoque en el aprendizaje Manual de Acreditación, Edición 2011 WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 Page 2 of 166 2 WHERE OUR ARE STUDENTS LIVING? Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 600 518 400 301 300 STUDENTS 217 200 133 97 67 91605 90222 90065 2 1 1 90057 90047 90044 90042 90039 90038 90037 90033 90032 90031 90026 90020 90017 90013 90029 1 1 7 1 1 3 3 1 1 2 4 1 4 90012 90011 90010 90007 90006 90005 90004 90003 0 3 1 7 90028 55 22 1 1 90015 100 90027 125 90002 Parent Education Levels Some College 75 Not HS Grad 511 HS Grad 292 GradSch/PostGrd 12 Declined to Ans 400 College Grad 60 STUDENTS 500 ZIP CODES Parent Education Levels 600 500 400 300 200 100 0 511 400 292 60 ns lle ge Gr ad Co ne dt oA os tG rd De c li /P Sch HS Gr ad 12 Gr ad HS Gr ad No t ge 75 oll e me C So 235 Parent Education Levels WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 Page 3 of 166 3 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 4 Table of Contents CHAPTER I: STUDENT/COMMUNITY PROFILE AND SUPPORTING DATA AND FINDINGS: CAPÍTULO I: DATOS DEL ESTUDIANTE / PERFIL DE LA COMUNIDAD Y DE APOYO Y RESULTADOS ......................................................................................................................................................................................................................................................... 7 WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 ............................................................................................................................................ 7 MISSION STATEMENTS AND SCHOOL DESCRIPTIONS ................................................................................................................................................................................................... 8 District Mission Statement/ Misión del Distrito ...................................................................................................................................................................................................... 8 School Vision and Mission Escuela de Misión y Visión ............................................................................................................................................................................................. 8 STUDENT/COMMUNITY PROFILE DATA ESTUDIANTE / COMUNIDAD DE PERFIL DE DATOS ............................................................................................................................................................ 9 School Profile Description Descripción de la escuela perfil ...................................................................................................................................................................................... 9 Low Income Families and English Learners ........................................................................................................................................................................................................... 10 The Belmont Zone and our Community ................................................................................................................................................................................................................. 11 The Surrounding Area ............................................................................................................................................................................................................................................ 12 Enrollment by Subgroup ........................................................................................................................................................................................................................................ 13 Demographic Break Down 2010-2011................................................................................................................................................................................................................... 14 Class ............................................................................................................................................................................................................................................................................................... 14 EL ................................................................................................................................................................................................................................................................................................... 14 Gifted ............................................................................................................................................................................................................................................................................................. 14 Special Ed ....................................................................................................................................................................................................................................................................................... 14 Economically Disadvantaged ......................................................................................................................................................................................................................................................... 14 Program Improvement Year 1 ............................................................................................................................................................................................................................... 15 Roybal’s SLCs ......................................................................................................................................................................................................................................................... 16 Parent and Community Involvement –SSC and Parent Advisory Committees ....................................................................................................................................................... 18 COMPREHENSIVE NEEDS ASSESSMENT TO DETERMINE KEY FINDINGS/INTEGRAL DE EVALUACIÓN DE LAS NECESIDADES PARA DETERMINAR LOS RESULTADOS CLAVE ....... 19 AYP FOR 2009 AND 2010 ....................................................................................................................................................................................................................................... 20 AYP-ROYBAL MET THE FOLLOWING 8 CRITERIA IN 2010: ..................................................................................................................................................................................... 21 THE CRITERIA THAT WAS NOT MET 2 YEARS IN A ROW WERE: ................................................................................................................................................................................................ 21 CAHSEE PROFICIENCY AND PARTICIPATION RATE ................................................................................................................................................................................................. 23 API AND GRADUATION RATES ............................................................................................................................................................................................................................... 24 WHERE ARE OUR STUDENTS LIVING? .................................................................................................................................................................................................................... 25 Our students mostly live in the zip codes 90026, 90057, 90017, 90004, 90006, 90015, 90020 and 90012. We have 518 from 90026, 301 from 90057, 217 from 90004, 133 from 90017 and 97 from 90016. However, we have several students that come here from many other zip codes. ................................................................................................................................. 25 LANGUAGES AT ROYBAL ........................................................................................................................................................................................................................................ 26 SPECIAL EDUCATION AT ROYBAL 2010-2011/ Educación Especial en Roybal 2010-2011 ..................................................................................................................................... 27 ENROLLMENT BY GRADUATION CLASS DECREASING /INSCRIPCIÓN EN LA CLASE DE GRADUACIÓN DISMINUCIÓN ........................................................................................... 28 STUDENT ON TRACK TO GRADUATE ON TIME/ ESTUDIANTE POR EL BUEN CAMINO graduarse a tiempo .......................................................................................................... 30 NUMBER OF STUDENTS WHO APPLIED TO UCLA/ Número de estudiantes que APLICADA A LA UCLA ................................................................................................................. 30 GRADES VS CST PLACEMENTS- Disparity Between Grades and CST scores/GRADOS DE PRÁCTICAS CONTRA CST-La disparidad entre las calificaciones y el CST ...................... 31 CAHSEE AND OUR PLACE IN THE BELMONT ZONE OF CHOICE/CAHSEE y nuestro lugar en LA ZONA DE BELMONT DE ELECCIÓN ...................................................................... 32 WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 Page 4 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 5 CAHSEE ENGISH PROFICIENCY GOALS FOR 2011 ................................................................................................................................................................................................... 33 CAHSEE MATH COMPARISONS FOR LOCAL DISTRICT 4 ......................................................................................................................................................................................... 34 CAHSEE MATH PROFICIENCY GOALS FOR 2011 ..................................................................................................................................................................................................... 35 CAHSEE 2010 AND CAHSEE GOALS FOR 2011/ CAHSEE 2010 Y METAS PARA EL 2011 CAHSEE ............................................................................................................................ 36 CAHSEE PASSING AND PROFICIENCY RATE TRENDS 2008-2011/ CAHSEE 2010 Y METAS PARA EL 2011 CAHSEE ................................................................................................ 37 CST SCORES FOR 2008 AND 2009 (ACTIVESTUDENTS AS OF SPRING 2010/CST calificaciones de 2008 AND 2009 (ACTIVESTUDENTS A PARTIR DE PRIMAVERA 2010) ............. 38 CST SCORES FOR 2009 AND 2010 (ACTIVE STUDENTS AS OF SPRING 2011)/CST calificaciones de 2009 AND 2010 (ESTUDIANTES ACTIVOS COMO DE PRIMAVERA 2011) . 39 CST SCORES FOR 2009 AND 2010 (ACTIVE STUDENTS AS OF SPRING 2011)/CST calificaciones de 2009 AND 2010 (ESTUDIANTES ACTIVOS COMO DE PRIMAVERA 2011) ...... 40 API GROWTH REPORT BY SUB GROUPS FOR 2009-2010/ API INFORME DE CRECIMIENTO PARA 2009-2010 ...................................................................................................... 41 PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos ................................................................................................................................................................................ 42 CHAPTER II: STUDENT/COMMUNITY PROFILE — OVERALL SUMMARY FROM ANALYSIS OF PROFILE DATA ....................................................................................................... 43 CHAPTER III: PROGRESS REPORT......................................................................................................................................................................................................................... 44 CHAPTER IV: SELF-STUDY FINDINGS .................................................................................................................................................................................................................... 45 CATEGORY A: ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES ................................................ 45 A1. ORGANIZATION CRITERION ....................................................................................................................................................................................................................... 45 Suggested Areas to Analyze .................................................................................................................................................................................................................................. 48 Research-based knowledge about teaching and learning ..................................................................................................................................................................................... 48 National and state educational issues ................................................................................................................................................................................................................... 48 What shareholders groups have been involved in the establishment of the school’s vision ................................................................................................................................. 48 The degree of involvement of these shareholder groups ...................................................................................................................................................................................... 48 The process for reaching consensus among the shareholder groups regarding the vision ................................................................................................................................... 48 Interviews with staff, students, parents, board and district personnel and other shareholders to determine their level of Understanding........................................................ 48 and commitment to the vision............................................................................................................................................................................................................................... 48 The process for regular communication with the school community regarding review and revision of other evidence identified by the school ................................................ 48 Memos and other written documents ................................................................................................................................................................................................................... 48 Other evidence identified by the school ................................................................................................................................................................................................................ 48 A2. GOVERNANCE CRITERION .................................................................................................................................................................................................................................. 49 A3. LEADERSHIP AND STAFF CRITERION ..................................................................................................................................................................................................................... 53 A4. LEADERSHIP AND STAFF CRITERION ..................................................................................................................................................................................................................... 55 A5. LEADERSHIP AND STAFF CRITERION ..................................................................................................................................................................................................................... 58 A6. RESOURCES CRITERION ...................................................................................................................................................................................................................................... 60 A7. RESOURCES CRITERION [CHARTER SCHOOLS ONLY] ................................................................................................................................................................................................ 63 A8. RESOURCES CRITERION [CHARTER SCHOOLS ONLY] ................................................................................................................................................................................................ 67 WASC CATEGORY A. ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES: STRENGTHS AND GROWTH NEEDS .................................................................. 69 CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM ................................................................................................................................................................................. 70 B1. Curriculum Criterion ................................................................................................................................................................................................................................ 70 B1. Curriculum: Additional Findings..................................................................................................................................................................................................................... 85 WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 Page 5 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 6 SUGGESTED AREAS TO ANALYZE ......................................................................................................................................................................................................................................... 85 CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION...................................................................................................................................................................................... 99 C1. Instruction Criterion ................................................................................................................................................................................................................................... 99 C1. Instruction: Additional Findings ........................................................................................................................................................................................................................................... 101 C2. Instruction Criterion ................................................................................................................................................................................................................................. 102 C2. Instruction: Additional Findings ........................................................................................................................................................................................................................................... 107 WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs .................................................................................................................. 108 Category C. Standards-based Student Learning: Instruction: Areas of Strength........................................................................................................................................................................ 108 Category C. Standards-based Student Learning: Instruction: Areas of Growth ......................................................................................................................................................................... 109 CATEGORY D: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY...................................................................................................................................................... 109 E1. SCHOOL CULTURE AND STUDENT SUPPORT CRITERION......................................................................................................................................................................... 117 E2. SCHOOL CULTURE AND STUDENT SUPPORT CRITERION .............................................................................................................................................................................................. 126 E3 AND E4. SCHOOL CULTURE AND STUDENT SUPPORT CRITERION ................................................................................................................................................................................ 136 PRIORITIZED AREAS OF GROWTH NEEDS FROM CATEGORIES A THROUGH E ............................................................................................................................................................................. 158 CHAPTER V: SCHOOLWIDE ACTION PLAN .......................................................................................................................................................................................................................... 158 APPENDIX: ................................................................................................................................................................................................................................................................... 158 ANALYSIS OF SCHOOL EXPERIENCE SURVEY FOR PARENTS ................................................................................................................................................................................ 160 WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 Page 6 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados Chapter I: Student/Community Profile and Supporting Data and Findings: / Perfil de la comunidad y de apoyo y resultados A. 7 Capítulo I: Datos del Estudiante Prepare a Student/Community Profile Include data and findings for the following: Demographic data, including the refined expected schoolwide learning results Disaggregated and interpreted outcome data Survey summaries, if any List the WASC Recommendations that correspond with the Key Findings in the data page (if applicable). WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 1. The school administration needs to ensure that standards-based instruction is occurring in all classrooms. 2. The school must improve the overall safety and security at the school site. 3. The school is currently significantly underfunded due to the Single Plan for Student Achievement not being completed and inability to obtain QEIA funding. 4. The school is not currently working as a single school site team but as four individual units. How can Edward R. Roybal Learning Center achieve greater school unity? 5. The school needs to make a concerted effort to make all parents feel welcome on the campus and to make sure that all communication is frequent and timely. 1. La administracción necesita asegurar que le enseñanza de normas (standars) esta siendo sequida en todas las aulas. 2. La escuela debe mejorar las medidas de seguridad en todo el plantel. 3. La escuela tiene insuficiente financión dado el no haber completado el Plan Único (SPSA) y posible extra fondos. 4. La unidad de la escuela debe ser mejorada. Se encuentra dividida en cuatro (4) pequenas comunidades/academias. 5. La escuela debe continuar mejorando su relación con los padres, en el esfuerzo de podertence major comunicación WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009 Page 7 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 8 MISSION STATEMENTS AND SCHOOL DESCRIPTIONS District Mission Statement/ Misión del Distrito The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential. Los maestros, administradores y personal de la Los Angeles Distrito Escolar Unificado de creer en la igualdad y la dignidad de todos los estudiantes y estamos comprometidos a educar a todos los estudiantes alcancen su máximo potencial. School Vision and Mission Escuela de Misión y Visión Edward R. Roybal Learning Center will educate its diverse student body in a safe, supportive and nurturing environment to develop reflective thinkers and effective communicators as a means of promoting life-long learning and citizenship for our global society. Edward R. Roybal Learning Center provides a rigorous standard based curriculum, access to A-G requirements, models civic virtues through service learning and community involvement, and provides understanding of technology through our personalized Small Learning Community structure. Edward R. Roybal Learning Center será educar a su población estudiantil diversa en un ambiente seguro y de apoyo y fomentar el desarrollo de los pensadores de reflexión y comunicadores eficaces como un medio para promover el aprendizaje permanente y la ciudadanía de nuestra sociedad global. Edward R. Roybal Learning Center ofrece un riguroso plan de estudios estándar basado en el acceso a los requisitos AG, los modelos de virtudes cívicas a través del aprendizaje servicio y la participación de la comunidad, y proporciona una comprensión de la tecnología a través de nuestra estructura personalizada a Pequeñas Comunidades de Aprendizaje. District Mission Statement/ Misión del Distrito Page 8 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados Student/Community Profile Data 9 Estudiante / Comunidad de perfil de datos School Profile Description Descripción de la escuela perfil Edward R. Roybal Learning Center opened its doors to students for the first time on September 3, 2008. Roybal Learning Center (RLC) is located on the western side of Downtown, serving Los Angeles’ most densely populated section. The opening of RLC alleviated the overcrowding at the old Belmont High School that had been operating on a multi-track, yearround school calendar, as well as busing hundreds of students to schools outside the Belmont attendance area for 20 years. The opening of this school also symbolized a triumph of this community in its long struggle to get schools in the area back on a traditional calendar and allow students to attend school in their own community. The surrounding community looks to Roybal as an institution which will provide a highquality education and social advancement opportunities for its youth. Edward R. Roybal Learning Center abrió sus puertas a los estudiantes por primera vez el 3 de septiembre de 2008. Roybal Learning Center (RLC) se encuentra en el lado oeste del centro, sirviendo con mayor densidad de Los Ángeles sección pobladas. La apertura de RLC aliviar la sobrepoblación en la vieja escuela Belmont High que habían estado operando en un multi-pista, calendario escolar durante todo el año, así como cientos de transporte escolar a los estudiantes a las escuelas fuera del área de asistencia de Belmont de 20 años. La apertura de esta escuela también simbolizó el triunfo de esta comunidad en su larga lucha para lograr que la escuela en la zona de la espalda en un calendario tradicional y permiten a los estudiantes a asistir a la escuela en su propia comunidad. La comunidad que la rodea se ve a Roybal como una institución que va a proporcionar una educación de alta calidad y oportunidades de promoción social para los jóvenes. Page 9 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 10 Low Income Families and English Learners According to the 2000 Census, the demographics of Roybal’s residence area includes the highest percentage of immigrants, non-citizens, low-income families, English Learners, and persons without high school diplomas of any community in the Los Angeles area. Because the area is a ”first stop” for many immigrants to the United States, with over 50% of the students from other countries and the other 50% born to immigrant parents, the transiency rate is exceptionally high. Grade English Learners Class 2011 Class Class Class 2012 2013 2014 Según el censo de 2000, la demografía de la zona de residencia Roybal incluye el mayor porcentaje de inmigrantes, los no ciudadanos, familias de bajos ingresos, Aprendices de Inglés, y las personas sin diploma de secundaria de toda la comunidad en el área de Los Angeles. Debido a que la zona es una "primera parada" para muchos inmigrantes a los Estados Unidos, con más del 50% de los estudiantes de otros países y el otro 50% de los nacidos de padres inmigrantes, la tasa de transitoriedad es excepcionalmente alta. English Learner Reclassified EL Gifted SpEd Econ Disadvantaged 9 302 321 30 77 448 4 14 87 197 10 149 212 15 36 310 19 45 83 0 11 99 187 22 35 258 40 54 0 0 12 68 109 9 21 158 44 0 0 0 618 829 76 169 1174 107 113 170 197 Low Income Families and English Learners Page 10 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 11 The Belmont Zone and our Community Roybal Learning Center (RLC) is bordered by Beaudry, Temple and First Streets. The facility’s administration building overlooks the campus, which includes four small learning communities and one independent pilot school. The school site is situated next to Vista Hermosa Park, the first new park established in the downtown area in a century, given to the community for beautification and recreation. The physical education and athletic facilities are situated on the west and north sides of the campus, consisting of a baseball and multi-purpose fields. The site provides an extraordinary scenic view of downtown Los Angeles. RLC is the second of three new high schools that comprise what is now called the Belmont Zone of Choice (BZOC). Students matriculating from area middle schools have the opportunity to choose from 17 academies or small schools in the four BZOC high school campuses. RLC is on a traditional calendar, and currently has an enrollment of 1689 students: 9th grade-723, 10th grade-425, 11th grade 341 and 200 students in 12th grade. The RLC campus also houses one small, autonomous pilot school, the Civitas School of Leadership, which has 400 students. . The main feeder schools for RLC are Virgil and Leitchy Middle Schools The Belmont Zone and our Community Roybal Learning Center (RLC) está bordeada por Beaudry, Temple y la calle Primera. Construcción de las instalaciones de la administración con vistas al campus, que incluye cuatro pequeñas comunidades de aprendizaje y una escuela de pilotos independientes. La escuela está situada junto a Vista Hermosa Park, el primer parque nuevo establecido en el centro de la ciudad en un siglo, teniendo en cuenta a la comunidad para el embellecimiento y la recreación. La educación física y las instalaciones deportivas están situadas en los lados oeste y norte del campus, que consta de una pelota de béisbol y campos de usos múltiples. El sitio ofrece una extraordinaria vista panorámica del centro de Los Angeles. RLC es la segunda de tres nuevas escuelas secundarias que conforman lo que ahora se llama la zona de Belmont Choice (BZOC). Los estudiantes matriculados en escuelas de enseñanza media tienen la oportunidad de elegir entre 17 academias o escuelas pequeñas en los cuatro campus BZOC la escuela secundaria. RLC está en el calendario tradicional, y actualmente tiene una matrícula de 1.689 estudiantes: 9 º grado-723, grado 10-425, grado 11 341 y 200 estudiantes en el grado 12. El campus de RLC también alberga una escuela pequeña, piloto autónomo, la Escuela de Liderazgo Civitas, que cuenta con 400 estudiantes. . Las escuelas de alimentador principal de RLC son Virgil y Leitchy escuelas secudarias Page 11 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 12 The Surrounding Area RLC’s student population comes mainly from the surrounding areas of Pico-Union and Echo Park, but the attendance area extends well beyond Vermont Avenue to the west, and borders Hollywood. Over 90% of the students attending Roybal qualify for the Federal Free and Reduced Price Meal Program. The majority of the Learning Center’s students come from homes where English is not the primary language spoken. Socio-economically, the neighborhood consists of mostly working class, immigrant and low-income families. RLC población estudiantil proviene principalmente de los alrededores de Pico-Union y Echo Park, pero el área de asistencia se extiende mucho más allá de Vermont Avenue hacia el oeste, y las fronteras de Hollywood. Más del 90% de los estudiantes que asisten a Roybal calificar para el Programa Federal de precios de comidas gratis oa precio reducido. La mayoría de los estudiantes del Centro de Aprendizaje provienen de hogares donde el Inglés no es el idioma principal que se habla. Socio-económico, el barrio se compone en su mayoría de clase trabajadora, las familias inmigrantes y de bajos ingresos . The Surrounding Area Page 12 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados Enrollment by Subgroup 13 SCHOOL OVERVIEW 2010-2011 Roybal has 169 Special Education students with special needs including Special Day Program students and Resource Program students. All students in the Resource Program are fully included in the general education program. The school currently has 76 students who are identified as gifted. Roybal tiene 169 estudiantes de Educación Especial con necesidades especiales como el Día Especial de los estudiantes y los estudiantes del Programa de Recursos Didácticos. Todos los estudiantes del Programa de Recursos se incluyan en el programa de educación general. Actualmente la escuela tiene 76 estudiantes que son identificados como superdotados. Enrollment by Subgroup Total Students Enrolled 1689 African American 2% Special Education American Indian 0% Gifted Asian 6% Econ Disadvantaged 70% Filipino 2% 37% Hispanic English Learners 10% 4% 89% Reclassified Eng Learners 49% Pacific Islander 0% White 1% Page 13 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 14 Demographic Break Down 2010-2011 Class EL Gifted Special Ed Economically Disadvantaged The demographic break down for 2000-2011 indicates that the Roybal population is primarily Hispanic. 618 students are English Learners and 829 of the Roybal student body are Reclassified English Learners. The student population is 89% Hispanic. The Roybal student body includes101 Asians, 35 Filipinos, 36 African Americans, 9 Whites, 5 Native Americans and 7 Pacific Islanders. Los datos demográficos se descomponen para 2000-2011 indica que la población Roybal es principalmente hispana. 618 estudiantes Aprendices de Inglés y 829 de la población estudiantil Roybal son reclasificados Estudiantes de Inglés. La población estudiantil es de 89% de hispanos. El cuerpo estudiantil Roybal includes101 asiáticos, 35 filipinos, 36 afroamericanos, blancos 9, 5 y 7 de los nativos americanos isleños del Pacífico . American African Pacific Class Class Clas Class English Reclassified Econ Indian Asian American Filipino Hispanic Islander White Total 2011 2012 s2013 2014 Learner EL Gifted SpEd Dis 9 1 47 12 1 656 1 5 723 6 23 171 522 302 321 30 77 448 10 3 32 9 2 376 2 1 425 30 103 288 0 149 212 15 36 310 11 0 15 10 16 294 4 2 341 87 247 0 0 99 187 22 35 258 12 1 7 5 16 169 0 2 200 168 0 0 0 68 109 9 21 158 Total 5 101 36 35 1495 7 10 1689 291 373 459 522 618 829 76 169 1174 Demographic Break Down 2010-2011 Page 14 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 15 Program Improvement Year 1 This year Roybal became a Program Improvement Year 1 school by not meeting its Adequate Yearly Progress (AYP). We met 8 out of 18 criteria, 16 of which are determined by the scores on the CAHSEE of the 10th grade students taking the exam for the first time. We currently have 425 - 10th grade students. 288 in the Class of 2012 will be taking the CAHSEE for the 1 st time, 43% of which must be Proficient or Above on the CAHSEE. This amounts to about 130 students. The Safe Harbor Proficiency Rate on the CAHSEE for Mathematics and English is approximately 43%. Approximately 75 students in each SLC will be taking the CAHSEE for the 1 st time. How do we ensure that 130 - 10th grade students (in the Class of 2013) become Proficient or Above in Math and English on the CAHSEE? Basic Skills embedded in English Language Arts classes need to be increased. The same is true for Math. Our plan to get out of Program Improvement is a 2-year plan. In addition to our current 10th grade we must address our current 9th grade students, who will be taking the CAHSEE next year. Este año se convirtió en un Roybal el Programa de Mejoramiento Año 1 de la escuela por no cumplir con sus objetivos de Progreso Anual Adecuado (AYP). Nos encontramos con 8 de los 18 criterios, 16 de los cuales son determinados por los resultados del CAHSEE de los estudiantes de 10 º grado toman el examen por primera vez. Actualmente contamos con 425 - 10 estudiantes de los grados. 288 en la Clase de 2012 va a tomar el CAHSEE por vez primera, el 43% de los cuales debe ser competente o superior en el CAHSEE. Esto equivale a unos 130 estudiantes. La tasa de seguridad del puerto de competencia en el CAHSEE para Matemáticas e Inglés es de aproximadamente 43%. Aproximadamente 75 estudiantes en cada SLC va a tomar el CAHSEE por vez primera. ¿Cómo podemos asegurar que 130 - 10 estudiantes de los grados (en la Clase de 2013) se proficiente o por encima de Matemáticas e Inglés en el CAHSEE? Habilidades básicas contenidas en el Idioma Inglés clases de artes que aumentar. Lo mismo es cierto para las matemáticas. Nuestro plan para salir del programa de mejoramiento es un plan de dos años. Además de nuestro 10 º grado actual debemos abordar nuestras actuales estudiantes de noveno grado, que va a tomar el CAHSEE el próximo año. Program Improvement Year 1 Page 15 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 16 Grade AEE BFA CSA ISOL Roybal’s SLCs 9 191 177 177 178 Roybal currently includes of four small learning communities (SLCs): Activists for Educational 10 93 118 113 101 Empowerment (AEE), Business and Finance (BFA), Computer Science (CSA) and International School of Languages (ISOL). Each academy existed at Belmont High School 11 100 86 80 75 prior to being relocated to Roybal. AEE’s focus is to encourage student voice, strength and 12 42 38 68 52 knowledge, while BFA provides its students with special opportunities to connect to the greater downtown businesses of Los Angeles, taking advantage of the proximity of Roybal to 426 419 438 406 downtown. CSA provides its students with a focus on technology and its functionality. ISOL offers opportunities for its students to become familiar with many different languages and cultures, preparing them to fully participate in the international community. The SLC structure is now fully implemented at the secondary level, and students living in the Belmont Zone of Choice are presently able to attend one of the three high schools (Belmont, Miguel Contreras, and Roybal) in the area. These students are no longer bused out of their neighborhood. Students come from Berendo, John Liechty, Virgil, King and Nightingale middle schools. The SLCs share common spaces such as the multipurpose room, athletic fields and gymnasium, cafeteria, library, college and parent centers, and media resources. Roybal incluye en la actualidad de cuatro pequeñas comunidades de aprendizaje (SLC): Los activistas de la Educación Empoderamiento (AEE), Negocios y Finanzas (BFA), Ciencias de la Computación (CSA) y la Escuela Internacional de Idiomas (ISOL). Cada academia existía en Belmont High School antes de ser trasladado a Roybal. AEE enfoque es promover la voz del estudiante, la fuerza y el conocimiento, mientras que BFA ofrece a sus estudiantes la oportunidad especial para conectarse a los negocios del centro superior de Los Angeles, aprovechando la proximidad de Roybal del centro. CSA ofrece a sus estudiantes con un enfoque en tecnología y su funcionalidad. ISOL ofrece oportunidades para que sus estudiantes se familiaricen con diferentes idiomas y culturas, y los prepara para participar plenamente en la comunidad internacional. La estructura de SLC está totalmente implementado en el nivel secundario, y los estudiantes que viven en la zona de Belmont de elección son actualmente capaces de asistir a una de las tres escuelas secundarias (Belmont, Miguel Contreras, y Roybal) en la zona. Estos estudiantes ya no son transportados fuera de su vecindario. Los estudiantes vienen de las escuelas medias Berendo, John Liechty, Virgil, King y Nightingale. El SLC comparten espacios comunes como el salón de usos múltiples, campos deportivos y gimnasio, cafetería, biblioteca, universidad y centros de padres, y los recursos de los medios de comunicación. Roybal’s SLCs Page 16 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados Even though the SLCs are focused on different themes, they all seek to prepare their students to be successful when they leave Roybal. All SLCs provide a college preparatory curriculum and work to increase student achievement, guiding students toward college and career paths that appeal to their interests. All SLCs embrace the same guiding principles which include decision-making based on research and data, creating a culture of learning for students and adults, rigorous student-centered instruction within a safe, nurturing and adaptive learning environment. A pesar de que el SLC se centran en diferentes temas, todos ellos tratan de preparar a sus estudiantes para Roybal’s SLCs 17 tener éxito cuando salen de Roybal. Todos los SLC ofrecen un plan de estudios preparatorios para la universidad y trabajan para aumentar el rendimiento estudiantil, orientar a los estudiantes para la universidad y las carreras que atraen a sus intereses. Todos los SLC abrazar los mismos principios rectores que incluyen la toma de decisiones basadas en la investigación y los datos, la creación de una cultura de aprendizaje para estudiantes y adultos, riguroso centrado en el estudiante la instrucción dentro de un ambiente seguro y educativo y de aprendizaje adaptativo. Page 17 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 18 Parent and Community Involvement –SSC and Parent Advisory Committees Roybal LC values its relationship with the surrounding community and its parents. Communication is a top priority. Roybal provides test results (i.e. CST, CAHSEE, CELDT) to parents and student grades every ten weeks. Roybal has and will hold several informational meetings, inviting teachers, parents and students as well. SLCs have planned intervention meetings for students who are identified as “at risk” due to low academic grades, poor attendance and teacher recommendation. The analysis of the student achievement data will be conducted by the SSC, CEAC, and ELAC to further develop and strengthen the Single Plan for Student Achievement which focuses on Title I and English Learners attending Roybal, 90% of the student body. In conclusion, Roybal LC is a state of the art, fully equipped educational facility that puts forth the highest possible effort to support the community. Located adjacent to downtown Los Angeles, Roybal provides its students with connections to this bustling city. With its vision and mission in mind, it is inspired by its guiding principles and commitment to excellence. Its small learning communities provide the students in its community the necessary and valued choices to become successful citizens. In the spirit of Belmont’s Zone of Choice, Roybal’s small learning communities provide personalization of educational paths and choices for all of its students. Roybal LC valora su relación con la comunidad circundante y sus padres. La comunicación es una prioridad. Roybal proporciona resultados de la prueba (es decir, CST, CAHSEE, CELDT) a los padres y calificaciones de los estudiantes cada diez semanas. Roybal tiene y tendrá varias reuniones informativas, los profesores invitando a los padres y estudiantes. SLC han planeado reuniones de intervención para los estudiantes que son identificados como "en riesgo" debido a los bajos resultados académicos, la escasa asistencia y recomendación del maestro. El análisis de los datos de rendimiento de los estudiantes se llevará a cabo por el SSC, CEAC y ELAC para desarrollar y fortalecer el Plan Único para el Rendimiento de los estudiantes que se centra en el Título I y Estudiantes de Inglés asistir a Roybal, el 90% del cuerpo estudiantil. En conclusión, Roybal LC es un estado del arte, instalaciones completamente equipadas educativo que pone adelante el mayor esfuerzo posible para apoyar a la comunidad. Situado junto al centro de Los Angeles, Roybal provee a sus estudiantes con las conexiones a esta bulliciosa ciudad. Con su visión y misión en mente, se inspira en sus principios y compromiso con la excelencia. Sus pequeñas comunidades de aprendizaje proporcionan a los estudiantes en su comunidad las decisiones necesarias y valoradas para convertirse en ciudadanos exitosos. En el espíritu de la zona de Belmont de la elección, las pequeñas comunidades de aprendizaje Roybal ofrecer la personalización de las trayectorias educativas y opciones para todos sus estudiantes . Parent and Community Involvement –SSC and Parent Advisory Committees Page 18 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados COMPREHENSIVE NEEDS ASSESSMENT TO DETERMINE KEY FINDINGS/INTEGRAL DE EVALUACIÓN DE LAS NECESIDADES PARA DETERMINAR LOS RESULTADOS CLAVE COMPREHENSIVE NEEDS ASSESSMENT TO DETERMINE KEY FINDINGS/INTEGRAL DE EVALUACIÓN DE LAS NECESIDADES PARA DETERMINAR LOS RESULTADOS CLAVE Page 19 of 166 19 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados AYP FOR 2009 AND 2010 Criteria ROYBAL LEARNING CENTER Schools are placed into PI 1 when they do not meet any 2 criteria CAHSEE Participation Rate 2 consecutive years Met 8/18 2010 Met 3/182009 METPI 1 GRADE 1 English Schoolwide NO NO NO 10 2 English Hispanic NO NO NO 10 3 English Socioeconomically Disadvantaged YES NO 4 English English Learners YES NO 5 Math Schoolwide YES NO 6 Math Hispanic NO NO NO 10 7 Math Socioeconomically Disadvantaged YES NO 8 Math English Learners NO NO NO 10 NO 10 NO 10 NO 10 NO 10 CAHSEE Proficiency Rate (Score of 380) 9 English Schoolwide NO NO 10 English Hispanic NO YES 11 English Socioeconomically Disadvantaged YES-SH YES 12 English English Learners NO NO 13 Math Schoolwide YES-SH NO 14 Math Hispanic NO NO 15 Math Socioeconomically Disadvantaged YES-SH YES 16 Math English Learners NO NO 17 API YES YES 9-12 18 GRADUATION RATE YES-PENDING YES-PENDING 12 AYP FOR 2009 AND 2010 Page 20 of 166 20 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 21 AYP-ROYBAL MET THE FOLLOWING 8 CRITERIA IN 2010: SCHOOLWIDE MATH PARTICIPATION RATE OF 95% SOCIOECONOMICALLY DISADVANTAGED ENGLISH PARTICIPATION RATE (94% BY Y2- THE AVERAGE OF 2 YEARS) SOCIOECONOMICALLY DISADVANTAGED MATH PARTICIPATION RATE OF 95% GRADUATION RATE (WE ARE GIVEN CREDIT FOR THIS EVEN THOUGH IT IS PENDING) ACADEMIC PERFORMANCE INDEX (API) 571 TO 611, A GROWTH OF 40. (WE ONLY NEEDED TO GROW AT 5% OF THE DIFFERENCE BETWEEN 800 AND LAST YEAR’S SCORE : 5% ( 800571) = 11.45) SOCIOECONOMICALLY DISADVANTAGED MATH PROFICIENT RATE OF 37.7% BY SAFE HARBOR (SH) SOCIOECONOMICALLY DISADVANTAGED ENGLISH PROFICIENT RATE OF 35.7% BY SAFE HARBOR (SH) SCHOOLWIDE MATH PROFICIENCY RATE OF 35.2% BY SAFE HARBOR (SH) ROYBAL LC FAILED TO MEET SEVERAL CRITERIA FOR TWO YEARS IN A ROW. THIS IS WHY WE ARE NOW IN PROGRAM IMPROVEMENT YEAR I. IN 2009 ROYBAL ONLY MET 3 OF 17 CRITERIA. THE CRITERIA THAT WAS NOT MET 2 YEARS IN A ROW WERE: 1) SCHOOLWIDE PARTICIPATION RATE FOR ENGLISH LEARNERS FOR MATH 2) SCHOOLWIDE PARTICIPATION RATE FOR ENGLISH LEARNERS FOR ENGLISH AYP-ROYBAL MET THE FOLLOWING 8 CRITERIA IN 2010: Page 21 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados Roybal cumplio Los siguientes 8 CRITERIOS EN 2010: 1. MATEMÁTICAS ESCUELA tasa de participación del 95% 2. TASA DE PARTICIPACIÓN DE INGLÉS escasos recursos económicos (94% Y2-EL PROMEDIO DE 2 AÑOS) 3. Socioeconómicamente MATEMÁTICAS EN DESVENTAJA tasa de participación de 95% 4. Porcentaje de graduación (se nos da crédito para este AUNQUE ESTÁ PENDIENTE) 5. ÍNDICE DE RENDIMIENTO ACADÉMICO (API) 571 a 611, un crecimiento del 40. 6. (Sólo necesitamos para crecer a un 5% de la diferencia entre 800 y puntuación del año pasado: 5% (800-571) = 11.45) 7. TASA DE MATEMÁTICAS EN DESVENTAJA socioeconómica COMPETENTE DE 37,7% DE PUERTO SEGURO (SH) 8. De escasos recursos económicos TASA dominio del inglés del 35,7% de la SAFE HARBOR (SH) 9. MATEMÁTICAS ESCUELA DE COMPETENCIA DE LA TASA DE 35.2% EN PUERTO SEGURO (SH) Ver los datos ABAJO Roybal LC no cumplió con varios criterios de dos años en una fila. ¡Por eso estamos ahora en el Programa de Mejoramiento I. EN 2009 Roybal sólo se reunió tres de 17 criterios. Los criterios que no se cumplió dos años en una fila FUERON: 1) TASA DE PARTICIPACIÓN DE TODA LA ESCUELA PARA ESTUDIANTES DE INGLÉS PARA MATEMÁTICAS 2) TASA DE PARTICIPACIÓN DE TODA LA ESCUELA PARA ESTUDIANTES DE INGLÉS PARA INGLÉS AYP-ROYBAL MET THE FOLLOWING 8 CRITERIA IN 2010: Page 22 of 166 22 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados CAHSEE PROFICIENCY AND PARTICIPATION RATE CAHSEE PROFICIENCY AND PARTICIPATION RATE Page 23 of 166 23 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados API AND GRADUATION RATES API AND GRADUATION RATES Page 24 of 166 24 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados WHERE ARE OUR STUDENTS LIVING? 25 WHERE OUR ARE STUDENTS LIVING? 600 518 400 301 300 STUDENTS 217 200 133 97 67 91605 90222 90065 2 1 1 90057 90047 90044 90042 90039 90038 90037 90033 90032 90031 90026 90020 90013 90029 1 1 7 1 1 3 3 1 1 2 4 1 4 90012 90011 90010 90007 3 1 7 90006 90005 90004 90003 90002 1 1 0 90028 55 22 90017 100 90027 125 90015 STUDENTS 500 ZIP CODES Our students mostly live in the zip codes 90026, 90057, 90017, 90004, 90006, 90015, 90020 and 90012. We have 518 from 90026, 301 from 90057, 217 from 90004, 133 from 90017 and 97 from 90016. However, we have several students that come here from many other zip codes. Nuestros estudiantes en su mayoría viven en los códigos postales 90026 del, 90057, 90017, 90004, 90006, 90015, 90020 y 90012. Tenemos 518 de 90026, 301 de 90057, 217 de 90.004, 90.017 y 133 de 97 de 90016. Sin embargo, tenemos varios alumnos que vienen de muchos otros códigos postales. WHERE ARE OUR STUDENTS LIVING? Page 25 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados LANGUAGES AT ROYBAL Th Ta i wa ai nes e Spa \ n is h Sin hal ese Pili pi Oth no er No Na tL vaj o \A me Ko re a n It a lian Iloc ano Fil Hin Gu am di ani an Eng Can lish ton e se \ Be nga li Ara bic ese Urd u Languages at Roybal 1322 The home language 1400 survey indicates that 1200 eighteen different 1000 800 languages are spoken in 600 the homes of the Roybal 400 124 Learning Center 200 3 1 4 1 69 15 3 3 1 3 1 14 3 1 4 1 0 students. Spanish (1322) is the predominant home language identified in the survey, while 124 Languages at Roybal families identified as using English as the primary home language. 69 parents indicate using Pilipino as their home language. English and Pilipino represent the second and third largest language groups. Vie tna m Languages at Roybal Arabic 3 Bengali 3 Cantonese\ 15 English 124 Guamanian 1 Hindi 4 IlocanoFil 1 Italian 3 Korean 14 Navajo\Ame 1 Other NotL 3 Pilipino 69 Sinhalese 1 Spanish 1322 Taiwanese\ 1 Thai 4 Urdu 1 Vietnamese 3 La encuesta indica que el idioma del hogar dieciocho idiomas diferentes se hablan en los hogares de los estudiantes del Centro Roybal Learning. Español (1322) es el idioma del hogar predominantes identificados en la encuesta, mientras que 124 familias identificadas como el uso de Inglés como el idioma de la casa principal. 69 padres de familia indican con Pilipino como su lengua materna. Inglés y Pilipino representan el segundo y tercer grupos de idiomas LANGUAGES AT ROYBAL Page 26 of 166 26 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 27 SPECIAL EDUCATION AT ROYBAL 2010-2011/ Educación Especial en Roybal 2010-2011 1800 1600 160 1400 1200 1000 800 Yes 1426 No 600 400 41 32 47 40 200 375 359 348 344 CSA BFA AEE ISOL 0 Sp Ed at Roybal 160 students at Roybal this year are identified as Special Education students while 1426 are in the Regular Program. The SLCs equally share Special Education students. The SLCs have approximately 400 student enrolled with approximately 10% in Special Education. 160 estudiantes de Roybal este año se identifican como estudiantes de Educación Especial, mientras que 1.426 se encuentran en el Programa Regular. El SLC también comparten los estudiantes de Educación Especial. El SLC tiene aproximadamente 400 estudiantes matriculados, con aproximadamente el 10% en Educación Especial SPECIAL EDUCATION AT ROYBAL 2010-2011/ Educación Especial en Roybal 2010-2011Page 27 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 28 ENROLLMENT BY GRADUATION CLASS DECREASING /INSCRIPCIÓN EN LA CLASE DE GRADUACIÓN DISMINUCIÓN 600 513 500 445 2014 2013 2012 2011 2010 2009 400 341 300 259 200 5 0 2014 2013 2012 Grad Classes Enrollment at Roybal 2011 CSA 2010 BFA AEE CSA BFA AEE ISOL 134 118 129 132 41 111 108 108 0 104 94 71 0 54 63 58 0 2 1 13 1 2 0 2 Sp Ed at Roybal CSA BFA AEE ISOL No 1426 375 359 348 344 Yes 160 41 32 47 40 100 23 Grad Classes Enrollment at Roybal 513 445 341 259 23 5 1586 2009 ISOL The enrollment of the Class of 2014 is currently 513, the Class of 2013 is 445, the Class of 2012 is 341 and finally, the Class of 2011 is 259. The overall enrollment in the past three years has been fairly steady at an average of 1700 beginning with about 500 Freshman each year. The enrollment of each Class has steadily decreased year after year. The reason(s) for this decline in enrollment from Class to Class is a issue of concern. Where have the students gone and why? La inscripción de la Clase de 2014 es en la actualidad 513, de la Clase del 2013 es 445, la clase del 2012 es 341 y, por último, la clase de 2011 es 259. La matrícula total en los últimos tres años ha sido bastante estable en un promedio de 1700 a partir de unos 500 estudiantes de primer año de cada año. La matrícula de cada clase ha disminuido año tras año. La razón(s) por la de esta disminución en la matrícula de clase a clase es un motivo de preocupación. ¿Dónde han ido los alumnos y por qué? ENROLLMENT BY GRADUATION CLASS DECREASING /INSCRIPCIÓN EN LA CLASE DE GRADUACIÓN DISMINUCIÓNPage 28 of 166 29 WHAT COUNTRIES DO OUR PARENTS COME FROM? Arkansas Bangladesh Belize Bolivia California Cambodia Canada China Colombia Colorado Cuba Distrt Columbia Dominican Repub El Salvador Florida Guam Guatemala Hawaii Honduras Illinois India India Italy 1 4 2 3 1119 3 1 11 1 1 2 2 1 60 1 1 59 2 17 1 5 5 3 Kansas Massachusetts Mexico N Mariana Isles Nevada New Jersey New York Nicaragua Nigeria Oregon Pakistan Peru Philippines Saudi Arabia Sierra Leone South Korea Sri Lanka Tennessee Texas Thailand Vietnam Virginia 1 1 167 1 1 1 5 4 1 1 1 2 57 2 1 8 1 1 2 3 3 1 1119 of our students were born in California, 167 in Mexico, 60 in El Salvador, 59 in Guatamala, and 57 in the Phillippines. Many of our other students were born in countries such as Columbia, Boliva, Cuba, Dominican Republic, Nicaragua, and Peru with 17 from Honduras. States such as Arkansas, Colorado, Florida, Hawaii, Illinois, Kansas, Massachusetts, Nevada, New Jersey, New York Oregon, Tennessee Texas and Virginia are represented. We also have students from Bangladesh, Elize, Cambodia, Canada, China, Guam, India, Italy, N Mariana Isles, Nigeria, Pakistan, Saudi Arabia, Sierra Leone, South Korea, Sri Lanka, Thailand and Vietnam. 1119 de los estudiantes nacieron en California, 167 en México, 60 en El Salvador, 59 en Guatemala, y 57 en Filipinas. Muchos de nuestros otros estudiantes nacidos en países como Colombia, Boliva, Cuba, República Dominicana, Nicaragua y Perú, con 17 de Honduras. Estados como Arkansas, Colorado, Florida, Hawai, Illinois, Kansas, Massachusetts, Nevada, Nueva Jersey, Nueva York, Oregon, Texas y Virginia, Tennessee están representados. También tenemos estudiantes de Bangladesh, Elize, Camboya, Canadá, China, Guam, India, Italia, Islas Marianas del N, Nigeria, Pakistán, Arabia Saudita, Sierra Leona, Corea del Sur, Sri Lanka, Tailandia y Vietnam Student/Community Profile DataEstudiante / Comunidad de perfil de datos WASC Preparation Page 29 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 30 STUDENT ON TRACK TO GRADUATE ON TIME/ ESTUDIANTE POR EL BUEN CAMINO graduarse a tiempo DECREASING MATRICULATION FROM CLASS TO CLASS Enrollment In Each Class at Roybal 513 445 341 259 On Track 512 288 241 194 600 445 400 341 288 300 241 259 194 200 100 0 The enrollment clearly declines from year to year and the number of students within each class that are on track to graduate steadily decreases also. The Class of 2013 has 288 of its 445 students on track to graduate. 157 students in the Class or 2013 have already failed one or more classes. The trend continues with only 241 of the 341 members of the Class of 2012 still on track to graduate on time. This year the Class of 2011 will graduate only 194 of its 259 members. It is worthy to note that the Class of 2011 began its journey as Freshman with 500 members. 60% of the Class of 2011 will not graduate from Roybal. Some may have gone to other schools or dropped out. We don’t know for sure, but the are no longer Roybal Titans. The ability of Roybal to retain its freshmen until they graduate at Roybal is weak and needs to be improved. 513 512 500 Axis Title Grad Classes 2014 2013 2012 2011 2014 2013 2012 2011 Grad Classes Enrollment at Roybal 513 445 341 259 On Track 512 288 241 194 La inscripción claramente disminuye de año en año y el número de estudiantes en cada clase que están en camino a graduarse también disminuye constantemente. La Clase del 2013 cuenta con 288 de sus 445 estudiantes en camino a graduarse. 157 estudiantes de la clase o el 2013 ya han fallado una o más clases. La tendencia se mantiene, con sólo 241 de los 341 miembros de la Clase del 2012 aún en camino a graduarse a tiempo. Este año, la Clase de 2011 se graduarán sólo 194 de sus 259 miembros. Vale la pena señalar que la promoción de 2011 comienza su andadura como estudiante de primer año con 500 miembros. 60% de la Clase de 2011 no se graduarán de Roybal. Algunos pueden haber ido a otras escuelas o abandonaron el estudio. No sabemos a ciencia cierta, pero ya no son los Titanes Roybal. La capacidad de Roybal para conservar su primer año hasta que se gradúen en Roybal es débil y necesita ser mejorado STUDENT ON TRACK TO GRADUATE ON TIME/ ESTUDIANTE POR EL BUEN CAMINO graduarse a tiempoPage 30 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados NUMBER OF STUDENTS WHO APPLIED TO UCLA/ Número de estudiantes que APLICADA A LA UCLA Student Name College Decision Merino, Michael LS A MARTINEZ, ALISON NICOLE LS A PARK, CHRISTOPHER LS A SANTANA, MANUEL ANTONIO LS D ALBA, GALIA ANDREA EN D GARCIA, YONI LS D GOMEZ, IVETTE PAOLA EN D RODRIGUEZ, CHRISTOPHER STEVEN TF D MARTINEZ, JOSE MAURICIO EN D RAMIREZ, CINDY CAROLINA LS D VALLADARES, STEWART ROGER EN D QUINTANILLA, BOANERGE LS D ESPINA, EDEN GENEVA ROSE JAPSON LS D CARTAGENA, DINA ELIZABETH LS D AGUILAR, DONNA LIZETHE LS D SOLORZANO, EDGAR LS D CLAVEL, CHRISTOPHER ANTHONY LS D REYES, LARRY OSWALDO EN D ESPINA, REYNALDO DELACRUZ, JR NS D MEJIA, RENAN AA D DE JESUS, VALENTINE LS D SANTOS, MARIA PATRICIA VILLAMOR NS D YOUNG, CHHIVMUOY LS D RODRIGUEZ, JASMIN NS D ABEDEEN, IBTAM EN D CARTAGENA, CARMEN ELIZABETH LS D LOPEZ, ANDREA STHEPANIA LS D NERI, TERESA EN D SIR A NUMBER OF STUDENTS WHO APPLIED TO UCLA/ Número de estudiantes que APLICADA A LA UCLAPage 30 of 166 30 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 31 GRADES VS CST PLACEMENTS- Disparity Between Grades and CST scores/ GRADOS DE PRÁCTICAS CONTRA CST-La disparidad entre las calificaciones y el CST Grados en Roybal en dado también a través de la gama de A, Grades at Roybal at given equally through the range of B, C, D y de suspenso. No hay presencia de curva de campana, A, B, C, D and Fail. There is no bell curve present as is como se prevé en relación con la distribución en general. expected regarding distributions in general. Al comparar las calificaciones dadas a Roybal para el logro When comparing the grades given at Roybal to the indicado por el CCT resultados, está claro que las distribuciones son diferentes. El CST resultados se distribuyen achievement indicated by the CST scores it is clear en una curva de campana en su mayoría B (básico) y sesgada that the distributions are different. The CST scores are hacia BB (debajo del nivel básico) y FBB (muy inferior al básico) distributed in a bell curve mostly B(Basic) and skewed toward BB(Below Basic) and FBB(Far Below Basic) GRADES VS CST PLACEMENTS- Disparity Between Grades and CST scores/ GRADOS DE PRÁCTICAS CONTRA CST-La disparidad entre las calificaciones y el CST Page 31 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados CAHSEE AND OUR PLACE IN THE BELMONT ZONE OF CHOICE/ CAHSEE y nuestro lugar en LA ZONA DE BELMONT DE ELECCIÓN 32 ENGLISH PROFICIENCY 2010 70 58 PERCENT 60 51 50 40 61 58 43 31 30 30 34 36 ENGLISH 30 20 10 M DB #9 FA IR FA X HS H NT RE RA S RO G LO YB B AL AL ST U DI HO ES LL YW O O D SV A CO S IT A CI V BE L M O NT 0 Roybal’s achievement on the English CAHSEE is at 35% Proficient or Above. We find ourselves in the middle of the Belmont Zone of Choice schools. If our efforts improve, we may find ourselves moving up in the pack. Los logros de Roybal en el CAHSEE Inglés es un 35% de competentes o por encima. Nos encontramos en medio de la zona de Belmont de escuelas de elección. Si nuestros esfuerzos de mejorar, nos podemos encontrar en movimiento en el paquete. CAHSEE AND OUR PLACE IN THE BELMONT ZONE OF CHOICE/ CAHSEE y nuestro lugar en LA ZONA DE BELMONT DE ELECCIÓN Page 32 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 33 CAHSEE ENGISH PROFICIENCY GOALS FOR 2011 ENGLISH PROFICIENCY GOALS FOR 2011 70 56 PERCENT 60 50 40 37 37 38 41 43 62 62 48 30 20 ENGLISH 10 ENGLISH GOAL BE LM ON CI T VI TA S S CO VA NT H RE RA GL S OB ROY AL BA L S HO TUD I LL Y W ES OO D HS # FA 9 IR FA X 0 Our goals must include getting out of Program Improvement. In order to do this we must increase our Proficiency Rate in English to 43% on the 2011 CAHSEE (Census) testing. Nuestros objetivos deben incluir para salir del programa de mejoramiento. Para hacer esto, debemos aumentar nuestro índice de aptitud en Inglés de 43% en el 2011 CAHSEE (censo) de pruebas. CAHSEE ENGISH PROFICIENCY GOALS FOR 2011 Page 33 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados MATH PROFICIENCY 2010 70 PERCENT 58 57 60 50 40 34 33 30 40 37 42 47 47 MATH 20 20 10 X FA IR FA M DB #9 HS NT RE RA HO S LL YW O O D M O NT AL YB H SV A RO BE L CO G LO B AL CI V ST U IT A S DI ES 0 CAHSEE MATH COMPARISONS FOR LOCAL DISTRICT 4 CAHSEE MATH COMPARISONS FOR LOCAL DISTRICT 4 Page 34 of 166 34 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados CAHSEE MATH PROFICIENCY GOALS FOR 2011 Once again, to leave Program Improvement Roybal must improve its Proficiency Rate in Math to 43%. Una vez más, para dejar Roybal Programa de Mejoramiento debe mejorar su índice de aptitud en matemáticas y 43%. MATH PROFICIENCY GOALS FOR 2011 70 61 PERCENT 60 50 40 30 39 41 43 46 48 52 53 28 20 MATH 10 MATH GOAL SV AH RO YB BE AL LM CO ON NT T HO RER A LL YW S OO D HS #9 DB M GL CI OB V AL ITA ST S UD IE S 0 CAHSEE MATH PROFICIENCY GOALS FOR 2011 Page 35 of 166 35 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 36 CAHSEE 2010 AND CAHSEE GOALS FOR 2011/ CAHSEE 2010 Y METAS PARA EL 2011 CAHSEE The following charts show us where our Roybal students need to by in terms of 10th Grade Proficiency Rates on the March 2011 CAHSEE. If we have 300 10th grade students taking the CAHSEE in 2011, 42.2% and 43.5% of which need to be proficient in English and Math, respectively. This means that 132 students must be proficient or above for Roybal to meet AYP. On average, each SLC would need to have 33 10th grade students proficient on their 1st CAHSEE attempt. One possible Strategy might be to identify 40 students from each SLC most likely to become Proficient or Above, contact each of these students both as individuals and as a group, create a special plan for this group that will ensure Proficiency. We need to ensure that at least these 132 students become Proficient or Above. All additional resources needed to accomplish this goal need to be allocated in the most productive and efficient way. In short, the State of California and the Federal government is expecting that we meet this MINIMUM Requirement to be considered to be meeting Adequate Yearly Progress. Our 10th grade students are the future of our school. Ensuring that they are properly prepared will move them down the path toward graduation and CST proficiency (Academic Performance Index-API). Los siguientes cuadros nos muestran que nuestros estudiantes necesitan de Roybal, en términos de índices de competencia décimo grado en el 03 2011 CAHSEE. Si tenemos 300 estudiantes de décimo grado de tomar el CAHSEE en el año 2011, 42,2% y 43,5% de los cuales deben ser competentes en Inglés y Matemáticas, respectivamente. Esto significa que 132 estudiantes deben ser competentes o por encima de Roybal para cumplir con el AYP. En promedio, cada SLC tendría que tener 33 estudiantes de décimo grado de dominio en su intento de CAHSEE primero. Una posible estrategia podría ser la identificación de 40 estudiantes de cada SLC más probabilidades de convertirse en competentes o más arriba, póngase en contacto con cada uno de estos estudiantes como individuos y como grupo, crear un plan especial para este grupo que va a asegurar la competencia. Tenemos que garantizar que al menos estos 132 estudiantes se proficiente o por encima. Todos los recursos adicionales necesarios para lograr este objetivo es necesario asignar de la manera más productiva y eficiente. En resumen, el Estado de California y el gobierno federal está a la espera de que nos encontramos con este requisito mínimo para ser considerado como progreso anual adecuado. Nuestros estudiantes de grado 10 son el futuro de nuestra escuela. Asegurarse de que están preparados correctamente los mueve por el camino acia la graduación y la CST de competencia (Índice de Rendimiento AcadémicoAPI) CAHSEE 2010 AND CAHSEE GOALS FOR 2011/ CAHSEE 2010 Y METAS PARA EL 2011 CAHSEEPage 36 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 37 CAHSEE PASSING AND PROFICIENCY RATE TRENDS 2008-2011/ CAHSEE 2010 Y METAS PARA EL 2011 CAHSEE CAHSEE PASSING RATE TRENDS PERCENT PASSING 80% 74% 70% 72% 70% 64% 70% 60% 50% 58% 51% 48% 39% 36% 40% 30% 39% 37% 29% 21% 21% 20% 20% 10% 0% ELA Passage Rate ELA Proficiency Rate Math Passage Rate Math Proficiency Rate 07-08 at Belmont 48% 20% 51% 21% 08-09 Roybal 58% 21% 64% 29% 09-10 Roybal 70% 36% 70% 37% 10--11 Roybal 74% 39% 72% 39% 07-08 at Belmont Roybal has improved over the past 3 years, moving its Passing Rates from 48% in 2008 to 58% in 2009, reaching 70% in 2010 and achieving 74% in 2011. Unfortunately, we did not reach the 43% Proficiency benchmark set by NCLB for us to take the first step toward achieving Adequate Yearly Progress (AYP). Refinement of our focused strategies must continue. Publicizing the ESLR goals; Increased Math and English CAHSEE Proficiency, Increased Graduation Rate and Increased matriculation for our 9th graders to 10th grade, in September to the staff, students and parents will support a focused and unified effort to ensure an increase in Proficiency Rates. 08-09 Roybal 09-10 Roybal 10--11 Roybal Roybal ha mejorado en los últimos 3 años, pasando su índice de aprobación del 48% en 2008 al 58% en 2009, llegando al 70% en 2010, y alcanzar el 74% en 2011. Por desgracia, no llegó a la competencia el 43% de referencia establecidos por la ley NCLB para nosotros dar el primer paso hacia el logro de progreso anual adecuado (AYP). El perfeccionamiento de nuestras estrategias centrado debe continuar. La divulgación de los objetivos ESLR, Matemáticas e Inglés CAHSEE Mayor competencia, aumento de la tasa de graduación y matrícula mayor de nuestros estudiantes de noveno a décimo grado, en septiembre para el personal, estudiantes y padres de familia apoyar un esfuerzo concentrado y unificado para asegurar un aumento en las tasas de Aptitud CAHSEE PASSING AND PROFICIENCY RATE TRENDS 2008-2011/ CAHSEE 2010 Y METAS PARA EL 2011 CAHSEEPage 37 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 38 CST SCORES FOR 2008 AND 2009 (ACTIVESTUDENTS AS OF SPRING 2010/ CST calificaciones de 2008 AND 2009 (ACTIVESTUDENTS A PARTIR DE PRIMAVERA 2010) Content Area/Year HIST08SS HIST09SS SCI08SS SCI09SS ENGSS08 ENGSSO9 MATHSS08 MATHSS09 CST Average Proficient Score 352 350 351 352 351 352 351 351 351 Average Score 297 295 307 309 304 310 292 283 299 # Proficient or Adv 93 154 177 270 260 299 183 133 182 Advanced Score 397 403 394 400 396 403 419 430 405 # Advanced 20 37 77 96 59 41 36 26 44 # Proficient 73 117 100 174 201 258 147 107 138 # Tested 660 970 910 1327 1406 1425 1380 1407 14% 16% 19% 20% 18% 21% 13% 9% % Prof or Advanced The CST scores for the students who were active as of Spring 2010 indicate that the percent of students who were tested in History increased from 14% to 16%. Science Proficiency increased from 19% to 20% and English from 18% to 21%. However, the Proficiency of students tested in Math decreased from 13% to 9%. The area most in need of intervention efforts for the group of active students enrolled at Roybal during the Spring of 2010 is Math. El CST calificaciones de los estudiantes que estaban activos en la primavera de 2010 indican que el porcentaje de alumnos que fueron evaluados en la Historia ha aumentado del 14% al 16%. Ciencia dominio cada vez mayor del 19% al 20% y el Inglés del 18% al 21%. Sin embargo, la competencia de los alumnos evaluados en matemáticas se redujo de 13% a 9%. El área con mayor necesidad de los esfuerzos de intervención para el grupo de estudiantes activos inscritos en Roybal en la primavera de 2010 es Matemáticas. CST SCORES FOR 2008 AND 2009 (ACTIVESTUDENTS AS OF SPRING 2010/ CST calificaciones de 2008 AND 2009 (ACTIVESTUDENTS A PARTIR DE PRIMAVERA 2010) Page 38 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 39 CST SCORES FOR 2009 AND 2010 (ACTIVE STUDENTS AS OF SPRING 2011)/ CST calificaciones de 2009 AND 2010 (ESTUDIANTES ACTIVOS COMO DE PRIMAVERA 2011) CST09HIST CST10HIST CST09SCI CST10SCI CST09ENG CST10ENG CST09MATH CST10MATH AverageCST Proficient Score Average Score # Proficent or Adv Advanced Score # Advanced # Proficient # Tested 350 296 103 397 34 69 627 350 304 197 401 63 134 977 350 316 246 400 91 155 911 350 313 327 399 108 218 1373 351 315 343 396 75 268 1429 350 317 371 397 99 272 1442 352 300 241 418 56 185 1425 350 291 222 422 30 192 1422 352 306 241 397 64 177 % Prof or Advanced 16% 20% 27% 24% 24% 26% 17% 16% Year/Contet Area The group of students enrolled at Roybal in the Spring of 2011 have a slightly different trend that those who were enrolled the previous Spring. The CST scores for the students who were active as of Spring 2011 indicate that the percent of students who were tested in History increased from 16% to 20%. Science Proficiency increased from 16% to 24% and English from 24% to 26%. However, the Proficiency of students tested in Math decreased from 17% to 16%. The area most in need of intervention efforts for the group of active students enrolled at Roybal during the Spring of 2010 is Math. Comparing the students who were enrolled in the Spring 2010 to the those enrolled in Spring 2011 indicates that the student body as a whole in stronger knowledge of California Standards for all core classes, History, English, Science and Math. However, a 16% Proficiency Rate in Math did not translate into Adequate Yearly Progress (10th grade Proficiency Rate of 39% on the 2011 CAHSEE). We will remain in Program Improvement until we can solve the Proficiency Rate deficiency in Math and English for Roybal’s 10th grade students. CST SCORES FOR 2009 AND 2010 (ACTIVE STUDENTS AS OF SPRING 2011)/ CST calificaciones de 2009 AND 2010 (ESTUDIANTES ACTIVOS COMO DE PRIMAVERA 2011) Page 39 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados CST SCORES FOR 2009 AND 2010 (ACTIVE STUDENTS AS OF SPRING 2011)/ CST calificaciones de 2009 AND 2010 (ESTUDIANTES ACTIVOS COMO DE PRIMAVERA 2011) CST09HIST CST10HIST CST09SCI CST10SCI CST09ENG CST10ENG CST09MATH CST10MATH AverageCST Proficient Score Average Score # Proficent or Adv Advanced Score # Advanced # Proficient # Tested 350 296 103 397 34 69 627 350 304 197 401 63 134 977 350 316 246 400 91 155 911 350 313 327 399 108 218 1373 351 315 343 396 75 268 1429 350 317 371 397 99 272 1442 352 300 241 418 56 185 1425 350 291 222 422 30 192 1422 352 306 241 397 64 177 % Prof or Advanced 16% 20% 27% 24% 24% 26% 17% 16% Year/Contet Area 40 El grupo de alumnos matriculados en Roybal en la primavera de 2011 tienen una tendencia ligeramente diferentes que los que se inscribieron en la primavera anterior. El CST calificaciones de los estudiantes que estaban activos en la primavera de 2011 indican que el porcentaje de alumnos que fueron evaluados en Historia aumentó del 16% al 20%. Ciencia dominio cada vez mayor del 16% al 24% y el Inglés del 24% al 26%. Sin embargo, la competencia de los alumnos evaluados en matemáticas se redujo de 17% a 16%. El área con mayor necesidad de los esfuerzos de intervención para el grupo de estudiantes activos inscritos en Roybal en la primavera de 2010 es Matemáticas. Al comparar a los estudiantes que se inscribieron en la primavera de 2010 para los inscritos en la primavera de 2011 indica que el cuerpo estudiantil en su conjunto en el mayor conocimiento de las Normas de California para todas las clases básicas, Historia, Inglés, Ciencias y Matemáticas. Sin embargo, un índice de aptitud del 16% en matemáticas no se tradujo en el Progreso Anual Adecuado (Tasa de décimo grado de aptitud del 39% en el CAHSEE 2011). Vamos a permanecer en el Programa de Mejoramiento hasta que podamos solucionar el déficit de Tasa de competencia en matemáticas e Inglés para los estudiantes del grado décimo de Roybal. CST SCORES FOR 2009 AND 2010 (ACTIVE STUDENTS AS OF SPRING 2011)/ CST calificaciones de 2009 AND 2010 (ESTUDIANTES ACTIVOS COMO DE PRIMAVERA 2011) Page 40 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 41 API GROWTH REPORT BY SUB GROUPS FOR 2009-2010/ API INFORME DE CRECIMIENTO PARA 2009-2010 Roybal has met its Academic Performance Index benchmark for the last 2 years by increasing from 541 in 2007-2008 to 571. The next school year produce yet another increase in API from 571 to 611. Over the past 2 years Roybal has improved its API 70 points, which is considered Adequate Yearly Progress. Roybal met its AYP criteria for AYP through its CST improvement each of the past 2 years. Comparing our Adequate Yearly Progress in API (CST) to our AYP through CAHSEE, we find that our CAHSEE Proficiency Rate is preventing Roybal from meeting its AYP. This fact means that Roybal will remain in Program Improvement for at least two years. Roybal ha cumplido con su índice de referencia Índice de Rendimiento Académico de los últimos 2 años por el aumento de 541 en 2007-2008 a 571. El próximo año escolar producir otro aumento de API 571 a 611. En los últimos dos años Roybal ha mejorado su API 70 puntos, que se considera el Progreso Anual Adecuado. Roybal cumplido con sus criterios de AYP para el AYP a través de su mejora CST cada uno de los últimos 2 años. Al comparar nuestros Progreso Anual Adecuado en API (CST) a través de nuestro AYP CAHSEE, nos encontramos con que nuestro índice de aptitud del CAHSEE es la prevención de Roybal de la reunión de su AYP. Este hecho significa que Roybal permanecerá en el Programa de Mejoramiento de al menos dos años .. API GROWTH REPORT BY SUB GROUPS FOR 2009-2010/ API INFORME DE CRECIMIENTO PARA 2009-2010Page 41 of 166 Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de apoyo y resultados 42 PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos Parent Education Levels Some College Not HS Grad HS Grad GradSch/PostGrd Declined to Ans College Grad 75 511 292 12 400 60 Parent Education Levels 600 500 400 300 200 100 0 511 400 292 235 75 60 12 lle ge Gr ad An s Co to ne d De cli ch / Po stG rd HS Gr ad Gr ad S HS Gr ad No t So m e Co lle ge 75 parents have some college, while 60 are college graduates. 12 of the parents have attended graduate school. 292 are high school graduates, 511 have not graduated from high school, while 400 declined to Parent Education Levels answer. The educational level of 235 parents is unknown. There are approximately 450 parents have high school diplomas or better. 75 los padres tienen alguna educación superior, mientras que 60 son graduados universitarios. 12 de los padres han asistido a la escuela de posgrado. 292 son graduados de secundaria, 511 no se han graduado de la escuela secundaria, mientras que 400 se negó a responder. El nivel educativo de los padres 235 es desconocido. Hay cerca de 450 padres de familia tienen el bachillerato o superior PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos Page 42 of 166 Document1 -Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data 43 Chapter II: Student/Community Profile — Overall Summary from Analysis of Profile Data Provide an overall summary from the analysis of the profile data What are the implications of the data with respect to student performance? Select two to three critical academic needs based on the data, noting the correlated expected schoolwide learning results (schoolwide student goals). List important questions that have been raised by the analysis of the student performance, demographic, and perception data. PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos Page 43 of 166 Document1 -Chapter III: Progress Report 44 Chapter III: Progress Report Summarize progress on each section of the action plan that incorporated all critical areas of follow-up from the last full self-study. PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos Page 44 of 166 Document1 -Chapter IV: Self-Study Findings 45 Chapter IV: Self-Study Findings Analyze the criteria in each category by responding to the prompts and documenting the supporting evidence. Refer to the suggested areas to analyze listed for each criterion to assist in this assessment. For each category, synthesize the findings and supporting evidence in order to list prioritized strengths and areas of growth. A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources B. Standards-based Student Learning: Curriculum C. Standards-based Student Learning: Instruction D. Standards-based Student Learning: Assessment and Accountability E. School Culture and Support for Student Personal and Academic Growth Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A1. Organization Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION A1 INDICATORS AND PROMPTS Vision – ESLRs – Profile The school has established a clear, coherent vision (purpose) of what students should know and perform; it is based upon high quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn. Indicator: Prompt: Comment on pertinent student/community profile data that has impacted the development of the vision and the expected schoolwide learning results. Findings Supporting Evidence PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos Page 45 of 166 Document1 -Chapter IV: Self-Study Findings 46 Development/Refinement of Vision/ESLRs The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results are effective. Indicator: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results. Prompt: Findings Supporting Evidence Understanding of Vision and ESLRs Students, parents, and other members of the school community demonstrate understanding of and commitment to the vision and the expected schoolwide learning results. Indicator: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the purpose and expected schoolwide learning results. Prompt: Findings Supporting Evidence Regular Review and Revision The school is implementing an effective process for regular review/revision of the school purpose and the expected schoolwide learning results based on student needs, global, national and local needs, and community conditions. Indicator: Examine the effectiveness of the process for regular review/revision of the school purpose and the expected schoolwide learning results based on student needs, global, national and local needs, and community conditions. Prompt: Findings Supporting Evidence A1. Organization: Additional Findings Indicator: Prompt: Findings Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Supporting Evidence PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos Page 46 of 166 Document1 -Chapter IV: Self-Study Findings 47 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 PARENT EDUCATIONAL LEVELS/ PADRES Niveles educativos Page 47 of 166 Document1 -Chapter IV: Self-Study Findings 48 Suggested Areas to Analyze Research-based knowledge about teaching and learning National and state educational issues What shareholders groups have been involved in the establishment of the school’s vision …… The degree of involvement of these shareholder groups ….. The process for reaching consensus among the shareholder groups regarding the vision ….. Interviews with staff, students, parents, board and district personnel and other shareholders to determine their level of Understanding and commitment to the vision ….. The process for regular communication with the school community regarding review and revision of other evidence identified by the school .L…. Memos and other written documents ….. Other evidence identified by the school Suggested Areas to Analyze Page 48 of 166 Document1 -Chapter IV: Self-Study Findings 49 A2. Governance Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION A2 INDICATORS AND PROMPTS Governing Board There is clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Indicator: Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Prompt: Findings Supporting Evidence Relationship of Governance to Vision and ESLRs Indicator: The governing board’s policies are directly connected to the school’s vision and purpose and expected schoolwide learning results. Comment on the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings. Prompt: Findings Supporting Evidence Understanding Role of Governing Board Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance. To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance? Prompt: Findings Supporting Evidence Other evidence identified by the school Page 49 of 166 Document1 -Chapter IV: Self-Study Findings 50 Governing Board’s Involvement in Review/Refinement Indicator: The governing board is involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results. How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results? Prompt: Findings Supporting Evidence Professional Staff and Governing Board Indicator: Prompt: There is clear understanding about the relationship between the governing board and the responsibilities of the professional staff. To what degree is there clear understanding about the relationship between the governing board and the responsibilities of the professional staff? Findings Supporting Evidence Board’s Evaluation/Monitoring Procedures There is clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school. Indicator: Comment on the clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school operations, and fiscal health of the school. Prompt: Findings Supporting Evidence Complaint and Conflict Resolution Procedures Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s shareholders are effective. Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders. Prompt: Findings Supporting Evidence Other evidence identified by the school Page 50 of 166 Document1 -Chapter IV: Self-Study Findings 51 A2. Governance: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the legal status and organization of the school parent participation in the school’s governance the selection, composition and specific duties of the governing board the alignment between the governing authority’s policies and the school’s purpose and expected schoolwide learning results the nature and extent of the school community’s understanding of the governing board’s role the relationship between the duties of the governing board and the responsibilities of the professional staff the evaluation and monitoring procedures carried out by the governing board, including annual reviews of student performance, academic progress and fiscal health of the school the frequency and regularity of board meetings the involvement of the school’s authorizing agency in reviewing and monitoring student progress and overall school operations the degree of participation of board and district personnel in the development of the vision and expected schoolwide learning results complaint and conflict resolution procedures additional evidence Additional suggested evidence to examine for Charter Schools: the school’s charter with respect to the governance structure, organizational charts, size, scope and composition Other evidence identified by the school Page 51 of 166 Document1 -Chapter IV: Self-Study Findings 52 the school’s policies with regard to selection of board members, conflict of interest, meeting protocols and procedures, and delineation of powers and authority with school administration board policies and procedures that are clearly defined and written the qualifications of board members to carry out their responsibilities additional evidence Other evidence identified by the school Page 52 of 166 Document1 -Chapter IV: Self-Study Findings 53 A3. Leadership and Staff Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? 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 Indicator: The school’s planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents. Prompt: Findings Supporting Evidence School Plan Correlated to Student Learning The school’s Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards. Indicator: 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 schoolwide learning results, and academic standards? Prompt: Findings Supporting Evidence Other evidence identified by the school Page 53 of 166 Document1 -Chapter IV: Self-Study Findings 54 Correlation between All Resources, ESLRs and Plan There is correlation between allocation of time/fiscal/personnel/material resources, expected schoolwide learning results, and the improvement schoolwide action plan. Indicator: What evidence supports the correlation between allocation of time/fiscal/personnel/ material resources, expected schoolwide learning results, and the improvement schoolwide action plan? Prompt: Findings Supporting Evidence A3. Leadership and Staff: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: rosters, minutes of meetings, interview/survey data or other indicators of inclusion showing that the school planning process is broadbased, collaborative and has commitment of the stakeholders the degree of correlation between the Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, the expected schoolwide learning results, and academic standards the degree of correlation between allocation of time/fiscal/personnel resources, improvement plans, and learning results the specific benchmarks and accountability tools used in the monitoring process indications of the number of staff involved in school action plans evidence of student involvement in developing action plans other evidence identified by the school Other evidence identified by the school Page 54 of 166 Document1 -Chapter IV: Self-Study Findings 55 A4. Leadership and Staff Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION A4 INDICATORS AND PROMPTS Employment Policies/Practices Indicator: Prompt: The school has clear employment policies/practices related to qualification requirements of staff. Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements of staff. Findings Supporting Evidence Qualifications of Staff Indicator: Prompt: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation. Evaluate the procedures to ensure that staff are qualified based on staff background, training and preparation. Findings Supporting Evidence Maximum Use of Staff Expertise Indicator: Prompt: The process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning is effective. How effective is the process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning? Findings Supporting Evidence Other evidence identified by the school Page 55 of 166 Document1 -Chapter IV: Self-Study Findings 56 Defining and Understanding Practices/Relationships The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Indicator: Evaluate the administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decisionmaking processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty. Prompt: Findings Supporting Evidence Internal Communication and Planning Indicator: Prompt: The school has effective existing structures for internal communication, planning, and resolving differences. How effective are the existing structures for internal communication, planning, and resolving differences? Findings Supporting Evidence Staff Actions/Accountability to Support Learning The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations. Indicator: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning? Include comments on the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations? Prompt: Findings Supporting Evidence Evaluation of Existing Processes The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning. Indicator: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning? Prompt: Findings Supporting Evidence Other evidence identified by the school Page 56 of 166 Document1 -Chapter IV: Self-Study Findings 57 A4. Leadership and Staff: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the degree to which the actions of the leadership are directly linked to student achievement of the academic standards and the expected schoolwide learning results; cite examples administrator and faculty written policies, charts, and handbooks that define responsibilities and relationships strategies for team building used at the school the structures for internal communications and resolving differences the leadership’s processes and procedures for involving staff in shared responsibilities and actions to support student learning the level of actual staff involvement in actions focusing on successful student learning; obtained through interviews with staff and administration descriptions of collaboration across the school employment policies/practices related to qualification/statutory requirements information on staff background, training and preparation staff assignments to maximize use of their expertise the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations other evidence identified by the school Other evidence identified by the school Page 57 of 166 Document1 -Chapter IV: Self-Study Findings 58 A5. Leadership and Staff Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs? CRITERION A5 INDICATORS AND PROMPTS Support of Professional Development The school effectively supports professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected schoolwide learning results. Indicator: 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 schoolwide learning results? Prompt: Findings Supporting Evidence Supervision and Evaluation Indicator: Prompt: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff? Findings Supporting Evidence Measurable Effect of Professional Development Indicator: Prompt: Findings There are effective operating processes that determine the measurable effect of professional development on student performance. Comment on the processes and their effectiveness in determining the measurable effect of professional development on student performance. Supporting Evidence Other evidence identified by the school Page 58 of 166 Document1 -Chapter IV: Self-Study Findings 59 A5. Leadership and Staff: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the extent to which staff is supported by time, personnel, material and fiscal resources for planning and professional development to facilitate all students achieving the academic standards and the expected schoolwide learning results the evaluation procedures utilized and their effectiveness in promoting professional growth occurrence and extent of monitoring written professional development plan and follow-up to professional development activities description of how plan was developed and how priorities are set interviews with staff members to learn their perceptions of the purpose and effectiveness of professional development the extent to which staff members have taken advantage of professional development options available written and verbal assessment of how professional development has impacted student learning and accomplishment of the expected schoolwide learning results other evidence identified by the school Other evidence identified by the school Page 59 of 166 Document1 -Chapter IV: Self-Study Findings 60 A6. Resources Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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 There is a 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. The school leadership and staff are involved in the resource allocation decisions. Indicator: 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. Prompt: Findings Supporting Evidence Practices There are processes operating 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.) Indicator: 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.) Prompt: Findings Supporting Evidence Facilities Indicator: Prompt: Findings The school’s facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well maintained. Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well-maintained. Supporting Evidence Other evidence identified by the school Page 60 of 166 Document1 -Chapter IV: Self-Study Findings 61 Instructional Materials and Equipment 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 are effective. Indicator: 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. Prompt: Findings Supporting Evidence Well-Qualified Staff Indicator: Prompt: Resources are available to enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including ongoing professional development. Findings Supporting Evidence Long-Range Planning 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 are effective and are regularly evaluated. Indicator: 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. Prompt: Findings Supporting Evidence A6. Resources: Additional Findings Indicator: Prompt: Findings Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Supporting Evidence Other evidence identified by the school Page 61 of 166 Document1 -Chapter IV: Self-Study Findings 62 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: description of the resources which are considered crucial to the operation of the school and its focus on academic standards and expected schoolwide learning results availability of materials, space, and equipment to support student learning number of staff members and level of professional expertise the adequacy of the facilities to meet the purpose of the school, i.e., safe, functional, and well-maintained the procedures for maintaining the physical facilities the procedures for hiring and nurturing a well-qualified staff the procedures for acquiring and maintaining adequate instructional materials, such as textbooks, other printed material, audio-visuals, support technology, manipulative, laboratory materials the school plan which describes how resources will be utilized how resources are being coordinated to support all students accomplishing the academic standards and the expected schoolwide learning results how district resources are being applied to students accomplishing the academic standards and the expected schoolwide learning results the procedures for regular examination of the master or long-range plan to ensure all students are achieving the academic standards and the expected schoolwide learning results the involvement of the school’s shareholders in long-range planning other evidence identified by the school Other evidence identified by the school Page 62 of 166 Document1 -Chapter IV: Self-Study Findings 63 A7. Resources Criterion [Charter Schools only] Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent has the charter school’s governing authority and the school leadership executed responsible resource planning for the future? Is the charter school fiscally solvent and does it use sound and ethical accounting practices (budgeting/monitoring, internal controls, audits, fiscal health and reporting)? CRITERION A7 INDICATORS AND PROMPTS Long-range Financial (and other Resources) Plan The school regularly reviews its long-range (and other resources) plan in relation to the school’s purpose and expected schoolwide learning results. Decisions about resource allocation are directly related to the school’s purpose and schoolwide learning results. Indicator: To what extent the school regularly reviews its long-range (and other resources) plan in relation to the school’s purpose and expected schoolwide learning results. Are the decisions made about resource allocation directly related to the school’s purpose and schoolwide learning results? Prompt: Findings Supporting Evidence Regular Accounting and External Audit Procedures Indicator: Prompt: The school has defined regular accounting and external audit procedures. To what extent the school has defined regular accounting and external audit procedures? Findings Supporting Evidence Budgeting Process — Transparency Indicator: Prompt: Findings The school develops and monitors its annual budgeting process to ensure “transparency.” Comment on how the school has developed and monitors its annual budgeting process to ensure “transparency.” Supporting Evidence Other evidence identified by the school Page 63 of 166 Document1 -Chapter IV: Self-Study Findings 64 Adequate Compensation, Staffing, Reserves The school provides adequate compensation to faculty, administrators, and staff; adequate staffing for the school’s program; and reasonable accumulation of reserves. Indicator: To what extent does the school provide adequate compensation to faculty, administrators, and staff; adequate staffing for the school’s program; and reasonable accumulation of reserves? Prompt: Findings Supporting Evidence Marketing Strategies The school has marketing strategies to support the implementation of the developmental program, including research and information to help develop future planning. Indicator: Evaluate the school’s marketing strategies to support the implementation of the developmental program, including research and information to help develop future planning. Prompt: Findings Supporting Evidence Stakeholder Involvement Indicator: Prompt: All stakeholders are involved in future planning, including addressing long-range capital needs. To what extent are all stakeholders involved in future planning, including addressing long-range capital needs? Findings Supporting Evidence Informing the Public and Appropriate Authorities The governing authorities and school leaders inform the public and appropriate governmental authorities about the financial needs of the organization. Indicator: Evaluate the processes for the governing authorities and school leaders informing the public and appropriate governmental authorities about the financial needs of the organization. Prompt: Findings Supporting Evidence Other evidence identified by the school Page 64 of 166 Document1 -Chapter IV: Self-Study Findings 65 Adequacy of Reserve Funds Indicator: Prompt: The school ensures the adequacy of reserve funds to ensure the financial stability of the school. How does the school ensure the adequacy of reserve funds to ensure the financial stability of the school? Findings Supporting Evidence Decisions-Schoolwide Learning Results The school bases resource allocation decisions in relationship to the expected schoolwide learning results and the critical academic needs of the students. Indicator: To what extent does the school base its resource allocation decisions in relationship to the expected schoolwide learning results and the critical academic needs of the students. Prompt: Findings Supporting Evidence A7. Resources: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the long-range financial (and other resources) plan which is regularly reviewed and linked to the school’s purpose and expected schoolwide learning results defined regular accounting and external audit procedures Other evidence identified by the school Page 65 of 166 Document1 -Chapter IV: Self-Study Findings 66 evidence that the school provides adequate compensation to faculty, administrators, and staff; adequate staffing for the school’s program; and reasonable accumulation of reserves the marketing strategies used to support the implementation of the developmental program the research and information used to form the long-range plan the involvement of stakeholders in the future planning governing authorities and school leaders involved in informing the public and appropriate governmental authorities about the financial needs of the organization the adequacy of the reserve funds to ensure the financial stability of the school the school’s planning process for addressing long-range capital needs (buildings, equipment, endowment decisions about resource allocations are directly related to the school’s purpose and the expected schoolwide learning results the budgeting process involves board, administration, faculty, and staff, as appropriate the annual budget, its development and monitoring process, and its “transparency” other evidence identified by the school Other evidence identified by the school Page 66 of 166 Document1 -Chapter IV: Self-Study Findings 67 A8. Resources Criterion [Charter Schools only] Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent has the charter school developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards? CRITERION A8 INDICATORS AND PROMPTS Written and Adopted Policies/Procedures Indicator: Prompt: The school has written adopted fiscal policies and procedures for internal controls. Evaluate the fiscal policies and procedures for internal controls. Findings Supporting Evidence Annual Financial Audit The school has an annual independent financial audit that employs generally accepted accounting principles, including a listing of audit exceptions and deficiencies which the school has resolved to the satisfaction of the charter-granting agency. There are written policies on the scope and responsibilities related to an independent financial audit. The school sends the audit reports to the authorizing agency and other government entities as required by law. Indicator: Explain how the school addresses the following: The school has an annual independent financial audit that employs generally accepted accounting principles, including a listing of audit exceptions and deficiencies which the school has resolved to the satisfaction of the chartergranting agency. There are written policies on the scope and responsibilities related to an independent financial audit. The school sends the audit reports to the authorizing agency and other government entities as required by law. Prompt: Findings Supporting Evidence Compliance of Personnel Indicator: Prompt: Findings Personnel follow the fiscal policies and procedures. Evaluate the degree to which personnel follow the fiscal policies and procedures. Supporting Evidence Other evidence identified by the school Page 67 of 166 Document1 -Chapter IV: Self-Study Findings 68 Processes for Implementation of Financial Practices The school has processes and protections for the following: 1) who is authorized to sign contracts, write checks, and release institutional funds; the monitoring of payroll information; the review of bank reconciliations and deposits/withdrawals of all school financial accounts; the policies and procedures for the use of credit cards and other lines of credit. Indicator: Explain the effectiveness of the following: The school has processes and protections for the following: 1) who is authorized to sign contracts, write checks, and release institutional funds; the monitoring of payroll information; the review of bank reconciliations and deposits/withdrawals of all school financial accounts; the policies and procedures for the use of credit cards and other lines of credit. Prompt: Findings Supporting Evidence Contracts — Accounting Indicator: The school has a contracting process for services, equipment, and materials and accounts for all contracts of $75,000 or more and their purposes. Explain the effectiveness of the following: The school has a contracting process for services, equipment, and materials and accounts for all contracts of $75,000 or more and their purposes. Prompt: Findings Supporting Evidence A8. Resources: Additional Findings Indicator: Prompt: Findings Prompt: Findings Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Supporting Evidence Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs. Supporting Evidence Other evidence identified by the school Page 68 of 166 Document1 -Chapter IV: Self-Study Findings 69 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the written and adopted fiscal policies and procedures for internal controls the school’s annual independent financial audit conducted employing generally accepted accounting principles, including a listing of audit exceptions and deficiencies which the school resolved to the satisfaction of the charter-granting agency written policies on the scope and responsibilities related to an independent financial audit the most recent, comprehensive audit by a credible outside CPA using generally accepted accounting practices and following state/federal laws the compliance of personnel in consistently following the fiscal policies and procedures written policies regarding person(s) who are authorized to sign contracts, write checks, and release institutional funds the process for monitoring of payroll information the process for reviewing bank reconciliations and deposits/withdrawals of all school financial accounts the policies and procedures for the use of credit cards and other lines of credit evidence that the school has sent its audit reports to the authorizing agency and other government entities as required by law evidence that the chartering authorizing agency reviews the annual audit report and responds to any corrective action plans of the school protections against mishandling of institutional funds the business, accounting, and ethical practices for handling institutional funds the contracting process for services, equipment, and materials an accounting of all contracts of $75,000 or more and their purposes other evidence identified by the school WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: 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. Other evidence identified by the school Page 69 of 166 Document1 -Chapter IV: Self-Study Findings 70 Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth Category B: Standards-based Student Learning: Curriculum B1. Curriculum Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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 schoolwide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected school wide learning results are accomplished.]. CRITERION B1 INDICATORS AND PROMPTS Current Educational Research and Thinking The school provides examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Prompt: Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Indicator: Findings Supporting Evidence RLC’s curriculum can be looked at through several different lenses—school-wide, SLC, and subject/content area. Curriculum development, delivery and assessment/review are research-based to maintain a strong instructional program for all students. UbD training/institute agendas and units Textbook List EL Training Agendas The curriculum at RLC is standards-based, with a school-wide Summary sheets--Student work with standard and emphasis on using the Understanding by Design lesson rubric identified B1. Curriculum Criterion Page 70 of 166 Document1 -Chapter IV: Self-Study Findings 71 planning framework/model. Units and lessons are designed around essential questions and enduring understanding, in order to engage students in meaningful, relevant, high-level critical thinking. In the 2010-11 school year, summer and winter institutes were held to train teachers in both the research that supports UbD and its implementation. A team of teachers from Roybal’s professional development committee has had extensive training in the UbD protocol and, in turn, train teachers at the school site. Teachers were given print resources as well as a CD with UbD templates and guidelines. Teachers worked individually and in groups to create UbD units in both institutes and throughout the 2010-11 school year in their SLCs and with self-selected groups of colleagues. LAUSD Mandated Curriculum ALEKS Read 180 CAHSEE Revolution Program Teachers are also trained in SDAIE methods and Tiered Instruction to make the curriculum accessible to English Learners. This was accomplished by additional professional development offered through RLCs bilingual office staff and the local district. Priority was set for new teachers at the site and core subject teachers. Several SDAIE strategies were demonstrated, of which a few were adopted by SLCs to provide common strategies for students. Textbooks are LAUSD and State approved and align to the California Content Standards. Supplemental materials are selected with the input of teachers. LAUSD instructional guides and corresponding periodic assessments are used in several content areas (English, math, science, social studies) and are aligned to the state standards. The periodic assessments provide quick feedback (24-48 hours) on relevant student data. This allows teachers to monitor student achievement and target instructions towards student needs, as well as differentiate instruction. B1. Curriculum Criterion Page 71 of 166 Document1 -Chapter IV: Self-Study Findings 72 Research supported programs such as ALEKS and Read 180 are also used for remediation in math and English language arts. CAHSEE Revolution (is that what it is called?) is used for preparation and remediation for the exit exam. Academic Standards for Each Area The school has defined academic standards for each subject area, course, and/or program. Prompt: To what extent are there defined academic standards for each subject area, course, and/or program? Indicator: Findings Supporting Evidence The master schedule reveals that RLC offers a wide variety of (CA Content) standards-based courses that allow students full access to mastering standards, meeting the A-G requirements, remediating when necessary, and learning at an accelerated/advanced rate when appropriate. Textbooks are LAUSD and State approved and align to the California Content Standards. Supplemental materials are selected with the input of teachers and aligned to standards in UbD units. CoreK12 All core subjects are mandated to use the standards aligned Periodic Assessments. To better prepare students for the assessment, an online module was created to give teachers a means to create standards aligned formative tests. These assessments are aligned to very specific substrands for each B1. State Framework/Standards Master Schedule Williams compliance certification Textbook list UbD trainings and units with standards identified ALEKS Read 180 LAUSD curriculum guides/all content areas AP Syllabi/all content areas Highpoint Titan Times Curriculum Criterion Page 72 of 166 Document1 -Chapter IV: Self-Study Findings 73 standard that is tested in the CST exam. CoreK12 tracks the students’ performance and the data is distributed to the individual teacher and student. The system is new and PD is currently being developed to facilitate the use of this tool. Math Curriculum: Math textbooks are Williams compliant and align to the California Content standards; ALEKS, an internet-based math program provides standards-based lessons from the 3rd grade level to calculus, has been used with 9th grade students and will be expanded to the 10th grade in the 2011-12 school year. There are 3 sections of ESS Standards Math. Honors level and AP courses are also offered in Mathematics. Honors courses include Algebra, Geometry, and Math Analysis. AP Calculus is also offered. AP courses have teacher-created syllabi approved by the College Board through their audit process. What is Math Lab (15 sections— Is that where ALEKS is used?)????? English Curriculum: English textbooks are Williams compliant and align to the California Content Standards. Teachers in grades 9 and 10 are trained in the use of LAUSD’s standards-based instructional guides and administer three corresponding periodic assessments: Persuasion, Exposition, and Literary Analysis. AP English Language and Composition and AP English Literature have teacher created syllabi approved by the College Board through their auditing process. The READ 180 program, used in our Strategic Literacy Class (1 section) addresses the needs of students needing remediation in English Language Arts, specifically, reading comprehension. It provides intensive instruction for students who are reading far below grade level. Two teachers are trained in Read 180 and one section is currently offered. There is also Essential Standards English offered for CAHSEE prep/remediation. B1. Curriculum Criterion Page 73 of 166 Document1 -Chapter IV: Self-Study Findings 74 What is the difference between Ess Standards Eng (7 sections), and Lit Connect (3 sections)? Early in the 2010-2011 school year, the English department embarked on a process of curriculum mapping and vertical teaming that ended abruptly when there was a change in the bell schedule which dramatically truncated the content area PD time. This will be addressed in the 2011-2012 school year, with regular PD time for content areas being restored, and built in to the schedule. (Is that true or am I making it up?) Journalism Curriculum: One section of Journalism is offered to students from all SLCs. The curriculum is teacherdesigned, an amalgam of the USC, UCLA and PCC pacing plans; the class is run much like a print journalism business, student run in every aspect, including the sale of ads, research, writing, editing, photography, layout, etc. All student groups are represented in the journalism class, including special education students, ELs, and gifted/AP students. The class produces four issues of the school newspaper, The Titan Times. The course includes field trips to the Los Angeles Times. Yearbook Curriculum: ???????? ESL/ELD Curriculum: Roybal has many English Learners and the curriculum to meet their needs. ESL 1, 2, 3, and 4 are offered. The standards-aligned, Highpoint program is used for English Learners. Professional development in tiered instruction was given to teachers during the Winter institute and in weekend workshops to help teachers use the California ELD standards within their discipline to develop student B1. Curriculum Criterion Page 74 of 166 Document1 -Chapter IV: Self-Study Findings 75 language skills. Science: Science textbooks are Williams compliant and aligned to the California Content Standards. The science department also uses the LAUSD instructional guides/pacing plans (all science courses) which are aligned to the California Content Standards. LAUSD periodic assessments are used in Biology and Chemistry. AP science courses (Biology and Physics) have teacher created syllabi approved by the College Board through their auditing process. Where does Intercoordinated Sci. fit in? Social Studies Curriculum: Social Studies textbooks are Williams compliant and align to the California History-Social Studies Content Standards. World History teachers also use LAUSD Instructional guides with three corresponding Periodic Assessments. All social studies teachers engage in UbD planning. World History teacher, across SLCs have created a common UbD lesson/unit on the Holocaust. US History teachers, across SLCs, are currently developing a common UbD unit on the 1920s. Students meet their service learning requirement through their social studies classes, where they are required to complete a project based on a real-life problem. Psychology is offered as an elective, and is a passport class, open to students in all SLCs. Foreign/World Languages Curriculum: Roybal offers all levels of Spanish, including AP Language and AP Literature; B1. Curriculum Criterion Page 75 of 166 Document1 -Chapter IV: Self-Study Findings 76 also offered is Spanish for native and non-native speakers. One SLC, International School of Languages offers Arabic 1 and 2 (with plans for 3) and French 1 and 2. While these are technically ISOL classes, students from other SLCs may “passport” into them. There is also a pilot class in Mandarin to be offered in the 2011-12 school year. All language classes have texts aligned to the California State Standards for World Languages. The standards are articulated in terms of stages of language development and both standards and texts include benchmark activities. Language teachers also incorporate Understanding by Design into their units. Health Curriculum: Aligned to CA Health Education Content Standards Special Education Curriculum: How many Special Ed students are there? There is a continuum of services for special education, including placement in general education classes, general education with resource support from the Learning Center, Special Day Classes in subject areas such as history, English, science and math, and finally the self-contained Special Day Programs for autism and mental retardation that teach all subject areas. Generally all students are on the core curriculum/with the corresponding standards, in all settings except the most restrictive Special Day Programs, which operate on the alternate curriculum. The alternate curriculum is based on the core standards but “boiled down” to basic skills. These classes that operate on B1. Curriculum Criterion Page 76 of 166 Document1 -Chapter IV: Self-Study Findings 77 the alternate standards lead to a certificate of completion rather than a regular diploma. These self-contained classes also tend to emphasize functional skills as well as social skills and communication. For example, math is about how to use money and tell time rather than do algebra. However, there is a large emphasis in the Special Day Program about mainstreaming students as much as possible. We try to get students’ skills up to a level where they can take at least some subject area classes in the SDC setting. We have been very successful at this, with most of our students taking at least one academic class in the higher setting. One student has even switched to the diploma track and is taking all of his classes over in the SDC setting (because our classes don’t count toward a diploma). All special ed students can stay in school until age 22 under federal law, but most don’t unless they are in the moderate-severe range (Special Day Programs). Physical Education Curriculum: RLC offers a physical education curriculum, using the CA Standards for Physical Education, to all students in both regular and special education. All students are expected to complete the state mandated Fitness Gram. If students do not complete the Fitness Gram successfully, by the end of their sophomore year, PE becomes their default elective until they do. Adaptive PE is offered with student modifications written into IEPs. (Currently there is one section of APE. How many sections are offered depends on need.) Students in adaptive PE participate in field trips to fitness facilities and university fitness labs. They have also participated in Special Olympics and other sports tournaments in soccer and adaptive recreational aquatics. RLC has a full complement of organized sports for boys and girls: football, basketball, softball, tennis, volleyball, wrestling, cross country and soccer. Track and field will be added in the 2011-12 school B1. Curriculum Criterion Page 77 of 166 Document1 -Chapter IV: Self-Study Findings 78 year. Visual/Performing Arts Curriculum: The arts curriculum at Roybal is a three-fold model incorporating California Standards-Based Instruction, support for English and math literacy, and skill development for students pursuing a career in the arts. There are two visual arts teachers. The teachers make use of textbooks aligned to state and national standards, digital media, ceramics, lesson plans in an Understanding by Design format, criteria charts, grading rubrics, and cooperative groupings to deliver effective lessons. In the last two years collaboration between the arts teachers and English or History teachers has given the students a deeper understanding of the respective content areas. Three sections of instruments and one section of band to enable students to meet their arts requirement. Small groups of autistic students and English Language Learners have also been instructed in the arts classes because of collaboration between the Special Education Department and the Bilingual Coordinator. In the future the arts curriculum at Roybal would benefit by expanding the course offerings to include drama, dance and Advanced Placement Classes in the arts. Academic Decathlon: RLC Academic Dacathlon participants, which include students with a range of GPAs, have a class in which they prepare for their competiton. Roybal’s first Academic Decathlon team competed in 20102011. Technology Curriculum: All RLC students are required to take Introduction to Computers. Exploring Computer Science and AP Computer Science are also offered. Exploring Computer Science uses a UCLA-designed curriculum. The Computer Science Academy SLC (CSA) has technology as its B1. Curriculum Criterion Page 78 of 166 Document1 -Chapter IV: Self-Study Findings 79 focus and all SLCs attempt to incorporate technology into the curriculum. Leadership Curriculum: One section of Leadership is offered and the class has students from all SLCs. (Develop this) Congruence Indicator: There is congruence between the actual concepts and skills taught, and the academic standards and the expected school wide learning results. To what extent is there congruence between the actual concepts and skills taught, the academic standards and the expected school wide learning results? Prompt: Findings Supporting Evidence Over the course of several PD sessions, faculty systematically reviewed current ESLRSs, and refined them to more clearly and explicitly reflect WASC critical needs. Teachers are knowledgeable in terms of standards, ESLRs, and WASC critical needs. SARC ESLRs WASC Observation Tally CAHSEE data sheet RLCs CST scores and CAHSEE pass rates indicate that the level of congruence between actual concepts and skills taught, academic standards and the ESLRs while increasing, still needs improvement, and is reflected in WASC critical need areas. ADD CST DATA CAHSEE passage and proficiency rates have increased dramatically in the past three years. There was a 10 percent B1. Curriculum Criterion Page 79 of 166 Document1 -Chapter IV: Self-Study Findings 80 increase in English passage and a 13 percent increase in Math passage in RLC’s first year, as compared to Belmont HS. Since then, English has increased another 16 percent and Math has increased another 8 percent. The proficiency rate, while not as high, has continued to rise, going from 20% to 39% in ELA and 21% to 39% in Math. The My Data system, provided by LAUSD offers one way to analyze the congruence between what is taught, the ESLRs, and WASC critical needs. (What kind of training has been done on My Data? Maybe a growth area?) A protocol for classroom observations was developed and implemented and will be ongoing… WASC Classroom Observations An emphasis on lecture was observed Level of student engagement varied widely. Lack of higher level questions (mostly recall) and dialogue among students Few cooperative lessons Need for more rigor. Need for greater student engagement. ESLR: Skillful Critical Readers (proficiency in reading) 6/10classes involved in activities that supported this ESLR ESLR: Effective Communicators (Proficiency in writing)In depth writing not observed; few opportunities for writing ESLR: Complex, creative thinkers (proficiency in math) Hands-on activities observed; students engaged B1. Curriculum Criterion Page 80 of 166 Document1 -Chapter IV: Self-Study Findings 81 in higher levels of Bloom’s taxonomy in math classes Student Work — Engagement in Learning The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrates the implementation of a standards-based curriculum and the school wide student goals (ESLRs). Prompt: How does the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the school wide student goals (ESLRs)? Indicator: Findings Supporting Evidence Over the course of several PD sessions, faculty reviewed current ESLRSs, and refined to reflect WASC critical needs more clearly and explicitly. SARC ESLRs Agendas and docs from ESLR PDs The examination of representative samples of student work WASC Observation Tally and observation walks show a school with areas of excellence, Student Work Sample overall steady growth and the need for continued emphasis Analysis on/deepening of professional development related to curriculum, the development of UbD units both in/and across content areas, curriculum mapping, and… Accessibility of All Students to Curriculum A rigorous, relevant and coherent curriculum to all students is accessible to all students. The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students. Prompt: What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all students? What did you learn from Indicator: B1. Curriculum Criterion Page 81 of 166 Document1 -Chapter IV: Self-Study Findings 82 examining the demographics and situation of students throughout the class offerings? How do the instructional practices and other activities facilitate access and success for special needs students? Findings Supporting Evidence PD focus reveals that RLC is attempting to make curriculum both rigorous and accessible to all students. UbD training, with components on Tiered Instruction and embedding language objectives, as well as training in SDAIE and special education accommodations are evidence of efforts to make curriculum accessible to all students Master Schedule IEP information? College Center AP data? WASC Observation Tally Student Work Sample Analysis Info. Sheets sent from Special Ed. teachers to Regular Ed teachers. 40 honors classes. 12 sections of AP—English, Math, Science, Social Studies, Spanish, Computer Science CAHSEE prep classes? Is that Essential Standards English/Math? (7 sections of English and 3 of Math) Intervention/Remediation classes? Is that Strategic Lit (1 section)and Lit Connect (3 sections) Where does Math Lab fit in? On the WASC Observations 31 of 89 classes were using SDAIE or sheltering techniques for ELs. On the WASC Observations 15 out of 82 classrooms offered ‘sufficient and varied” opportunities for student participation (with a focus on oral participation.) 38 out of 89 classes offered “sufficient opportunities.” 34 classes offered “limited or no opportunities” for student participation. Additionally, the use of Thinking Maps in many classrooms, B1. Curriculum Criterion Page 82 of 166 Document1 -Chapter IV: Self-Study Findings 83 inquiry-based hands-on labs in science, primary language instruction (Do we have this?), co-teaching models (Do we do this?), RSP, and the placement of special education students in the least restrictive environment (sometimes with an aide) also support these efforts. Special Education teachers provide Regular Education teachers with information on mainstreamed students, their needs, accommodations, etc. Integration Among Disciplines There is integration among disciplines at the school. Prompt: To what extent is there integration among disciplines? Indicator: Findings Supporting Evidence GROWTH AREA!!!!!!!!!!!!!!!!!! AEE—English/Social Studies collaboration; Social Studies/ Art collaboration BFA—agreed upon SDAIE strategies to make curriculum accessible to ELs CSA—??? ISOL—??? Overall, there is enthusiasm for interdisciplinary curriculum among teachers and administration but it is still in the early stages of development/implementation with a few excellent examples in some SLCs. Student work samples from AEE? Any trainings on this? Agendas? Curricular Development, Evaluation, and Revisions The school assesses its curriculum review, evaluation, and review processes for each program area, including graduation requirements, credits, grading policies, and homework policy regarding the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. Prompt: Comment on the curriculum review, evaluation, and review processes for your program area, including graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these processes on providing a challenging, coherent, and relevant curriculum for Indicator: B1. Curriculum Criterion Page 83 of 166 Document1 -Chapter IV: Self-Study Findings all students. 84 Findings Supporting Evidence Compliance with state and district curricular mandates, the establishment of a protocol for the analysis of student work, a new classroom observation protocol, and the analysis of data all contribute to the foundation of RLCs curriculum review and evaluation process. Agendas from any PD that provided data This takes place in both SLCs and content areas as well as at school-wide PDs. Classroom Observation Tally Student Work Analysis SARC English 9 and 10 have scoring sessions to analyze student periodic assessments. Curriculum review, evaluation, and analysis also take place in advisory, where there are reviews of grades, progress, and requirements. Policies-Rigorous, Relevant, Coherent Curriculum The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc. Prompt: 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? Indicator: Findings Supporting Evidence RLC complies with LAUSD and state mandates in terms of curriculum policy. There is a school-wide focus on using data (both numerical and actual student work/classroom observation) to inform decisions related to curriculum policy. Articulation and Follow-up Studies The school articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. Indicator: B1. Curriculum Criterion Page 84 of 166 Document1 -Chapter IV: Self-Study Findings 85 Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program? Findings Supporting Evidence All LAUSD middle schools in the Belmont Zone of Choice use the LAUSD mandated curriculum which provides alignment of lessons and units. RLC teachers have access to student data through LAUSD’s My Data system. This system aligns power standards and provides detailed information to teachers about students’ previous academic performance, their strengths and weaknesses in different strands of the content standards, and whether they should be targeted for intervention. My Data system—agendas from trainings A-G requirements As per LAUSD mandate, UC-CSU A-G requirements are used as RLCs baseline for scheduling students in classes. B1. Curriculum: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: ● how current educational research and thinking documents such as the California Frameworks and other related publications are used to assist schools in work with academic standards and expected schoolwide learning results ● the academic standards for each subject area, course and/or program; the intra- and the inter-relationships of these B1. Curriculum: Additional Findings Page 85 of 166 Document1 -Chapter IV: Self-Study Findings ● the degree of congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results ● student work and student engagement in learning demonstrating the implementation of a curriculum defined by current research ● master schedule ● the extent to which there is integration among disciplines ● process which exist for articulation among and between levels, departments or clusters ● efforts being made to articulate with K-8 feeders schools and local colleges and universities in developing a strong foundation ● demographics and distribution of students throughout the class offerings (to include gender, ethnicity, primary language and students with special needs) (e.g., class enrollment lists) ● how the instructional practices and other activities facilitate access and successful educational outcomes for students who are learning English, economically disadvantaged, underachieving, gifted and talented, average ability; and students receiving educational services ● the procedures used for curriculum development, evaluation and revisions, the curricular organization of the school, including graduation requirements, credits, grading policies, homework policy ● follow-up studies of graduates ● other evidence identified by the school B1. Curriculum: Additional Findings Page 86 of 166 86 Document1 -Chapter IV: Self-Study Findings 87 B2. Curriculum Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). Do all students have equal 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-to-career goals? CRITERION B2 INDICATORS AND PROMPTS Variety of Programs — Full Range of Choices All students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options. The school provides for career exploration, preparation for postsecondary education and pre-technical training for all students. Prompt: What have you learned regarding the extent to which all students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options? How does the school provide for career exploration, preparation for postsecondary education and pretechnical training for all students? Indicator: Findings Supporting Evidence Students select RLC from several schools in the Belmont Zone of Choice; they choose their SLC once they are at Roybal. Zone of Choice brochure? SLC brochures? ROP Syllabus Can students switch SLCs? Roybal has a full-time college counselor. ROP Curriculum: RLC has 2 teachers who teach six sections each of competency-based education through LAUSD’s Regional Occupational Programs (ROP), in the division of Adult and Career Education. Currently, there are courses offered in Business (Office Procedures, Business English and Basic Math) and Accounting. ROP teachers engage in PD both at the school site and through LAUSD. They use SDAIE strategies and provide accommodations for students with special needs. The curriculum is standards-based, using the CA State Standards for the 21st Century (K-12). B1. Curriculum: Additional Findings Page 87 of 166 Document1 -Chapter IV: Self-Study Findings 88 Do we have a Diploma Project Advisor????? Student-Parent-Staff Collaboration Parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals. Prompt: To what extent do parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals? Indicator: Findings Supporting Evidence RLC has a school-based parent center with monthly meetings to communicate with parents and provide information on educational and school programs, provide support and address concerns. SARC survey results Special Ed IEP meeting log Parent Conference/Back to School/PHABAO logs Parent Newsletter(s) Report Cards ELAC flyer LAUSD Handbook College Board Bulletin ELAC… Parent Center plans workshops for parents on a variety of topics including… Parent Center assists teachers in communications with parents Parents are advised of student programs A parent survey revealed that 96% of parents surveyed “feel welcome to participate at this school.”Additionally, 94% feel the school “offers me opportunities to participate in councils, parent organization.” B1. Curriculum: Additional Findings Page 88 of 166 Document1 -Chapter IV: Self-Study Findings 89 Students select SLC Advisories are used to foster communication with parents, through phone calls, letters, and other informational materials such as LAUSD Parent/Student Handbook. Parents of AP students are provided with College Board Bulletin Main and SLC offices provide a variety of informational materials for parents and students on a variety of topics such as “Help Your Child Succeed in School,” “Help Your Child Prepare for College,” etc. SLCs hold informal events, of a social nature, where student achievement is acknowledged and rewarded in the presence of parents, families, teachers and other staff. Pat Foster is getting evidence for us…need to copy. Re/Parent of Special Ed Students: Monitoring/Changing Student Plans The school implements processes for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs) and regularly evaluates them. Prompt: What processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs)? How effective are these? Indicator: Findings Supporting Evidence RTI? ????????????? Agendas from meetings where RTI was discussed Staff was surveyed on knowledge of RTI. PD on what B1. Curriculum: Additional Findings Page 89 of 166 Document1 -Chapter IV: Self-Study Findings RTI is. A cohort from RLC has undergone training with plans for more PD 2 Counselors will be assigned to implement RTI in the 2011-12 school year RTI is a three-tiered, data-driven process involving the diagnosis, analysis/reflection and formation of an intervention plan for three groups: student body at large, students needing moderate support and students needing extraordinary interventions. It will target at-risk students using comprehensive numerical and anecdotal data; It is an individualized program of intervention that uses the Student Success Team model to create comprehensive behavior support plans that address a particular student’s needs. Support includes, but is not limited to, tutoring, homework assistance, personal or academic counseling, and mental health services. 90 Options Flyer Sample Data sheets from Advisory RLC holds an annual “Options Fair” which is designed to provide options to non-graduating seniors; they are given information on completing graduation requirements, community college, and “options” schools. This is facilitated by RLCs PSA. Advisory is one place where monitoring, making changes, and evaluating students’ personal learning plans happens. There is a multi-pronged process involving student, teacher, counselor and parent and can involve class changes, remediation, adult school, credit recovery, graduation requirements. After each report card, students are given a comprehensive data sheet and have a session with their teacher/advisor. Depending on need, counselors and parents engage in this process to make sure B1. Curriculum: Additional Findings Page 90 of 166 Document1 -Chapter IV: Self-Study Findings 91 students are on track to graduate and prepared for post high school life. Post High School Transitions The school implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness. Prompt: How effective are strategies and programs to facilitate transitions to post high school options? Indicator: Findings Supporting Evidence RLC has a full-time College Counselor RLC has a full-time Department of Transition Services (DOTS) teacher/coordinator who assists Special Education students in their transition to life after high school We have one DOTS teacher, Leslian Jackson, who serves us and Civitas. Technically she serves all of our special education students, but she works mostly with the moderate-severe and most closely with those having work experiences. She makes sure we create compliant individual transition plans in our IEPs. She provides us with transition curriculum and helps guide our schoolbased businesses that we use to make money for Community Based Instruction (experiences in the community, such as shopping). She also helps us create on- and off-campus work experiences for our students who are able to benefit from that experience. Our moderate-severe students who complete a year of paid campus work can go on to the CATS (Center for Advanced Transition Skills) program at local community colleges, including Los Angeles Trade Tech, and continue to get work and educational experiences, usually from ages 20 to 22. We have a new option next year: We are going to be able to bus students 18 and up to the new Widney Career and Transition Center with an assistant for part of the day to work on vocational skills such as life skills, gardening, auto detailing, culinary skills and computer skills. Five B1. Curriculum: Additional Findings Page 91 of 166 Document1 -Chapter IV: Self-Study Findings 92 more of these vocational education centers are opening around the district in the next few years to provide work training and more options for our students, many of whom need to work mostly on the “soft skills” of employment, such as arriving on time and using proper social skills. (DOTS has a website within lausd that explains some of this further if you need more.) http://www.lausd.k12.ca.us/lausd/offices/spec_ed/_dots/ http://www.lausd.k12.ca.us/lausd/offices/spec_ed/_dots/CATS.html “Getting Ready for Life After High School” Workbook-Is this given to all students? Do we have a diploma project advisor? B2. Curriculum: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: ● ● a description of the variety of programs available to all students the extent to which all students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options B1. Curriculum: Additional Findings Page 92 of 166 Document1 -Chapter IV: Self-Study Findings ● the extent to which parents, students and staff collaborate in the development and monitoring of a student’s personal learning plan, based upon students’ learning styles and career and educational goals ● the extent to which the student population and surrounding community influences curriculum offerings and choice and how the curriculum builds on the cultural and linguistic characteristics of the students and community ● the extent to which the school program provides for career exploration, preparation for postsecondary education and pre-technical training for all students ● processes for monitoring students and their plans ● processes for making changes in classes, programs ● strategies for smooth transitions to post high school options (e.g., plans and programs in place which facilitate these transitions) ● follow-up studies of a wide variety of graduates and/or exit surveys ● other evidence identified by the school B1. Curriculum: Additional Findings Page 93 of 166 93 Document1 -Chapter IV: Self-Study Findings 94 B3. Curriculum Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are students able to meet all the requirements of graduation upon completion of the high school program? CRITERION B3 INDICATORS AND PROMPTS Real World Applications — Curriculum All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. Prompt: To what extent do all students have access to real world applications of their educational interests in relationship to a rigorous, standardsbased curriculum? Indicator: Findings Supporting Evidence Growth Area????? Service Learning Docs/Info/Samples Service Learning… Science Olympiad Docs/Info Science Olympiad is an afterschool extracurricular that our highest achieving science students are invited to join. Students investigate a wide variety of different science topics from Forensics to Protein Modeling, and their year's work culminates in a county competition that determines state and then national competition eligibility. Roybal piloted their first Science Olympiad team early October 2010 and competed at their first LA County Regional competition in February 2011. Students are already starting to study and prepare for the 2012 competition. About 15 core students comprise the main Science Olympiad group, and they meet in even smaller groups to work with the team coaches -- 5 Roybal science teachers -- to prepare for the county competition. Events are divided into test events, lab events, and building events. For the 2010-2011 year, Roybal students placed 6th out of 36 schools for the Mission-Possible building event and 11th out of 36 schools for the Fossils B1. Curriculum: Additional Findings Page 94 of 166 Document1 -Chapter IV: Self-Study Findings 95 testing event. Science Olympiad gives students excelling in their core science classes an opportunity to further develop their investigative and analytical skills. Coaches encourage students to study and practice for their events through inquiry activities and student-self-structured environments. The scientific process is carefully modeled for the students, and students are expected to draw and test hypotheses, analyze conclusions, and conduct independent research. The team coaches facilitate the learning mostly through introducing case studies and providing scaffolding materials that enable students to come to original conclusions. In addition to preparation for competition, Roybal's Science Olympiad also strives to connect the science the students learn with their daily lives. Students have explored the California Science Center and work in partnership with the Environmental Club and the Earthlings Club on campus to beautify the community via urban gardening and tree care. A non-profit organization, Tree People, works with students to plant trees on local streets, and has plans for campus beautification in the 2011-12 school year. Tree People also provide a free bus shuttle to local hiking areas and RLC’s Earthlings club go on hiking adventures. Through their science class, some students participate in beach clean-up efforts, and visit local aquariums. AEE:: B1. Curriculum: Additional Findings Page 95 of 166 Document1 -Chapter IV: Self-Study Findings 96 BFA: CSA: ISOL: Meeting Graduation Requirements The school implements academic support programs to ensure students are meeting all requirements, including the CAHSEE. Prompt: How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE? Indicator: Findings Supporting Evidence Each SLC has one counselor to work with their students at a ratio of approximately 400 to 1. All students have an Individual Graduation Plan (IGP) to guide them through the four years of high school. Counselors meet with students formally, in 10th and 12th grade. Counselors meet with 12th graders at least 3 times (Fall, Spring and Final) to make sure they are on track to graduate. Counselors also make informal visits to all advisories (9th12th) in their SLC, to promote academic achievement and answer questions about graduation and college requirements. Students are programmed into classes based on state and district guidelines. All students are placed in classes that fulfill high school graduation and A-G requirements. Counselors use advisory to monitor student progress and make sure students are meeting all requirements, including the CAHSEE. RLC offers tutoring before and after school through the Rock on Education (ROE) program. CAHSEE Intervention Tutoring, in both English and Math was offered after school through the Bilingual Office, and 1st Official Notification of Graduation form NEED More Counseling Forms Tutoring Flyers NEED Tutoring Sign-In Sheets NEED ROE materials B1. Curriculum: Additional Findings Page 96 of 166 Document1 -Chapter IV: Self-Study Findings 97 targeted ELs RLC compensates AP teachers who provide tutoring/test preparation outside of school hours B3. Curriculum: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Prompt: Supporting Evidence 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 Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: ● ● ● ● ● the extent to which all students have access to a rigorous, standards-based curriculum as well as opportunities to explore real world applications of their educational interests academic support program to ensure students are meeting all requirements process for regular review of student data that provides information on students meeting the graduation requirements, including CAHSEE the extent to which the school’s educational program maintains the flexibility to accommodate changes in student interests and areas of career exploration other evidence identified by the school B1. Curriculum: Additional Findings Page 97 of 166 Document1 -Chapter IV: Self-Study Findings 98 WASC Category B. Standards-based Student Learning: Curriculum: 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 B: Standards-based-Student Learning: Curriculum: Areas of Strength SLC structure supports access to curriculum for all students. There is a strong foundation, school-wide, for UbD model. Science Department Two RTI counselors are in the master schedule for 2011-12 (?) Special Education: The strength of our school is that we provide the full range of services that a comprehensive high school can. (There are also more restrictive settings such as special ed centers, nonpublic schools and residential programs that occasionally we have to send students to, but this is very rare.) Test scores/CAHSEE pass rate is improving Category B: Standards-based-Student Learning: Curriculum: Areas of Growth Resume regularly scheduled PD to develop, review, analyze/evaluate curriculum on an ongoing basis. Increased tutoring opportunities and encouragement for students who are struggling academically. More effective tutoring, both in terms of numbers of students attending and instruction. Curriculum mapping in English within and across SLCs. Need for greater rigor Need for more opportunities for writing B1. Curriculum: Additional Findings Page 98 of 166 Document1 -Chapter IV: Self-Study Findings 99 Need for More opportunities for student participation (verbal) Increase curriculum integration among disciplines. Increase AP course offerings. In the future the arts curriculum at Roybal would benefit by expanding the course offerings to include drama, dance and Advanced Placement Classes in the arts. Addition of a special education Bridge Coordinator to the staff???? Staff should continue to use data to evaluate the effectiveness of school programs. Category C: Standards-based Student Learning: Instruction C1. Instruction Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected school wide learning results? CRITERION C1 INDICATORS AND PROMPTS Results of Student Observations and Examining Work The school’s 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 school wide learning results. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings. Indicator: 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 school wide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities. Prompt: Findings Supporting Evidence Roybal faculty understands that instruction must be driven by the analysis of student work. Student work samples were examined to provide teachers with insight as to the effectiveness of instruction. The students work sample provided a realistic measure to the degree in which students are engage in achieving the academic standards/ ESLR’s. Roybal Work Sample Analysis, April, 2011 Graphic Organizers Compare and Contrast Use of group C1. Instruction Criterion Page 99 of 166 Document1 -Chapter IV: Self-Study Findings Instruction at Roybal is evolving to raise achievement and meet the needs of all our students, especially those English Language Learners and those with special needs. Both the math and English departments have implemented specific interventions and teaching strategies to meet their needs. Interventions include collaborative groups, working in pairs, use of graphic organizers and Smart Board Technology. 100 work/cooperative learning Hands on projects ALEKS CAHSEE Intervention READ 180 Student Understanding of Performance Levels Indicator: Prompt: The students know beforehand the standards/expected performance levels for each area of study. To what extent do students know beforehand the standards/expected performance levels for each area of study? Findings Supporting Evidence Some classroom teachers regularly include daily objectives and standards written on the board. Students generally are able to explain what they were expected to learn, and a few knew why. However, only a few could tell when they had learned it. Classroom Observations: Posting of Daily Expectation, Standards Differentiation of Instruction Indicator: Prompt: The school’s instructional staff members differentiate instruction and evaluate its impact on student learning. To what extent is differentiation of instruction occurring and what is the impact on student learning? Findings Supporting Evidence Teachers practice SDAIE and sheltering techniques for English Language Learning in the classroom. Instructors use visuals and regularly check for prior knowledge. Students are encouraged to express themselves. Teachers use computer programs using native language, checking for understanding worksheets, use of visuals, examples of asking clarifying WASC Observation School Tally Read 180 ALEKS Essential English C1. Instruction Criterion Page 100 of 166 Document1 -Chapter IV: Self-Study Findings questions and collaborative groupings. Students are involved in literacy activities in 6/10 classes, actually reading, listing and following along, working on vocabulary building. Opportunities to participate in critical reading activities are regularly provided. 101 Student Perceptions The students understand the expected level of performance based on the standards and the school wide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences. Indicator: 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 school wide learning results and b) their perceptions of their learning experiences. Prompt: Findings Supporting Evidence Students are generally able to explain what they are expected to learn. They understand why and what they are learning. Many students are unaware of how the work that they do in their classrooms relates to a career pathway. Spring, 2011 Student Survey WASC Observation School Tally –Student comments C1. Instruction: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Opportunities for students to participate in varying degrees through oral participation are infrequent. Teachers need to teach the curriculum by promoting more student-centered activities and allowing more connection with real world experiences. Spring, 2011 Student Survey WASC Observation School Tally-Student comments C1. Instruction Criterion Page 101 of 166 Document1 -Chapter IV: Self-Study Findings 102 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 There is a need for more rigor. Questions asked need to address higher level thinking. There needs to be more opportunities for higher level dialogue and questions among students and more cooperative learning experiences. Spring, 2011 Student Survey WASC Observation School Tally-Student comments Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: observation of students working and student work that illustrates the extent to which all students are involved in learning to assist them in achieving the academic standards and expected school wide learning results (examples of students working includes: oral presentations, individual and group work, discussions, investigations and experiments, performances; examples of student work include: essays, reports, project products, journals, portfolios, open-ended responses, tests) the extent to which students know beforehand the standard/expected performance levels for each area of study the extent to which differentiation of instruction is occurring and its impact on student learning student interviews which illustrate the extent to which students recognize the academic standards and the expected school wide learning results and the expected level of performance the degree of involvement in the learning of students with diverse backgrounds and abilities other evidence identified by the school C2. Instruction Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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 Indicator: Teachers are current in the instructional content taught and research-based instructional methodology. Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology. Prompt: Findings Supporting Evidence Teachers at Roybal work in Small Learning Communities C2. WASC Observation Instruction Criterion Page 102 of 166 Document1 -Chapter IV: Self-Study Findings improving their practice by exploring researched based instructional methodology. Two years ago, Roybal Learning Center began the process of working with the Understanding By Design Framework for professional development and creating plans for student learning. Our goal is that by June, 2011, every Roybal Teacher would have at least one unit that is given to the UbD professional development team for creation of our library of units to share and some facet of the UbD unit plan has been implemented, so we can have some data about how to improve the supports for professional learning for UbD full implementation. Teachers have attended workshops introducing Interdisciplinary Project Base Learning. WASC Observations made on April 27-28, 2011 reported that 29 out of 82 class teachers were using Understanding by Design methodology, 15 classrooms demonstrated full to some engagement using strategies that encourage complete creative thinking. 103 School Tally UBD Observation Protocol UBD Fall and Winter Institute Los Angeles Linked Learning Symposium May 21, 2011 Teachers as Coaches Indicator: Prompt: Teachers work as coaches to facilitate learning for all students. To what extent do teachers work as coaches to facilitate learning for all students? Findings Supporting Evidence The Professional Development Team at Roybal consists of educators who are focused on helping our faculty and staff with the integration of UbD and Differentiated Instruction. Roybal Summer/Fall Professional Develop Institute C2. Instruction Criterion Page 103 of 166 Document1 -Chapter IV: Self-Study Findings The goal of this team is to contribute to professional development, planning, implementation, and evaluation. The Team will facilitate discussions on meaningful issues of curriculum and pedagogy during content area meetings and SLC meeting. The team will establish a foundation for a culture of professional learning that nurtures lesson study, classroom observations, and looking at student work. 104 ASCD Professional Development Institute/Conference San Francisco, CA March 23-25, 2011 Examination of Student Work 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. Indicator: 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: Findings Supporting Evidence a) Students are given opportunities in classrooms to work on Student Work Sample high interest topics using real life situations to elicit the logic, Analysis thinking and reasoning that is required for the students to WASC Observations arrive at conclusions. b) All students have Williams’s compliant standards-based textbook for each of the core subjects: math, English, science and social studies. All intervention and enrichment classes supply students with access to supplemental materials. Online videos, clip and resources are also used aside from the textbook content. Technology-based instructional materials include computers, LCD Projectors, smart boards, graphic and scientific calculators. C2. Instruction Criterion Page 104 of 166 Document1 -Chapter IV: Self-Study Findings 105 Indicator: 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. 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: Findings Supporting Evidence Students have opportunities to participate in varying degrees in all classes although actual oral participation was infrequent. During observation, most teachers asked specific questions, however there is a need for more student participation. Pair and collaborative work and sharing out of students were observed. Student Work Sample Analysis WASC Observation School Tally Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected school wide learning results. Indicator: 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 school wide learning results? Prompt: Findings Supporting Evidence Roybal is committed to the use of technology in order to prepare all students for the global economy. All students are given direct instructions in computer technology in applications that include Microsoft Office Word, PowerPoint and Excel. Roybal has three complete computer labs with both Apple and PC technology. The Library is equipped with computers with the newest technology available to students and teachers. Each classroom is equipped with a desktop and printer. There are several computer carts available with both Apple and PC technology. Roybal has secured wireless as well as portals throughout each classroom for internet use. Smart Board technology is available to all teachers as well as C2. ComputersLabs Laptops Dell Notebooks LCD Projectors Wireless Internet CalculatorsScientific Student Work Sample Analysis WASC Observation Instruction Criterion Page 105 of 166 Document1 -Chapter IV: Self-Study Findings training opportunities. Observation of classrooms reveals that many teachers use Power Point, overhear projection and Smart Boards during lessons. 106 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. Indicator: 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: Findings Supporting Evidence Students had access to multimedia that included laptops and computer labs, video cameras, and LCD projectors. Technology is regularly used during instruction: smart board, LCD power point, and internet. Student Work Samples WASC Observation Real World Experiences Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students. To what extent are opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications available to all students? Prompt: Findings Supporting Evidence Roybal instructors provide all students opportunity to gain real world experiences opportunity and skills. The extent of these opportunities is at an entry level of performance. Students acquire these skills through the various programs that we offer. C2. Community service (min 120 Hours) Service learning project Internships Journalism Instruction Criterion Page 106 of 166 Document1 -Chapter IV: Self-Study Findings 107 Accounting Office skills Intro to computer Web Design Digital Imagery Computer programming Leadership Service Worker Yearbook Staff Internship opportunities C2. Instruction: Additional Findings Indicator: Consider other information that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Student Reflections 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 Students are given multiple learning opportunities to explore concepts in-depth and demonstrate their understanding. Work samples indicate that the critical need for the student to apply logic and reasoning to develop arguments and solutions that are coherent, effective and original. Student Work Samples Analysis Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the degree to which various learning approaches and learning styles of students are addressed through the instructional approaches C2. Instruction Criterion Page 107 of 166 Document1 -Chapter IV: Self-Study Findings the extent to which teachers work as coaches to facilitate learning for all students student work that provides evidence that students are, over time, becoming more adept at gathering information and presenting it in written, oral and multimedia formats 108 student work that demonstrates the extent to which learning is structured so that students organize, access and apply knowledge they already have through such activities as: – relating the new information or learning tasks to personal experiences and knowledge – using concrete examples and experiences and finding analogies, metaphors and similes that deepen their understanding of the topic – utilizing opportunities to critique and evaluate new information in relation to what they have experienced and know student work that provides evidence that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation student work which shows the extent to which technology is used to assist students in achieving the academic standards and the expected school wide learning result student work which illustrates the extent to which current teaching practices provide all students with tools to gather and create knowledge and with opportunities to use those tools to research, inquire, gather, discover and invent knowledge on their own, and communicate student work that reflects the materials and resources beyond the textbook available to students, such as – utilization and availability of library/multimedia resources and services – availability of and opportunities to access data bases, original source documents and computer information networks – experiences, activities and resources which link students to the real world the extent to which opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students other evidence identified by the school WASC Category C. Standards-based Student Learning: Instruction: 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 C. Standards-based Student Learning: Instruction: Areas of Strength Both teachers and students have access to current technology through the use of computer labs and library. Smart board technology is widely used in classes. WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 108 of 166 Document1 -Chapter IV: Self-Study Findings 109 Both teachers and students have availability of and opportunities to access data bases, original source documents and computer information networks Category C. Standards-based Student Learning: Instruction: Areas of Growth The delivery of instruction needs to move away from the teacher-centered lecture approach toward a problem-solving, project based critical thinking learning approach. The SLCs need to provide students with job-shadowing and internship opportunities. The school needs textbooks that are based on contemporary pedagogical techniques including more practice and opportunities. Category D: Standards-based Student Learning: 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? Findings Evidence On a school-wide level, Roybal Learning Center uses a variety of standardized assessments to measure student learning and progress. These assessments include the CST, CAHSEE, CELDT, AP tests, as well as getting personalized feedback from teachers for students with IEPs. Some teachers are also trained to use the district’s Core K-12 assessment website, which generates multiplechoice test questions intended to be similar to those on the CST, then automatically analyzes student responses so teachers can easily identify which standards students need remediation. Sample IEP files Core K-12 website WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 109 of 166 Document1 -Chapter IV: Self-Study Findings 110 When CST scores are available from the state, a copy of scores are sent home for the students and parents. Summaries and breakdowns of the CST, CAHSEE, and CELDT are reported in the School Report Card, created by LAUSD and sent home the year after the tests are taken. Copy of student CST scores Copy of School Report Card A week before the school year begins, the faculty and administrators meet to analyze the newly available CST scores. Teachers meet in subject groups to identify patterns in the assessment results and formulate plans for addressing shortcomings. Agendas Results of district periodic assessments are analyzed by subject groups at the meeting after the assessment has been administered. Teachers analyze scores and reflect on the strengths and weaknesses of their curriculum that contributed to such results. Professional development meeting agendas In terms of reporting student performance, the school sends home 5-week, 10-week, and 15-week progress reports, as well as the end-of-semester report card. Progress reports and report cards Before the middle of each semester, parent conferences are held, in which all faculty are available in the evening for individual meetings with parents to discuss the progress of each student and provide feedback on how the student can better succeed in class. Bulletins to parents for conference nights Parent conference sign-in sheets Near the end of the Spring semester, we held our annual Senior Awards reception and Mighty Titans award banquet to celebrate students’ academic accomplishments and involvement in extracurricular activities (respectively) Senior Awards program Mighty Titans Award Banquet program Strengths Areas for Growth WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 110 of 166 Document1 -Chapter IV: Self-Study Findings Multiple types of assessments by teachers, school, and district Regular school-wide analysis of assessment data 111 Outdated parent contact info can mean parents receive little or no communication from the school D2. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student? Findings Evidence Differentiation of instruction for ELs depends on the student’s EL level. That level is updated every year based on multiple measurements, including the student’s CELDT score, his academic grade in English class, and his score on the English CST. CELDT scores English CST scores Teachers use a variety of methods to assess student learning, including but not limited to multiple choice and short answer tests and quizzes, projects, posters, presentations, notebooks, journals, lab practicums, and interviews. For some assessments, teachers use rubrics to give more specific feedback to students. The method of assessment is largely determined by the teacher, and effort is made to be authentic. For example, some science teachers use lab practicums as assessments since the content standard and/or ESLR in question may target the ability to perform an experiment and use tools properly. In such case, having students perform the task would be a more accurate assessment than having them answer questions on the subject. Another recent example is a teacher assessing a student’s ability to participate in a job interview by holding a mock interview, which in this case is more authentic and appropriate than say having students Student work samples Course syllabi Teacher interviews Sample rubrics Classroom observations WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 111 of 166 Document1 -Chapter IV: Self-Study Findings 112 respond to short answer questions or make a poster. Teachers also deploy diagnostic tests to assess students’ Sample diagnostic tests prior knowledge on the topic, which informs the teacher as Teacher interviews to the class’ general mastery and allows the teacher to classify students for differentiation. Later assessments are also compared back to the diagnostic results to gauge student progress. In the math intervention class, the ALEKS math program regularly uses formative multiple choice quizzes. These quizzes dictate whether or not the student advances to the next unit, but if the student does poorly, the program simply provides targeted support in the weaker areas, then reassesses. sample ALEKS assessments and student account statistics Assessment results are used to determine which topics Teacher interviews will be re-taught and which areas need to be emphasized Teacher lesson plans in review. They are also used to differentiate by separating students into similar-readiness groups for activities. Student grades are determined by multiple factors, depending on the teacher. Factors may include but are not limited to performance on assessments, projects, completion of homework, participation, in-class assignments, labs, and notebooks. These expectations are made clear by teachers at the beginning of the semester via a course outline or syllabus that includes the teacher’s grading policy. When we monitor and analyze student progress, the student’s performance level in a subject is determined by this academic grade, but also by other contributions such as periodic assessment scores and other standardized test scores. Sample class syllabi and grading policies Student placement for AP classes is determined by teacher recommendations. Teachers may take into account the student’s academic grade, work habits, class assessment scores, and school/district assessment scores, but it List of AP recommendations WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 112 of 166 Document1 -Chapter IV: Self-Study Findings 113 depends on the teacher. Strengths Areas for Growth The faculty does regular assessment data analysis as a school and devotes time to planning lessons based on these analyses Implement a more structured process for determining AP level placement 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 school-wide learning results? Findings Evidence Students take district periodic assessments three times a year. Periodic assessment test questions are similar to the CST’s and results are posted on the district’s assessment website, Core K-12, where teachers can analyze each student’s proficiency district periodic assessments 9th and 10th grade students take the practice SAT (PSAT), and results are shared with the student and his or her teachers. This test is used to give us a general idea of the students’ math and English skills sample practice SATs Each year the school’s state assessment results are School Report Card summarized in the district-created School Report Card and mailed home. These report cards are sent home so parents and students can monitor and analyze school results and progress. Progress reports are mailed home for 5-week, 10-week, and 15-week grading periods, and report cards are mailed sample progress reports and report cards WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 113 of 166 Document1 -Chapter IV: Self-Study Findings 114 home at the end of each semester. This ensures students and parents monitor student achievement of the academic standards Progress report and report card grades are entered into the district’s ISIS system, which also becomes accessible on the district’s data directory, mydata.lausd.net (MyData). A student’s grades (as well as any previous state and district assessment results) are available to every one of the student’s teachers. MyData website At the end of each 5-week grading period, an academic summary is distributed to each student in his or her advisory class. This summary is a comprehensive progress monitoring tool for the student, and includes the current semester’s grades, GPA, past CST and CAHSEE scores, and number of credits. Advisory teachers help ensure students understand the information presented and help students set academic goals based on their current progress. sample academic summary Memos to advisory teachers teacher interviews Strengths Areas for Growth Common assessments are used across content areas, increasing the likelihood of an objective measurement Not all staff is trained on the use of the Core K-12 website Assessments and meeting discussions are not often framed directly in terms of ESLRs, making it difficult to track in those terms D4. To what extent does the assessment of student achievement in relation to the academic standards and the expected school-wide learning results drive the school’s program, its regular evaluation and improvement and usage of resources? WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 114 of 166 Document1 -Chapter IV: Self-Study Findings 115 Findings Evidence Faculty-wide professional development workshops are held before the school year begins, before the end of winter break, and after the school year ends. These workshops center around themes addressing our ESLRs. The past year and going into the future, these workshops have been and will continue to focus on Understanding by Design (UbD), which unifies the faculty’s approach to designing lessons. The decision to implement UbD was based on its effectiveness at schools serving similar communities and its flexibility to target our ESLRs and be incorporated with existing and potential future instructional strategies. UbD institute agendas UbD materials from Franklin High School The School Site Council (SSC) allocates money to different groups and purposes. Decisions are made based on a constantly updated document, the single school plan. This document is reviewed by the SSC and serves as guidelines for how the school is to allocate its monies. This document references assessment data (CST, CAHSEE, CELDT, etc.) to explain effective allocation of money. For example, low math CST and CAHSEE scores indicated more resources were needed to make improvements that area, thus three TAs were hired specifically for math support and the ALEKS math intervention program was purchased. SSC meeting agendas and sign-in sheets single school plan document Title 1 budget Insufficient gains in EL scores also guided the decision to allocate money for training teachers in SDAIE strategies and reimburse teachers for lesson materials involving SDAIE strategies. Low CAHSEE passing rates and large numbers of 10th, 11th, and 12th graders failing the CAHSEE prompted Saturday CAHSEE Bootcamps CAHSEE Bootcamp flyers Student sign-in sheets WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 115 of 166 Document1 -Chapter IV: Self-Study Findings 116 Strengths Areas for Growth We use a data-guided process for ensuring budget allocations follow an intent of student achievement Some funding allocations are not fully utilized, or some spent monies may not be translating into student results WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 116 of 166 Document1 -Chapter IV: Self-Study Findings 117 Category E: School Culture and Support for Student Personal and Academic Growth E1. School Culture and Student Support Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION E1 INDICATORS AND PROMPTS Regular Parent Involvement The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. The school involves non-English speaking parents. Indicator: 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. Prompt: Findings Supporting Evidence Edward R. Roybal Learning Center actively pursues the involvement of parents and community members at many different levels within the school structure. Roybal Learning Center was founded on the principle of shared leadership and decision-making and expects teachers, administrators, oncampus personnel, students, parents/guardians, and local entities to play an active role in the development and growth of our students and school. As Roybal Learning Center is part of the larger Belmont Zone of Choice (BZOC), communication with students and parents is of paramount importance. Students have the option of choosing Roybal Learning Center from a number of different schools as they exit 8th grade. It is our responsibility as a school to appear as attractive and appealing as possible to encourage enrollment at our school. Consequently, communication with our parents begins in 8th grade through a series of school fairs at local middle schools. The parents/guardians are also given a school report card (SARC) that examines CST, CAHSEE, graduation, and student/parent - School Report Card (SARC) - 9th Grade Orientation - Connect Ed - Parent Center workshops - Counselor Meetings, Dailies - Principal Coffees - Use of translators/headsets - ELAC, CEAC, SSC - Students/Parent Handbook - Syllabi for classes WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 117 of 166 Document1 -Chapter IV: Self-Study Findings survey data from our school and compares it to other local schools and the district at large at that time. The school is issued a new SARC each academic year. Once they have decided to attend Roybal, all incoming 9th graders and their families go through a school orientation. In the orientation student and parents are exposed to the school policies/procedures, graduation requirements (both California A-G and credits), their individual SLCs (Small Learning Community), as well as going on a campus tour and being introduced to the different sports and clubs available on campus. At the beginning of each school year, the school provides each parent/guardian with the LAUSD Student/Parent Handbook that outlines the general policies and procedures held across all LAUSD schools. In addition to this handbook, Roybal Learning Center also requires students and parents to sign off on a packet of information including the internet use policy, dress code, Positive Behavior Support Plan, and other related policy documents specific for our school site. Furthermore, each Small Learning Community provides supplemental information to each of the parents at the beginning of the year. Finally, all teachers are required to create a class syllabus that is to be sent home with each student for their parents/guardians to review and sign. This syllabus discusses the standards-based curriculum and expectations of each individual teacher. This way, parents/guardians clearly understand what is expected of their children by the school, SLC, and individual teachers starting from the first day of school. In order to maintain constant communication throughout the year, the school uses a website (www.royballearningcenter.org) that is maintained by students and staff to inform parents and other community stakeholders of all that is occurring on campus. Teachers are given their own personal section of the WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 118 of 166 118 Document1 -Chapter IV: Self-Study Findings web page to create a class website. Students and parents can access assignments, posted work, and other information provide by the teacher at any time necessary. For parents seeking additional information as to the activities occurring on campus, the school employs a Parent Center that is staffed by parents of students in the school. The Parent Center is responsible for maintaining communication with parents, including providing seminars and workshops to help our parents support their students outside of school. The school also utilizes and open-door policy that encourages parents/guardians to come to the school to talk directly with personnel on campus. Another tool the school uses is the ConnectEd service that allows for automated calls to residences to inform parents and students of upcoming events, schedule changes, and other occurrences as they arise. Parental and community involvement also happens at Roybal Learning Center through 3 councils that oversee the functioning of the school. ELAC (English Language _ Committee) oversees all Title III budgets, including how those monies are to be utilized by teachers and parents to support the large English Language Learner population found on our campus. This includes encouraging parent participation and communication with the school and spending money to send parents to seminars to assist them in supporting their children’s language acquisition at home. CEAC (Compensatory Education Act Committee) oversees all Title I budgets and much like ELAC ensures that those monies are being appropriately used to support our majority low-income student population. Again, this council utilizes school funding to increase parent participation on campus and provide support to parents through seminars and workshops. The final council, SSC (School Site Council), is responsible for the majority of funding allocation and ensuring that funding is being used as best as possible to support our students. All three councils mandate both parent and student members, thus WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 119 of 166 119 Document1 -Chapter IV: Self-Study Findings the parents and students have a direct say in how the school is spending its money and ensures that parent and student voice is heard during the budgeting process. Outside of the communication with parents at a site-wide level, each of the individual SLCs employs their own strategies to encourage parent and community involvement in the school. Each SLC has its own academic counselor that is responsible for monitoring the progress of the students in the academy. Working closely with the teachers within the academy, counselors and teachers will initiate parent-teacher conferences with students who may need additional support. At the parent’s request, students can be placed on a “Daily,” where they are required to receive a mark from all of their teachers of their performance for the day. The student is expected to bring the Daily home for the parent to view, sign, and return to the academy. Students can be placed on Dailies for anywhere from a few days to a few weeks. Roybal Learning Center is situated in a high-density, majority immigrant location within the city, thus serves a primarily non-English speaking population. Over 80% of the students on campus are classified as English Learner. As a result, communicating to parents in different languages becomes necessary to ensure that all students and parents are reached. To achieve this, all school correspondence is made available in a number of different languages. Translators are present at all school-based activities that require it. In any smaller meetings (ELAC, CEAC, etc.), the use of a translator is coupled with the use of headset to ensure clarity and minimize confusion. Additionally, a significant percentage of the staff on campus (____%) is CLAD certified. WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 120 of 166 120 Document1 -Chapter IV: Self-Study Findings 121 Use of Community Resources Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers. How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers? Prompt: Findings Supporting Evidence Roybal Learning Center has different community connections both on a school wide basis and in each individual SLC. There are a number of organizations that work both on and off the campus to help support our students. Roybal Learning Center is fortunate to have Youth Policy Institute (YPI), a non-profit organization, on campus full time that provides students with extracurricular services and activities. YPI runs tutoring, athletics, dance, drill, and other programs. Next year they will be installing a computer lab on campus to help support our ALEKS math intervention program and other content areas. Another community organization, Heart of Los Angeles (HOLA), runs a number of afterschool classes, tutoring, SAT prep classes, and other enrichment activities for our students at an off campus site located in the students’ neighborhood. A number of our students are enrolled in the Los Angeles Police Department cadet program and LAPD utilizes our campus for weekend activities for our students. Furthermore, many of our students are active in organizations that support various social causes. Many of our students have a close relationship with CHIRLA (Coalition for Humane Immigration Rights of Los Angeles) and work with them to promote sensible immigration reform, a topic near and dear to the hearts of many of our students. For those students interested in the health profession, the school has a partnership with Good Samaritan Hospital who offers internships to some of our students. All of these organizations maintain a presence on campus through Advisory activities, speakers, and other events run on campus. At the SLC level, each academy is expected to create personal - BFA Business Partners - AEE Career Day – CSA Local Business Board & Potluck - ISOL NPO presentation - HOLA - Good Samaritan Hospital Internships - CHIRLA - LAPD cadet program, weekend activities - Former Students - Surf/Skate Organization WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 121 of 166 Document1 -Chapter IV: Self-Study Findings community connections. Business and Finance Academy has established a number of relationships with local businesses in the downtown area. Known as their Business Partners, the businesses will bring speakers to campus, offer internships to students, and promote academic growth through scholarship opportunities. The Computer Science Academy has established similar relations with businesses, creating their own Business Board. The International School of Languages brings a number of non-profit organizations to campus to give presentations and to garner involvement of our students in their respective causes. Finally, Activists for Educational Empowerment holds a Career Day where professionals from over a dozen different fields come to campus to encourage the pursuit of higher education and help foster potential career choices in our students. Often, the most powerful message the students can receive is from former students. To promote the idea of college being an achievable goal, the school will bring back former students to discuss the importance of focusing on their education, the trials and tribulations of college, and in some cases, their regrets on not graduating high school on time. 122 Parent/Community and Student Achievement The school ensures that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program. Indicator: 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? Prompt: Findings Supporting Evidence The school ensures that parents and the school community are made aware of student academic progress and achievement through a number of different avenues. As mentioned before, all students and parents are given a thorough orientation to the school where the school vision, academic standards, and ESLRs are introduced. Furthermore, these concepts are - SLC banquets - Club Banquets - Senior Banquet - PHBAO (2), Back-2-School, Open House WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 122 of 166 Document1 -Chapter IV: Self-Study Findings reinforced on a daily bases as teachers are expected to display the school vision/mission, academic standards, and ESLRs in their classrooms. Additionally, student work is expected to be display in classrooms and on campus and students are acknowledged publicly on campus for outstanding academic achievement and improvement. Throughout the year, the school also offers parents opportunities to discuss their child’s academic achievement. RLC runs two PHBAO nights where parents come and meet with each individual teacher to discuss their children’s performance. [Additionally, a Back-2-School night is held where parents return to the school at the beginning of each year.] While parents are encouraged to attend school on any day to follow their child through their daily schedule, the school also holds and official Open House day where this such activity occurs. Roybal Learning Center also acknowledges the academic successes made by its students by conducting a number of different banquets during the year. The school conducts a senior banquet honoring the many accomplishments of our graduating class. Each SLC will also hold its own banquet to acknowledge the achievements of its students. These banquets praise students for academic success, attendance, and improvement. Student work is put on display for the parents to view during this time. Finally, the school holds a banquet for all of the clubs, including Academic Decathlon, Science Olympiad, Debate, and many others. Outside of official events held on campus, Roybal Learning Center also utilizes its website to acknowledge students for academic achievement. The school also sends home regular grade reports every five weeks to update parents on their child’s current academic standing. Ultimately, Roybal Learning Center views communication of student academic achievement as a bottom-up process that begins with the teacher. Teachers are expected to keep an 123 - Grade Reports School Website Teacher Contact w/ Parents WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 123 of 166 Document1 -Chapter IV: Self-Study Findings open line of communication with parents and contact them both when students struggle and when students succeed. 124 E1. School Culture and Student Support: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence While the school has developed activities to ensure parent and Advisory Announcements community involvement, this area can use constant improvement. Since the SLCs existed at Belmont High School prior to moving to Roybal Learning Center, many healthy business partnerships have been established and maintained. That being said, the school could use greater community connections. More students need active involvement in community service projects and internships. The school could use to create more frequent ties to the local community by bringing community representatives to campus and promoting community involvement in our students. Furthermore, parental involvement on campus could be increased. Although the school runs PBHAO nights and Back-2-School nights, attendance is generally low. The Parent Center is growing, yet as reported by the parent survey, most parents do not feel a direct connection to the campus. It would serve the school well to expand it contacts with students’ homes as well as reaching out and coordinating seminars and programs at local elementary schools for parents and students. 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 This criterion impacts all of the identified critical academic needs. RLC has acknowledged that students need improvement in the areas of reading, writing, and math. Through internships, community speakers, and local businesses making presentations on campus, students are WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 124 of 166 Document1 -Chapter IV: Self-Study Findings made aware of the importance of reading, writing, and math in the various job fields. Furthermore, research has shown that parental involvement is directly related to student academic success. By keeping the parents informed of their child’s performance and encouraging their active participation on campus, Roybal Learning Center intends to boost student academic achievement by increasing buy-in from all parties. Since learning is a process that occurs both in school and at home through the completion of homework, communicating to parents the importance of homework and providing them strategies to create a nurturing, focused learning environment in their households is expected to impact student academic success and our school’s critical academic needs. Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: descriptions of the links with parents and community how local resources provided by parents and community are identified and utilized strategies for involving non-English speaking parents strategies and processes for supporting parents as active partners in the teaching/learning process how parents and community members are involved in the school’s decision-making process other evidence identified by the school WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 125 of 166 125 Document1 -Chapter IV: Self-Study Findings 126 E2. School Culture and Student Support Criterion Respond to the criterion (shown as a guide question) by answering the prompts (findings and supporting evidence). 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? CRITERION E2 INDICATORS AND PROMPTS Safe, Clean, and Orderly Environment Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean and orderly place that nurtures learning. 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. Prompt: Findings Supporting Evidence Many of the students that attend Roybal Learning Center spend more waking hours on our campus than they do anywhere else, including their homes. Therefore, it becomes of paramount importance to faculty and staff that we maintain a safe, clean, orderly place that nurtures learning. Roybal Learning Center is fortunate to have opened three years ago with a very bright, clean, open, and welcoming campus. Understanding that it is important to maintain a beautiful and warm campus, teachers are expected to reinforce to students the importance of keeping a clean and safe school. The school has built many structures in place to ensure that this happens efficiently and effectively. According to student survey data, the overwhelming majority of students feel safe while at school. Although Roybal Learning Center is a campus that houses almost 1600 students, the school prides itself on creating a small school feel where the students feel intimately connected to their fellow students, teachers, and campus as a whole. In order to accomplish this, RLC employs a bottom-up approach to fostering a safe, clean school that nurtures social, psychological, and academic growth. Creating that Campus Aides & Dean Police Officers SLC Structure BZOC Student Survey Earthlings/Recycling Environmental Club Campus beautification day PBSP Evacuation/lockdown procedures Mural Advisory WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 126 of 166 Document1 -Chapter IV: Self-Study Findings environment starts with our students. Students actively select to attend one of the SLCs at Roybal Learning Center, thus the majority of the student body is committed to developing the school culture and contributing to the school’s wellbeing. Students take ownership and pride over their school and work to maintain a beautiful, safe campus. Some examples of this ownership include campus beautification events, having a recycling club known as the “Earthlings,” and working to construct a mural on campus. The Environmental club is working to build a garden on campus and gets together regularly to pull weeds around campus and help tend to the school. Furthermore, each student is placed then into an Advisory class that pairs the student with one teacher-mentor who follows the student for the four years they are enrolled in Roybal. The school believes that fostering close personal relationships with the faculty, students, and SLC increases the commitment of our students to the school and their own learning. This begins with having one individual who constructs a stable relationship with each student that is maintained throughout student enrollment. Advisory class meets twice a week and reinforces civic responsibility, conflict resolution, work-study habits, and other necessary skills. In addition to having an Advisory teacher that is there to provide support for each student individually, the SLC model allows students to feel as though they are part of a larger whole that has a meaning and direction without being lost within a school of 1600 students. With each SLC having their own interest-based focus, students are placed in smaller schools within the school where like-minded individuals get together and work together. In a school survey administered to students, the vast majority of students reported that they are proud members of their SLC. Additionally, students also reported that they felt the academy/SLC structure is better for WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 127 of 166 127 Document1 -Chapter IV: Self-Study Findings students in general. Another benefit of the SLC model is that it allows for a smaller number of teachers to oversee a smaller group of students. Not only does this allow teachers to interact with students at a more intimate level fostering loyalty and trust, this allows teachers to collaborate and discuss individual student successes and struggles. The students then understand that they have a team of teachers working towards their success, as a teacher in one class will comment on a student’s performance in another class. Students have confirmed this by reporting that they believe their teachers care about their learning. At the school site level, Roybal Learning Center has structures and policies in place that continue the development of strong student commitment to the school climate and to their own personal, social, and academic growth. All teachers are expected to provide time before school, after school, or during lunch where they make themselves available for tutoring and extra help. Being a new school, teachers are also encouraged to sponsor clubs and other activities as the students create them. The school has also employed 6 campus aides and a dean to ensure the safety of all students and faculty on campus. The students have reported feeling a strong sense of safety on campus. RLC works towards the development of strong character in our students through the Positive Behavior Support Plan. Instead of using negative disciplinary action immediately, the PBSP is centered on informing students of an inappropriate behavior, educating them on the proper behavior, and rewarding the student for correcting and maintaining the appropriate behavior. Much like the overall bottom-up approach to the school, the PBSP expects those individuals closest to the students, the teachers, to be the first line of intervention. If the student does not demonstrate the corrected behavior after the teacher has attempted and documented different interventions, the SLC office will intervene before WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 128 of 166 128 Document1 -Chapter IV: Self-Study Findings the student reaches the dean and major disciplinary action is taken. The school has also established other policies to ensure the safety of our students. Each teacher receives information on the proper evacuation/earthquake procedures. Earthquake and fire drills are conducted each semester to keep the students up-to-date on proper conduct during emergencies. 129 High Expectations/Concern for Students The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning. Indicator: 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? Prompt: Findings Supporting Evidence Roybal Learning Center students and faculty constantly work towards fostering an atmosphere of caring, concern, and high expectations in an environment that honors individual differences and is conducive to learning. The school was designed with the intention of creating an atmosphere of closeness between the students and faculty. Each student is provided an Advisory teacher that tracks with the student during his/her time at RLC. The Advisory teacher is expected to create close bonds with his/her Advisory students such that the students feel comfortable discussing any issues with the teacher, be it academic, social, emotional, or psychological. The SLC model builds around the idea of Advisory by creating a small community of teachers and students that share similar goals through the SLC vision and mission. Teachers within the SLC are expected to discuss common students and work together to support all of the students within the SLC. As discussed before, the school structure is designed to create tight-knit bonds between students, SLCs, faculty, and the school as a whole. Additionally, RLC establishes high Course Syllabi Advisory Student Survey Grade Reports (Individualized) etc. for CAHSEE, CSTs Clothesline Project College Center College Counselor College Field Trips/ Presentations Clubs WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 129 of 166 Document1 -Chapter IV: Self-Study Findings expectations for our students from the first day they step on campus. Each student is given class syllabi that outline the expectations of the student in each class. The students are reminded on a daily basis of the high expectations set for them by the posting of the school vision/mission, guiding principles, content standards, and ESLRs in each classroom. The school reinforces our high expectations of students by sending them individualized reminders during CAHSEE and CST testing that informs them of their current GPA and grades, previous CST/CAHSEE scores, areas they can improve and strategies students can use to perform better. The students also receive grade reports every 5 weeks that the students review with their Advisory teachers during individual conferences. The majority of students at Roybal report that they feel that RLC is preparing them for life after high school. The school as a whole promotes college readiness and expects students to complete the California A-G requirements. The school employs a College Center and College Counselor that works with the students for all four years to prepare them to apply and attend post-secondary institutions. The College Center works with the students on their application, finding and accessing scholarships and student loans, and introduces them to many other opportunities offered by local institutions (both business and academic) to help create a strong application and to learn more about opportunities after high school. To continue to reinforce the idea of college being accessible to our students, the students are also required to take the PSAT twice, go on field trips to local colleges/universities, and have college representatives come to campus to make presentations about their respective schools. RLC constantly works to honor individual differences within our school and the student disciplinary data supports the tolerant atmosphere surrounding our students. The Advisory curriculum is built around forming a strong community WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 130 of 166 130 Document1 -Chapter IV: Self-Study Findings through the acceptance of individual differences. Many Advisory activities are designed around the ideas of tolerance, anti-bullying, and acceptance of others. There are also activities run on campus to support these concepts. The students construct a Clothesline Project where they speak out against domestic violence, rape, sexism/racism, and other related crimes. Students are also encouraged to express their individuality in a number of different ways. Students are encouraged to start their own clubs/groups in areas of interest to them. In the last two years we have seen an explosion in the number of clubs on campus, including the Filipino Culture Club, the Salsa Club, Environmental Club, ACE, Science Olympiad, Academic Decathlon, Marching Band, and Drama to name a few. 131 Atmosphere of Trust, Respect and Professionalism Indicator: Prompt: The school has an atmosphere of trust, respect and professionalism. To what degree is there evidence of an atmosphere of trust, respect and professionalism? Findings Supporting Evidence At RLC, the staff has developed an atmosphere of trust, respect, and professionalism both with each other and the student body at large. Understanding that teachers are the best models on how students should behave themselves, teachers are expected to conduct themselves with these three ideals in mind. Creating an atmosphere of trust, respect, and professionalism with our students starts at the Advisory level. Trust and respect start by developing a close relationship with those individuals around you. This begins with the Advisory teacher bonding with his/her students and branches out from there through the SLC model to the school at large. Activities within the Advisories and the core content classes utilize group work strategies that develop trust and respect among students. The school also attempts to foster trust and respect PD – exceeding district minimum UbD Literacy Coach Math Coach Advisories Student Government SLC Student Leadership Peer Mentoring Program WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 131 of 166 Document1 -Chapter IV: Self-Study Findings on campus by using a distributed leadership model that encourages student participation in the governing and functioning of the school. The school has a Student Government responsible for coordinating student activities on campus. Furthermore, each SLC also has its own SLC Student Leadership responsible for coordinating SLC related activities/events. Finally, the school is piloting a Peer Mentoring Program this year that will have student mediators resolving minor student conflicts on campus. As all true professionals constantly work to improve their practice, the school has a number of different professional development opportunities and has hired additional staff for this year in order to support the constant development of our teachers. All professional development opportunities are datadriven. The school frequently uses professional development time to analyze the school’s STAR report and recognize areas of improvement based on CAHSEE and CST data. For those content areas that have it, periodic assessment data is also analyzed on a regular basis. The professional development strategies selected by the faculty to implement are all data based strategies that have demonstrated a statistical link to student improvement. In the first few years of our existence, the RLC staff chose to exceed the number of district required professional development days. The faculty recognized that being a new school with an SLC model required additional coordination by staff. Since then, RLC has adopted the district-wide policy of Project Based Learning and has chosen to couple it with the Understanding By Design lesson and unit framework. Understand By Design (UbD) is a backward planning unit format that requires staff to formulate units around critical questions the students should be able to answer and one cumulative, performance based assessment. The staff collaborates both within departments and across departments to create Understanding By Design lessons that can be used WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 132 of 166 132 Document1 -Chapter IV: Self-Study Findings by anybody on campus. The school is amassing all unit plans designed by the staff into one central database for faculty use. Outside of campus wide professional development coordination, each SLC is expected to select other in class strategies for use by all teachers within the SLC. Some examples would include the use of Thinking Maps, Cornell Notes, and Interactive Notebooks. In addition to collaborative professional development opportunities, the school now employs both a Literacy Coach and a Math Coach to work with teachers throughout the school year on their practice. The coaches visit individual classrooms to view teacher practice and also run model lessons/classes for teachers to visit and view. There is also an Assistant Principal whose primary foci are curriculum design, professional development, and teacher observation/improvement. 133 E2. School Culture and Student Support: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting this criterion. From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed? Findings Supporting Evidence Overall, Roybal Learning Center is succeeding in achieving this criterion, however there are some areas that can still use improvement. Although there are isolated incidents of deviant, disruptive behavior, the majority of students on campus behave in a caring, respectful manner. The overall appearance of the school reflects the students’ respect for our campus. The student led initiatives of the Earthlings recycling club and Environment Club demonstrate the students’ drive to keep the campus clean and beautiful. The school also has well established emergency protocols that are rehearsed on a regular basis to ensure we are prepared in the event of an emergency. Although professionalism, trust, caring, respect, high WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 133 of 166 Document1 -Chapter IV: Self-Study Findings expectations, and continuous school improvement characterize the school culture, there are some areas that need additional work. While teachers and staff maintain high expectations for college-readiness and graduation from high school, many of the students are not working to the best of their ability to achieve these goals. Whether it is due to the fact that the expectations are set too high and the adequate supports have not been initiated or if it is because the students do not have complete buy-in to their education and the school, work could be used to continue improving our graduation and college acceptance rate. Addressing issues of orderliness on campus, some protocols need to be refined and publicized such that both students and staff know the proper procedures and when to initiate them. For example, the tardy policy both at the start of the school and between periods needs to be refined. Steps are being made to address these issues for the 2011-2012 school year. Other protocols that would need to be refined are the referral policies (COST, SST, RTI2, PBSP) so that teachers are more proactive in identifying student needs and directing them to the correct resources. Prompt: 134 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 Students will never succeed in school if they are constantly concerned with their personal wellbeing. Therefore, having a clean, safe, orderly campus that nurtures learning is essential in addressing the identified critical academic needs of our school. Starting with severe, it means that adequate systems must be in place to reduce the presence of gangs on campus. Additionally, it means reducing the number of instances of violence or abuse on campus. Not only must negative behaviors be minimized, positive behaviors must be nurtured. By increasing student involvement on campus and fostering relationships of trust, compassion, caring, concern, respect and high achievement through individualized services and the WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 134 of 166 Document1 -Chapter IV: Self-Study Findings SLC and Advisory model, the students will feel as though they are part of a team working to help them succeed instead of being a single student in a large school. Giving the students the motivation to succeed is the first step in achieving the school’s critical academic needs. Seeing how student improvement is a function of the quality of teacher and strategies being used, ensuring an atmosphere of professionalism and pursuit of perfection of practice is essential in ensuring we address our critical academic needs. The school has a number of different data based professional development initiatives we are following to ensure our teachers are developing appropriate strategies that are effective in supporting our diverse student body in achieving the critical academic needs. Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning the analysis of all aspects of the school with respect to safety regulations the degree to which caring and high expectations for all students is demonstrated on a daily basis the degree to which specific strategies demonstrate an atmosphere of trust, respect and professionalism ways that citizenship and ethical values and behaviors are demonstrated by students the procedures and the extent to which current educational research and thinking is shared, discussed, implemented and reflected upon by the staff at the school site other evidence identified by the school WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 135 of 166 135 Document1 -Chapter IV: Self-Study Findings 136 E3 and E4. School Culture and Student Support Criterion Respond to the criteria (shown as a guide question) by answering the prompts (findings and supporting evidence). 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 The school has available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance. Indicator: 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? Prompt: Findings Supporting Evidence Roybal Learning Center contains a number of different services available to our students to support their social, emotional, psychological health. These services also promote the growth of our students mentally, physically, and academically. In order to understand how these services are distributed to students requires an understanding of the overall structure of the school and the protocols that are in place to refer students. The school has a number of key documents that it uses to determine how services are to be administered. The school follows the district strategy of Response to Intervention (RTI2). In this strategy, teachers identify students that may be in need of additional support services, whether behavioral, social, or academic. After attempting a series of interventions (including talking with parents), if the student has not modified his or her behavior they will be referred to the academic counselor. The academic counselor will then assemble a Coordination of Services Team (COST) to discuss the possible interventions necessary for the student. The COST team includes counselors, teachers, PSA, PSW, School SLC counselors Human Health Services School of Mental Health Health Classes Nurse PSA PSW COST SST RTI2 PBSP College Counselor Advisory Tutoring YPI/ROE WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 136 of 166 Document1 -Chapter IV: Self-Study Findings Psychologist and administrators. The COST team will typically lead to the formation of a Student Success Team (SST) that includes the aforementioned stakeholders with the addition of the student and parents. These individuals will construct a final support structure for that student in order to ensure the student is receiving the appropriate interventions. The SST will meet periodically to follow up with each student to ensure that the student is responding to those interventions. All of the actions of RTI2, COST, and SST are framed within the schools Positive Behavior Support Plan (PBSP) which attempts to deter unwanted behaviors by identifying them, targeting specific interventions that will correct the behavior through positive reinforcement, and monitoring the student to see that the interventions have been effective. If not, the COST and SST protocols are initiated. This entire system is dependent on the overall structure of the school that expects those individuals closest to the students, the teachers, to be the lead on identifying and attempting to provide necessary supports to our students. While all academic teachers are expected to be involved in and can initiate this process, Advisory teachers play an important role due to the close bonds they form with their individual Advisory students. The Advisory teacher works with the SLC counselor and the College Counselor to help provide the student with the resources he/she needs. After the SLC counselor has worked with the student, the SLC counselor will then assemble a COST team and will refer the student to one of the many referral services available to students on campus. RLC has different support systems in place to address any specific needs the student may have. If the student is struggling academically, they may be referred to YPI/ROE, a non-profit organization that runs tutoring before and after school on campus. They may also be asked to attend tutoring with a specific subject teacher, as all teachers on campus are 137 CAHSEE Prep IMPACT Anger Management Belmont Adult School Summer School School Psychologist WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 137 of 166 Document1 -Chapter IV: Self-Study Findings available for tutoring either before school, afterschool, or during lunch. If student test data shows that they have struggled previous with math or English or if the student has failed the CAHSEE before, the student will be referred to afterschool and Saturday CAHSEE prep classes. Other students that have been identified as having weaknesses in math and English may also be referred to the Read 180 program or the ALEKS math intervention program. Lastly, if students need to remediate a class, they can be referred to Belmont Adult School or Summer School. In the event that a student needs college and career support, they are referred to the College Counselor. The College Counselor and Advisory teacher work together with the student to ensure that they are on track to graduate. Along with the SLC counselor who will run frequent Graduation Checks, these individuals will help the plan for and apply to college. The College Counselor is also responsible for creating individualized plans for students to apply to college, apply for financial aide, and continuing to monitor the student’s performance after they are accepted to college in their senior year. They will also run field trips to various colleges as well as bring college representatives to campus, and is responsible for coordinating all SAT and ACT testing. Once it is determined that the student needs additional personal or psychological help, they can be referred to the Human Health Services located on campus. Roybal Learning Center is fortunate to have the LAUSD/Belmont School of Mental Health on campus to aide our students in their personal growth. This includes having 6 full time and 2 part time Psychiatric Social Workers (PSW) and associated staff on campus performing interventions and referring students both from Roybal Learning Center and the surrounding community. Outside of that RLC also employs its own personal PSW (who serves as the point person for the COST groups) and a Pupil Services and Attendance (PSA) counselor WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 138 of 166 138 Document1 -Chapter IV: Self-Study Findings that works specifically with identifying those students will attendance and tardy issues. Both the PSA and PSW will refer the students to the necessary off campus resources when necessary (family counseling, etc.) Furthermore, the school employs a full time nurse to support the students’ physical growth. The school has also developed a number of support groups on campus to deal with drug abuse and anger management issues. The IMPACT program works with students who have drug and alcohol related problems, and the school will be piloting an Anger Management class to help those students on campus with anger issues. Finally, if it is believed that a student has a specific learning disability, the student will be referred to the School Psychologist on campus. The School Psychologist will test the students for learning disabilities and will work to form an IEP for that student. Based on the severity of the learning disability or special need, the student will either be left in general education classes, will be placed in Special Day classes, or will have some form of hybridization of the two. Speaking more to the general, all students are required to take health class in order to graduate. 139 Direct Connections The school has direct 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. Indicator: 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? Prompt: Findings Supporting Evidence The school chooses to direct the majority of its resources towards providing student support services that will directly connect to the academic standards and ESLRs. In order to understand how requires an understanding of the demographics of our school. The school is located in a ROE/YPI ALEKS math intervention Advisory SLC Counselor WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 139 of 166 Document1 -Chapter IV: Self-Study Findings primarily low-income, immigrant community. The majority of the students are classified as English Learners according to LAUSD and a significant number of students are considered to be part of the “at-risk” population. Outside of the resources available to the general population, the school has put into place resources to support these two specific segments of our population that traditionally need additional support in order to succeed academically. To support our large EL population in their mastery of English, the school has many different strategies in place. As students enter the school, the EL coordinator on campus analyzes their CELDT data and related test scores. That individual will then determine if the student should be placed in English Immersion classes or a general education schedule with extra-curricular support. Since the school often receives immigrant students during the middle of the school year, the school employs an EL Bridge to work with those students who have minimal English skills. If a student scores low enough on their CELDT scores, they will be placed in English Immersion classes until their language improves. For those students that are may be prepared for general education classes yet may need additional support will be referred to tutoring afterschool being conducted by YPI/ROE or by specific academic teachers. The school also utilizes both Math and English TAs who visit classes to work with individual students in those classes who may need the language support. The school has also conducted a number of professional development surrounding SDAIE (Specially Designed Academic Instruction in English) to make sure that our teachers are adequately prepared to deal with the large EL population found in general education classes. Roybal Learning Center believes that students will not focus on academics until other personal issues are dealt with, thus the school provides many supports for our at-risk population on campus. Since success in school cannot start unless you are 140 Library Math and Literacy Coaches SDAIE Math and English TAs Read 180 EL Bridge Tutoring New Counseling System Electronic Tardy Logs Peer Mentoring Program CAHSEE Prep PSA Homeless Liaison PSW WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 140 of 166 Document1 -Chapter IV: Self-Study Findings in school, RLC employs a PSA counselor to identify those students with habitual tardiness or absenteeism. This person will perform home visits, direct counseling, or will refer the student or family to additional services both on and off campus. The PSA also functions as the Homeless Liaison to help those students whose family may not have a permanent home. Furthermore, for the 2011-2012 school year the school has created a new counseling system to directly address attendance, tardiness, and intervention. This new system includes the use of two counselors whose sole job is to identify these students, provide them support, and refer them to other resources if needed. These two counselors will be working closely with the Campus Dean to monitor behavior on campus. This new system, coupled with the purchase of an electronic tardy system, will allow our staff to identify those at-risk students sooner. Once we have succeeded in getting at-risk students on campus, the school then moves into the next stage of analyzing student data and allocating appropriate resources. If students are identified through their testing data to be in need of additional academic support, they are referred as such. This includes the Read 180 program and ALEKS math intervention. It can also be afterschool tutoring with the YPI/ROE program or a specific academic teacher. Furthermore, the school employs a full time library/librarian that promotes the development of reading skills. If the students demonstrate low CST scores in math or English or have failed the CAHSEE previously, the student will be placed into weekend and Saturday CAHSEE prep classes. If the students are in need of behavioral, psychological, or social support, the RTI2, COST, and SST protocols are initiated and the student will be referred to one of the health specialists on campus. This includes the School Psychologist, PSW, Nurse, or one of the intervention groups (IMPACT, Anger Management). The school will also be piloting a Peer WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 141 of 166 141 Document1 -Chapter IV: Self-Study Findings Mentoring program from the 2011-2012 school year. Ultimately, the school believes buy-in and the desire to succeed academically begins with developing a closeness to teachers and faculty on campus. Therefore, the overall SLC and Advisory structure is put in place to foster close, personal relationships with a small number of individuals on campus. The constant interaction between Advisory teacher and student and Advisory activities that focus around goal setting, academic skill building, building a community, is intended to guide the student to positive academic success. To make sure that all of our teachers are prepared for the diverse range of English Language abilities, at-risk students, and students with special needs, the school is also employing both Literacy and Math Coaches for the 2011-2012 school year. These individuals will visit classes to observe and give feedback on instruction in addition to running model lessons in class for teachers to observe. 142 Strategies Used for Student Growth/Development 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. Indicator: 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. Prompt: Findings Supporting Evidence Roybal Learning Center uses different strategies to develop personalized approaches to learning and alternative instructional options that allow access to and progress in the rigorous standards-based curriculum. While RLC is a new school, the school prides itself on is burgeoning teacher Late Start Time RLC Clubs/Athletics/Activities YPR/ROE WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 142 of 166 Document1 -Chapter IV: Self-Study Findings involvement on campus. Teachers are encouraged to participate in as many ways as possible and over the three years the school has been open a number of different clubs, sports, and activities have formed on campus. The school boasts a growing number of athletic teams and has over a dozen clubs on campus. Some of those clubs include Student Government, Academic Decathlon, Science Olympiad, Debate, ACE, Band, Filipino Culture Club, Journalism, Yearbook, to name a few. In addition to expecting our teachers to be available and willing to help students as they want to create new organizations, the school itself has implemented new policies to ensure that teachers are highly evolved in student learning. The use of SLC model on campus ensures that a smaller group of teachers is paired with a smaller group of students, thus close personal bonds can be formed. These bonds are reinforced through the Advisory program, where one teacher is paired with a class of students and tracks with those students for the four years they are enrolled in Roybal. The Advisory teacher gets to know each student in their Advisory class on a personal level such that each student has at least one individual they can go to on campus if they need help. Finally, the school was fortunate enough to receive QEIA funding for the last two years to help reduce class sizes on campus through the hiring of additional teachers. The lowering of the student:teacher ratio on campus has assisted the school in being able to develop close relationships with each student on campus. RLC also prides itself on having a curriculum of inclusion for all students. To ensure that this occurs, the school has put into place many different resources and strategies to address each individual student’s needs. On a very basic level, the school has responded to research that demonstrates students have better attendance and function better with a later start time by employing an 8:20 A.M. opening to school. Our school has a diverse population of English Language Learners, at-risk 143 SDAIE QEIA PD RTI2 COST SST PBSP IMPACT Anger Management SPSS WASC School Mission/Vision Special Day Classes RSP Learning Center School Psychologist Speech Therapist DOTS/TPP SSC SDMC ELAC CEAC GATE AP Classes ALEKS intervention Read 180 English/Math TAs WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 143 of 166 Document1 -Chapter IV: Self-Study Findings students, GATE, and special needs that all require their own set of services. The English Language population is served through the offering of English Immersion classes and through being placed in general education classes. Both of these strategies intend to help students develop English language skills by placing them in a class that supports their development but does not leave them overwhelmed. Math and English Teacher’s Aides are available to provide individualized in class support for these students. For those students that have just immigrated to the country, there is an EL bridge on campus that meets regularly with the students to discuss how they are acclimating to the country. Furthermore, all teachers have received training in SDAIE to ensure that they are using pedagogical strategies that are effective for the varying levels of EL students found in all classes. For those students with special needs, the school has a Learning Center that works in conjunction with the RSP teachers, School Psychologist, and Speech Pathologist to ensure that all special needs students feel supported in a healthy environment. Students are given IEPs based on need and those IEPs are revisited annually by the special needs staff and content teachers to ensure that adequate services are being provided for those students with specific learning disabilities that are placed in the general education classes. For those students with mild to severe autism and the mentally retarded (MR) population, Special Day Classes are available. These students receive a modified curriculum based on their specific need. The RSP teachers pride themselves on creating a culture of inclusion where those students with autism and MR regularly interact with one another and other individuals on campus to ensure that proper socialization skills are developed. The school also has a DOTS (District Office of Transitional Services) coordinator to help place those students with special needs into paid work positions both within the school and around the community (those part of the Transitional Partnership Program, TPP). For those students on the other WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 144 of 166 144 Document1 -Chapter IV: Self-Study Findings end of the special needs spectrum, the gifted and talented students (GATE), the school has a GATE program and budgets available for teachers that may have those students in their classes. Additionally, the school offers a variety of Advanced Placement classes to make sure these students have a consistently challenging curriculum. In order to ensure that these services match our population, the school has a number of committees and procedures in place for the regular review of student/school profiles. The School Decision Making Council (SDMC), School Site Council (SSC), English Language Acquisition Committee (ELAC), and Compensatory Education Act Committee (CEAC), EL Coordinator and Title I Coordinator are charged with the regular review of school profiles and student data to ensure that money and strategies being allocated to address student need are, in fact, working properly. These committees will review the Single Plan for School Success (SPSS), WASC accreditation documents, the school mission/vision, STAR data, and CAHSEE results on a regular basis. In addition to the major governing bodies reviewing the student and school profiles, teachers will regularly analyze these profiles through professional development days. Teachers and staff review CST, CAHSEE, and Periodic Assessment data to make sure that school protocols and their individual practice is effective in reaching their students. Ultimately if it determined that students need intervention for retention and redirection, the school also has protocols and systems in place to ensure those students receive the appropriate services. Once a teacher or staff member has identified a student that may need additional support, the use of RTI2, COST, SST, and the PBSP are initiated. From that point, a tiered approach of intervention is used. If necessary, the students will then receive referrals to different services found both on and off campus. Some of the services available on campus for students include the IMPACT program, Anger WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 145 of 166 145 Document1 -Chapter IV: Self-Study Findings Management Program, the PSW, PSA, and SLC counselors. If the students are in need of academic support, they will be referred to tutoring, ALEKS intervention for math, or Read 180 intervention for English. They will also be enrolled in Belmont Adult School or Summer School if entire classes need to be remediated. 146 Support Services and Learning 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, for all students, including the EL, GATE, special education and other programs. Indicator: 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. Prompt: Findings Supporting Evidence RLC uses a number of different methods to ensure that support services and related activities have a direct relationship to student involvement in learning. Being a datadriven school, the evaluation of all sources of data becomes the starting point for our analysis of our services. The school uses the School Report Card (SARC), Student surveys, parent surveys, STAR testing data, Periodic Assessment data, CAHSEE data, AYP, API, CELDT scores, Read 180 data, ALEKS math intervention data, student report cards, and IEP data to determine whether its services are directly related to student involvement in learning. The school also uses SIS/ISIS and Welligent to coordinate and compile other necessary data related to student involvement and achievement in school. Additionally, the school has an EL Coordinator, Title I coordinator, and Assistant Principal in charge of Special Needs to ensure that these services are being adequately rendered. Finally, all stakeholders in the school (teachers, faculty, counselors, TAs, etc.) collect anecdotal data to be shared and disaggregated. This information is reviewed SARC Student Surveys Parent Surveys STAR data Periodic Assessment CAHSEE ALEKS data Read 180 data Student Report Cards AYP API CELDT IEP SIS/ISIS Welligent WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 146 of 166 Document1 -Chapter IV: Self-Study Findings by the major decision-making bodies on campus (SDMC, SSC, ELAC, CEAC, and the individual SLCs) as well as the teachers during professional development. Based on the analysis of the data collected, the school will modify or reallocate monies and resources to continue on the path of student improvement and achievement. 147 EL Coordinator Title I Coordinator AP of Special Needs SDMC SSC ELAC CEAC SLCs Professional Development Equal Access to Curriculum and Support All students have access to a challenging, relevant and coherent curriculum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day). Indicator: 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)? Prompt: Findings Supporting Evidence Through an analysis of the demographics and distribution of students throughout the class offerings, Roybal Learning Center acknowledges that we have a challenging, relevant, and coherent curriculum that caters to our diverse student population’s needs. Our school has a very diverse range of students with differing EL levels, academic abilities, different special education needs, and a significant segment of at-risk students. Each of these demographics requires different classes and schedules to meet their individual needs. Roybal Learning Center prides itself on promoting post-secondary education and college enrollment, thus the school adheres to the California A-G requirements for college and requires all Master Schedule Class Enrollments California A-G requirements Honors Classes AP Classes Read 180 ALEKS SDAIE English Immersion Classes WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 147 of 166 Document1 -Chapter IV: Self-Study Findings of our students to pass these classes. If, through an analysis of individual student data, it is determined that a student will need an alternative schedule in order to best support his/her learning, such will occur. If a student is seen as being accelerated or gifted, those students will be placed in Honors or Advanced Placement classes. This can include a full Honors or AP schedules or one or two Honors or AP classes based on the student’s individual strengths. For those incoming 9th graders and other students who are identified through testing data and report cards as needing intervention in either Math or English, enrollment in the Read 180 program or ALEKS math intervention program is initiated. While English Language and SDAIE strategies are utilized by all teachers on campus to create a challenging and relevant curriculum for our significant EL population found in general education classes, Roybal Learning Center also offers English language immersion classes for our beginning English Language Learners. Additionally, teachers are expected to make modifications and accommodations to their instruction based on individual student need established through IEPs and 504 plans. Those students with more moderate and severe learning disabilities are placed into Special Day Classes or RSP classes based on need. Finally, those students who need an alternative schedule for repeat classes are referred to the Belmont Adult School throughout the year or Summer School during intersession. 148 IEP/504 Special Day Classes RSP Classes Belmont Adult School Summer School WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 148 of 166 Document1 -Chapter IV: Self-Study Findings 149 Co-Curricular Activities Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results. To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results? Prompt: Findings Supporting Evidence The activities and services provided on Roybal Learning Center’s campus can both be directly and indirectly linked to the academic standards and school-wide learning results. Many of the services provided to the students have direct connections to the academic standards and ESLRs. Programs such as Read 180 and ALEKS math intervention, CAHSEE prep classes, and tutoring services (both through YPI/ROE and regular academic teachers) directly address needs to meet academic standards and ESLRs. Furthermore, various clubs and activities on campus create connections with extracurricular activities and the academic standards. Academic Decathlon, ACE (Architecture, Construction, Engineering) club, Science Olympiad, Journalism, Drama, and the Environmental Club are examples of clubs that work to develop content knowledge as well as the necessary skills to succeed in meeting the academic standards and ESLRs. RLC also provides a number of services that address the academic standards and ESLRs through indirect means. The first occurs through student focus. If students are not focused, awake, and paying attention in class, then they will not be able to succeed in meeting academic standards and ESLRs. To ensure the students are well fed and energized, the school offers free breakfast and lunch to all of our students on campus. To make sure the students arrive to school on time and attend every period through its duration, RLC utilizes a PSA counselor as well as random tardy sweeps. Students are not permitted to leave class unless given proper authority by the teacher or other staff members. In order to reduce the number of tardies both before and during school, the school YPI/ROE ALEKS Read 180 Academic Decathlon Science Olympiad Journalism Drama Environmental Club ACE SLC model Advisory Counseling Services Human Health Services School of Mental Health IMPACT Anger Management Attendance/Tardy policy Tardy/Intervention Counselors Athletics Student Government SLC Student Leadership Earthlings WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 149 of 166 Document1 -Chapter IV: Self-Study Findings has elected to purchase new tardy software and two additional counselors whose sole job is intervention and student tardiness/attendance. Having students focus in class means that their minds are not consumed with other problems, thus the school has established protocols for identify those students who may have behavioral, social, academic, or special needs that require additional attention. These students have access to a plethora of resources including counseling services and intervention programs (such as PSW, School of Mental Health, SLC counselors, nurse, IMPACT and Anger Management). Additionally focus in school is related to the level of ownership that students take over the school, therefore the school views it as important to increase the buyin from the students. This is achieved through basic structure of the school and the SLC model and SLC related activities, Advisory classes, and the different extra-curricular and cocurricular clubs and activities on campus that may not have a direct link to the academic standards and ESLRs. Some examples of these clubs and activities include extra-curricular, non-academic programs run by Youth Policy Institute (YPI/ROE), athletics, Student Government, SLC Student Leadership, Filipino Culture Club, and the Earthlings recycling club. 150 Student Involvement in Curricular/Co-Curricular Activities The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Indicator: 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. Prompt: Findings Supporting Evidence While the school does evaluate the level of student involvement in curricular/co-curricular activities and use of Support Logs WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 150 of 166 Document1 -Chapter IV: Self-Study Findings student support services, it is recognized that this is one particular area that is in need of improvement. The use of student support services is analyzed by those parties involved (counselors, program advisers, etc.) and the major governing bodies on campus, namely SDMC, SSC, ELAC, and CEAC. This is achieved through the analysis of support logs kept by the people administering those services, student surveys, electronic data from the Read 180 and ALEKS intervention programs, Welligent, and SIS/ISIS. Student involvement in curricular/co-curricular activities is analyzed through attendance records in ISIS as well as club rosters kept by each club/activity. Based on the analysis of the student involvement data, these committees will modify budget allocations and other resources to aid in student participation in these activities. As of now, this data is largely only analyzed by the major governing bodies and coordinators of services. The teachers and students, in general, do not analyze this data. It would serve the school to involve teachers and students in this process to ensure that these activities are being properly implemented and utilized by the student body. 151 Student Surveys Electronic Data (Read 180, ALEKS) Club Rosters Welligent SIS/ISIS Student Perceptions The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population. Indicator: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population. Prompt: Findings Supporting Evidence In addition to the greater need by the school to analyze student participation rates in curricular activities and student support system, Roybal Learning Center also acknowledges that it needs to do a better job of receiving feedback from the students on their view of the students’ support systems. While CEAC ELAC SSC Student Involvement w/ WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 151 of 166 Document1 -Chapter IV: Self-Study Findings some feedback has been received from the students involved in the various committees on campus (SSC, WASC, ELAC, CEAC) and preliminary data has been collected from student surveys, a greater in-depth analysis is needed. According to the data that was collected a number of conclusions can be drawn, however those conclusions will still need a greater analysis. First, the students report they found the SLC model to be better for them. Additionally, students found Advisory to be an important and valuable class. Finally, the students did hold a positive view of the College Counselor and felt that Roybal was preparing them for life after high school. In reported student dialogues, students found both the Read 180 and ALEKS math intervention programs to be helpful in developing math and English skills. 152 WASC Student survey Student Dialogues E3 and E4. School Culture and Student Support: Additional Findings Indicator: Prompt: Consider other information that impacts the degree to which the school is meeting these criteria. From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed? Findings Supporting Evidence After examining additional relevant evidence, the conclusion has been drawn that while many needs have been adequately met, there are still many areas in which the school can improve. Due to the fact that Roybal Learning Center is moving into its 4th year of existence, many of the policies and procedures on campus are still being refined and their use by teachers, staff, and students needs to be encouraged and monitored. As was demonstrated in this report, the school has implemented many different structures on campus to ensure that we are meeting the many needs of our diverse population. There are many services available to foster our students’ physical, psychological, emotional, social, and academic health and growth. These include the SLC structure and Late Start Time RLC Clubs/Athletics/Activities YPR/ROE SDAIE QEIA PD RTI2 COST SST WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 152 of 166 Document1 -Chapter IV: Self-Study Findings Advisory Classes, the presence of Human Health Services and the School of Mental Health along with the associated counseling staff, the use of RTI2, COST, SST, and PBSP, both behavioral (IMPACT, Anger Management) and academic (Read 180, ALEKS, CAHSEE prep, tutoring) interventions, Special Needs services including the School Psychologist, Speech Therapist, Learning Center, RSP teachers, Special Day Classes, DOTS, English Language acquisition supports and strategies, various clubs and extracurricular activities, athletics, Student Government, and the College and Career Counselor. We provide our students with a wide range of classes that vary in type (from the California A-G requirements to SLC electives like psychology, accounting, and computer programming) and difficulty (Honors and Advanced Placement). Just because structures have been put into place does not mean that they are being utilized effectively, and this is where Roybal Learning Center can use much improvement. Students have yet to fully buy into the school and all that it offers, so student participation in tutoring, clubs, and other activities is low. Due to the series of budget cuts since the school has opened and the shifting of personnel within the district, continuity in the implementation of these programs has been difficult. The school has had to constantly educate new personnel on the procedures and policies in place. Many teachers and students are not aware of the range of services available to them, thus the number of referrals remains low. In addition to refining existing protocols and increasing involvement, RLC could benefit from additional student feedback regarding the use of its services. This could occur through the use of a simple feedback survey every time a student receives a service in addition to a revised, more thorough student survey conducted annually. Coupled with this would include better protocols by all stakeholders for evaluating student use. This would involve regular meeting 153 PBSP IMPACT Anger Management SPSS WASC School Mission/Vision Special Day Classes RSP Learning Center School Psychologist Speech Therapist DOTS/TPP SSC SDMC ELAC CEAC GATE AP Classes ALEKS intervention Read 180 English/Math TAs WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 153 of 166 Document1 -Chapter IV: Self-Study Findings for the analysis/evaluation of data and including more individuals in the process. Prompt: 154 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 As has been demonstrated by an improvement in student test data since the school has opened, the current policies and procedures identified by these criteria appear to impact one or more of the critical academic needs. Roybal Learning Center has focused on increasing proficiency in reading, writing, and math skill and we have demonstrated that trend in both CAHSEE and CST data. Additionally, students have reported that academic interventions like CAHSEE prep, tutoring services, Read 180, and ALEKS have assisted their learning. Due to the fact that all services provided on campus are founded in data based strategies and district initiatives, it is expected that these strategies will continue to address one or more of the identified critical academic needs. That being said, due to the relative infancy of the school, much refinement is needed in the implementation and evaluation of our services to maximize the benefits received. STAR report SARC CAHSEE CST READ 180 ALEKS Suggested Areas to Analyze Suggested areas to analyze in determining the degree to which the criterion is being met: the support mechanisms which the school has established to include counselors and ensure access to and success within an integrated, standards-based curriculum for all students instructional resources available through library/media services and facilities strategies which promote a more personalized approach to learning alternative instructional options which allow access to and progress in the rigorous standards-based curriculum the purpose and effectiveness of the school’s EL program and its relationship to the rigorous, standards-based curriculum WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 154 of 166 Document1 -Chapter IV: Self-Study Findings a description of how all students with special needs are allowed access to a rigorous standards-based curriculum (GATE, EL, special education) the extent to which the master schedule reflects the school’s support for all students having access to the rigorous standards-based curriculum demographics and distribution of students through classes (includes gender, ethnicity, primary language, students with special needs) evidence of availability of classes to all students, e.g., time and period schedules and the rationale for placement of courses on the schedule; the number and kinds of course offerings; alternative schedules available for repeat or accelerated classes (summer, class periods beyond the traditional school day) do all students have equal access to a system of personal support services, activities and opportunities at the school and within the community? strategies which ensure that all students are successful and connected to the school – level of teacher involvement with students in the classroom – existence of a curriculum which promotes inclusion – level of teacher involvement with students outside the regular classroom activity (e.g., club sponsorship as, teacher participation in extracurricular and co-curricular activities, advisorships) – homeroom and student advocacy programs – systems which connect students of different backgrounds to the school community and each other such as music, fine arts, clubs, forums, formal school activities – connections of co-curricular and extra-curricular activities to the school’s academic standards and expected schoolwide learning results – processes for regular review of student and schoolwide profiles – processes and procedures for interventions that address retention, redirection, retrieval interviews with students and staff to learn the effectiveness of these strategies the extent to which the services, activities and opportunities for assisting students in reaching their goals are coordinated, integrated and networked to provide comprehensive support direct connections between academic standards and expected schoolwide learning results and allocation of resources to student support services available to students, such as – counseling/advisory services – articulation services (into high school, level to level, and post high school) – psychological and health services or referral services other evidence identified by the school WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 155 of 166 155 Document1 -Chapter IV: Self-Study Findings 156 WASC Category E. School Culture and Support for Student Personal and Academic Growth: 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 E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength The school as a few areas of strength regarding the school culture and support. The school has put many structures into place to ensure that the many needs of our diverse student body are met. These include necessary referral and intervention systems as well as other enrichment activities that make high school a rewarding experience. The school has continued to demonstrate growth in this area although there have been many hurdles in the way. The school also succeeds in targeting incoming students for referrals for appropriate services, especially those of the academic nature. These students are put in intervention classes that have demonstrated substantial gains in ability, demonstrated both by testing data and by student responses. Roybal Learning Center also does a good job of providing a diverse curriculum that meets the needs of our English Language population, Special Needs population, at-risk students, GATE students, and general education students. The school also succeeds in promoting collegereadiness and post-secondary education for all of our students. Finally, RLC has succeeded in maintaining a beautiful, open, and safe campus where students feel comfortable and at home. Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth The culture in and around a school takes many years, if not decades, to be created and embraced by those involved on site. Given the school is entering its fourth year of existence, the school is actively creating and molding its culture and consequently while much has been achieved, there is still a significant amount of growth that needs to occur. These issues have been complicated by the fact that there has been an unprecedented series of budget shortfalls every year since the school has opened. Each year, the support staff on site has been reduced, whether it has been administrators, office technicians, or custodial staff. This means that the same amount of responsibilities have fallen on fewer individuals. WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 156 of 166 Document1 -Chapter IV: Self-Study Findings Additionally, with annual RIFs and displacements within the district it has difficult to build a school culture; teachers, faculty, and staff are less likely to want to buy into a school and contribute to the development of its culture when they are unsure if they are going to keep their job. Many of the procedures have to be re-taught in 6 month or yearlong intervals as staff leaves and others enter. While these impediments may make it difficult to establish and create an appropriate culture on campus, they are by no means an excuse. The school still strives to build a culture of positivity, determination, and openness and will never stop improving its services to the students, parents, and community at large. One area of particular growth that Roybal Learning Center needs to address is parental involvement on campus. Unfortunately, RLC is located in an area that is not easily accessible to many of our students. Since our school is a member of the Belmont Zone of Choice, it serves a large geographic radius with many of our students and their families living quite far from the school. Adding in the complexity that many parents are working multiple jobs makes it quite difficult for parents to access the campus. While the Parent Center on campus is growing, it would serve the school to increase its involvement in the surrounding area and start bringing services out to the community by running RLC activities at more localized elementary schools. Much like parental involvement needs to be improved, student involvement on campus also needs to be improved. While there are activities available on campus, student participation in those existing activities could improve. Furthermore, increased student involvement in general would serve to benefit the school. This starts by creating a number of different activities that the students would be interested in. While students have been available to start clubs on campus, teachers need to do a better job of promoting clubs on campus and sponsoring new ones. Hopefully as the budgetary situation stabilizes and the faculty retention can increase, teachers will be more willing to be involved on campus. Coupled with student involvement comes issues of student attendance and tardiness. The school has a tardiness policy in place that needs to be refined and given more adequate support. It is the hope of the school that this will be addressed with the new counseling system and tardy software being used in the 2011-2012 school year. Additionally, student absenteeism needs to be addressed. Many of the students leave school without properly checking out, leading to a number of students who are reported as being habitually absent. Not only does this affect the funding the school is allocated, it also impacts AYP and test scores. It would serve the school to track down these students more effectively and get them to formally check out or continue their enrollment at school. Other student attendance is low due to a lack of motivation to succeed in school or involvement in gangs or other activities. These students need to be identified sooner and the WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 157 of 166 157 Document1 -Chapter IV: Self-Study Findings RTI2, COST, SST, and PBSP protocols need to be initiated. This leads to the last area of growth; the refinement and better use of these protocols that are not being used as often as they should. While the RTI2, COST, SST, and PBSP protocols have been in placed, they have been underutilized. Faculty needs professional development to clarify how the protocols work and their role in the system. The COST and SST stakeholders need to develop more of a routine such that they are meeting regularly for COST and SST referrals. 158 Prioritized Areas of Growth Needs from Categories A through E Prioritize the growth areas from the five categories. Chapter V: Schoolwide Action Plan A. B. C. Revise the single schoolwide action plan, i.e., Single Plan for Student Achievement. State any additional specific strategies to be used by staff within each subject area/support program to support sections of the schoolwide action plan. Describe the school’s follow-up process, ensuring an ongoing improvement process. Formal action plans from each Home Group are not necessary; the critical emphasis is the consensus and commitment from all shareholders to implementing the various sections of the schoolwide action plan. Appendix: A. Results of student questionnaire/interviews WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 158 of 166 Document1 -Chapter IV: Self-Study Findings WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 159 of 166 159 Document1 -Chapter IV: Self-Study Findings 160 B. Results of parent/community questionnaire/interviews Analysis of School Experience Survey for Parents Compile the results of the School Experience Survey for Parents and use the chart below to summarize your findings. List the corresponding two or three activities from each part that the school has selected as areas of improvement. These areas of improvement will become Key Findings and serve as the basis for the Parent and Community Engagement Accountability Matrix. Resources to develop the findings are on the following pages. Survey participation rate 22 % Number of parents participating in the survey 123 Agree Strongly Agree Surveyed Activities 2% 2% 43% 46% 0% 1% 53% 415 C. The school offers training and workshops I 1% 3% 48% 38% can use to help my child learn. A. I feel welcome at this school. 0% 3% 48% 48% B. My culture is respected at this school. 1% 3% 51% 40% C. I feel that any problem I have at the school 1% 5% 55% 33% A. The school informs me about academic Opportunities for Involvement Disagree Types of Parent Involvement Strongly Disagree Schools not meeting minimum 50% participation rate or achieving 10% participation rate growth from 2009 must identify strategies to meet the targets services available to help my child. B. The school offers me opportunities to participate in councils/parent organizations. Welcoming Environment will be solved quickly. WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 160 of 166 Document1 -Chapter IV: Self-Study Findings Agree Strongly Agree Disagree Surveyed Activities Strongly Disagree Types of Parent Involvement 161 A. I know where the parent center is. 2% 6% 35% 16% B. I feel comfortable visiting the parent center. 0% 0% 38% 22% C. The parent center is open at times I can 0% 1% 34% 29% 5% 12% 50% 22% B. My child is safe on school grounds. 1% 4% 59% 31% C. My child knows what to do if there is an 1% 2% 47% 44% Parent Center visit. A. My child is safe in the neighborhood Safety around the school. emergency at the school (fire, earthquake, A. I share stories with my child about when I Home Involvement 8% 24% 24% 44% 8% 34% 34% 24% 8% 38% 28% 24% 17% 18% Often Sometimes Surveyed Activities Never Types of Parent Involvement Always neighborhood disturbance). was in school. B. I spend time with my child on educational activities. C. I spend time with my child working on creative activities. A. I talk with the teacher(s) about my child’s School Involvement 13% schoolwork. WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 161 of 166 51% Document1 -Chapter IV: Self-Study Findings Agree Strongly Agree B. I talk with the teacher(s) about how I can Disagree Surveyed Activities Strongly Disagree Types of Parent Involvement 162 18% 45% 17% 17% 28% 39% 12% 15% help my child learn at home. C. I talk with the teacher(s) about how my child gets along with his/her classmates at school. en page expands, update the Table of Contents. WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 162 of 166 Document1 -Chapter IV: Self-Study Findings C. Master schedule WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 163 of 166 163 Document1 -Chapter IV: Self-Study Findings D. School accountability report card WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 164 of 166 164 Document1 -Chapter IV: Self-Study Findings E. F. G. H. I. CBEDS school information form Graduation requirements Any pertinent additional data (or place in Visiting Committee work room) Budgetary information, including budget pages from the school’s action plan (i.e., the Single Plan for Student Achievement) A list of standards-based local board adopted texts (with the year of publication) used in 9 th and 10th grade English Language Arts, any reading intervention programs, texts leading up to Algebra, Algebra I, social studies, and science WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth NeedsPage 165 of 166 165