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WASC Recommendations for Roybal 2009. recomendaciones de WASC Roybal 2009
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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%
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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
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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
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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
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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.
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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
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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
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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
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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:
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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:
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Document1 -Chapter I: Student/Community Profile and Supporting Data and Findings: Capítulo I: Datos del Estudiante / Perfil de la comunidad y de
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CAHSEE PROFICIENCY AND PARTICIPATION RATE
CAHSEE PROFICIENCY AND PARTICIPATION RATE
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API AND GRADUATION RATES
API AND GRADUATION RATES
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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?
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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)
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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)
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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 ..
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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
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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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
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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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● 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
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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).
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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.”
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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
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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
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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
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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
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● 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
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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
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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::
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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
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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
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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
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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
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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
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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.
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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
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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
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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.
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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
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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.
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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
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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
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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
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
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
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
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
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
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.
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
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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
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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
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Multiple types of assessments by teachers,
school, and district
Regular school-wide analysis of assessment
data
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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
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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
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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
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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?
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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
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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
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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
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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
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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
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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.
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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
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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.
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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
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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
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open line of communication with parents and contact them
both when students struggle and when students succeed.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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/
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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
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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
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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
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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
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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.
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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
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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.
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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
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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.
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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.
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Agree
Strongly
Agree
B. I talk with the teacher(s) about how I can
Disagree
Surveyed Activities
Strongly
Disagree
Types of Parent
Involvement
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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.
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C. Master schedule
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D. School accountability report card
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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
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