Smaller Learning Communities

San Fernando High School School SLC Impact Report

Smaller Learning Communities School SLC Impact Report

submitted to Los Angeles Unified School District

I. SCHOOL SLC IMPACT REPORT RECOMMENDATION SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Name of School: San Fernando High School

Total Number of SLCs Proposed: 8

______Principal’s signature Date

______UTLA Chapter Chairperson’s signature Date

______School Site Council Chairperson‘s signature Date

Approved by the SFHS School Site Council: 12/19/06 Page 1 San Fernando High School School SLC Impact Report

submitted to Los Angeles Unified School District

II. COVER SHEET

Name of School: San Fernando High School

Location Code: 8843

School SLC Contacts:

Name Kenneth Lee Kelly Welsh Brian Muller Title Principal Assistant Principal SI Coordinator Email [email protected] [email protected] [email protected]

Mailing Address: 11133 O’Melveny Ave. San Fernando, CA 91340 Telephone #: (818) 365-1121 Fax #: (818) 365-7255

Approved by the SFHS School Site Council on: 12/19/06 Page 2 of 38 San Fernando High School School SLC Impact Report

III. TABLE OF CONTENTS

I. School SLC Impact Report Routing Sheet...... 1 II. Cover Sheet...... 2 III. Table of Contents...... 3 IV. Areas of School Impact...... 4 1. School-wide Summary of SLC Design Proposals...... 4 2. Planning and Organization...... 9 3. Space...... 14 4. Time...... 16 5. Staffing...... 21 6. School-wide Programs and Activities...... 23 7. Student Choice...... 27 8. Community Resources/Partnerships...... 29 9. Alterations to Facilities Proposed...... 34 V. School Technical Assistance Checklist...... 36 VI. Acknowledgements ...... 37

IV. AREAS OF SCHOOL IMPACT 1. School-wide Summary of SLC Design Proposals

Summary of Smaller Learning Communities Maximum # SLC Name Description Student Enrollment Health Careers The mission of Health Careers Academy is to prepare students 500 for college and career opportunities in Health, and its related 1 fields, in an achievement where students learn to share, care and learn how to use their talents, to help people live more productive and healthy lives. Communications The Communications SLC offers students a rigorous curriculum 500 2 while helping students build skills in oral and written communication. Humanitas-A Humanitas-A offers an interdisciplinary, writing-based approach 500 3 to student learning, with an emphasis on the development of critical thinking skills. Multimedia Students graduating from the San Fernando Multimedia 500 Academy will have completed all requirements to enable them 4 to enter college as well as prepare them to be computer literate in understanding of word processing, simple database skills, and video production or graphic design. Multilingual The Multilingual Teacher Career Academy’s vision is turning 500 Teacher Career today’s youth into tomorrow’s teachers and leaders by providing 5 Academy a rigorous academic program that provides students with honors and advanced courses to bridge the gap between high school and college expectations. Humanitas-B Humanitas-B offers an interdisciplinary, thematic approach, so 500 6 that students understand the connections between classes. Social Justice The mission of the Social Justice Academy is to prepare students 500 Academy for college and career opportunities rooted in social awareness, 7 respect, and service to the family, the community, and society at large. Humanitas-C Humanitas – C is a learning community that provides students 500 with a motivating environment in which to explore a personally relevant interdisciplinary curriculum. Through collaborative 8 work and engaging discussions, graduates will develop a firm understanding of the importance of data and research in becoming ethical and productive members of society. 9 M/S/T Magnet This Magnet program is housed on the SFHS campus. 450

1. Health Careers:

a. Underlying Strategies and Plan of Action, with Justifications: Eighth grade outreach visits - Provides 8th grade students with information about goals and expectations of Health Careers Academy. Project based learning - Provides students with opportunities to apply their skills. Data Analysis - Data collected from performance based test as well as independent surveys provides staff assistance in assessing student needs. Advisories - Provides students opportunity to build personal relationships with peers and teacher in a supportive academic environment. Community Collaboration - Established partnerships with local health facilities will give students opportunities to earn high school credits as well as build professional relationships.

b. Date Approved by the School SLC Team: September 2006

2. Communications:

a. Underlying Strategies and Plan of Action, with Justifications: Advisory Program with Peer Tutoring – This daily period is designed to allow students to get help and support from each other and the Advisory teacher. Peer tutoring teams are set up to provide assistance for students who struggle in the core subjects. Data Analysis – Teachers and students will monitor progress on standardized tests, and use feedback from students to improve other aspects of the Communications program, such as the Advisory. Faculty Collaboration – Teachers meet regularly to discuss best practices, and to develop theme-based units which are cross-disciplinary in nature. Teachers and the counselor work closely to monitor student progress.

b. Date Approved by the School SLC Team: June 2006

3. Humanitas-A:

a. Underlying Strategies and Plan of Action, with Justifications: Vertical Articulation – Increases incoming freshman awareness of expectations and goals of Humanitas. Theme-Based Units of Instruction – Multidisciplinary approach to a concept or theme aids student comprehension and retention. Data Analysis – Analysis of student performance data as well as student views and experiences will identify student needs. Team Teaching – This approach to teaching reinforces personalization and content retention. Advisory Program, with Peer Assistance – This approach offers students additional academic support.

b. Date Approved by the School SLC Team: June 2005

4. Multimedia:

a. Underlying Strategies and Plan of Action, with Justifications: Interdisciplinary Units of Instruction – This approach supports deep student understanding of subjects. Project-Based Instruction – This approach helps students develop critical thinking and problem-solving skills. Advisories – This component of the SLC supports an environment that fosters and values student academic success.

b. Date Approved by the School SLC Team: July 2005

5. Multilingual Teacher Career Academy:

a. Underlying Strategies and Plan of Action, with Justifications: Apprenticeship in Tutoring – All students are required to learn, practice, and teach the Twelve Steps of Tutoring. Postsecondary Support – All students are provided with support during the first year of their post-secondary education. Two-Strand Courseload – Special teaching-related courses are required for all students. Furthermore, there are two strands of curriculum, one for regular students, and one for advanced. Personalization in Advisories – Advisory teachers work with students on individual personal and academic growth. Data Analysis – Faculty members work together to analyze data for recommendations for the modification of instruction.

b. Date Approved by the School SLC Team: October 2006

6. Humanitas-B:

a. Underlying Strategies and Plan of Action, with Justifications: Teacher Collaboration – Teachers work together so that students see the connections between the classes, with a thematic approach. Teachers also discuss the development of individual students, as well as any crises that students may be facing. Unit exams – These essay exams draw upon content from all classes, in order to assess student ability to synthesize and apply content.

7. Social Justice Academy:

a. Underlying Strategies and Plan of Action, with Justifications: Vertical Articulation – Work with the middle schools in bringing about awareness of the Social Justice Academy to recruit students into the program. Theme-based instruction – This will cultivate strong student understanding of issues related to Social Justice. Team teaching of core subjects – This approach will support student achievement by increasing the personalization of instruction. Advisories – During this time, Social Justice teachers will facilitate lessons, outside speakers, and special events that support the SLC theme.

b. Date Approved by the School SLC Team: March 2006

8. Humanitas-C:

a. Underlying Strategies and Plan of Action, with Justification: “ Backwards-Mapped” Curriculum – This approach supports enduring student understanding of key concepts across disciplines. Theme-based Instructional Units – This approach supports authentic assessments, and increases student engagement with real-world application of concepts. Evaluation by Interdisciplinary Writing – This component is driven by the philosophy that understanding the interconnectedness of ideas and the ability to effectively communicate those ideas are equally important. Unified Grade-Level Advisory Components – This component strengthens vision and identity across the SLC, and supports the personalization between students and teachers.

IV. AREAS OF SCHOOL IMPACT 2. Planning and Organization

A. Timeline for rollout of SLCs. The following chart summarizes the expected rollout of all SLCs at the school by track. Most SLCs on campus are already in place, and therefore will not have an expected date of initiation. The school will also document the expected date by which each SLC will be in full operation with all structures, strategies and resources in place.

Timeline Traditional or Smaller Learning Already Expected Date of SLC Expected Date for a Track(s) Served Community Name Initiated Initiation Fully Developed SLC (A, B, and/or C) (Yes/No) (month/year) (month/year)

Health Careers A Yes N/A June 2008

Communications A Yes N/A June 2010

Humanitas-A A Yes N/A June 2010

Multimedia B Yes July 2007 June 2010

Multilingual Teacher B Yes N/A June 2010 Career Academy

Humanitas-B B Yes N/A June 2010

Social Justice C Yes July 2007 June 2010 Academy

Humanitas-C C Yes N/A June 2010

IV. AREAS OF SCHOOL IMPACT 2. Planning and Organization

San Fernando High School is a three-track, Concept-6 school. Since we have a Math/Science/Technology Magnet on our campus during C-track, fewer students attend the regular school on that track. As a result, we have 3 SLCs on tracks A and B, and 2 SLCs on track C.

Number of SLCs Total Number of SLCs

Track A 3

Track B 3

Track C 2

IV. AREAS OF SCHOOL IMPACT 2. Planning and Organization B. Configuration of Design Teams

Each SLC elects a member to serve as a Lead Teacher. This individual is provided with a period to work on the development of the SLC, and to advocate for their SLCs in various committees and organizations associated with SFHS. This period is currently funded by SLC development-related grants; next year, categorical funds will be allocated to cover this cost. In addition, the Lead Teachers, the administration, and the SLC Coordinator will pursue grants to defray or cover the cost of these periods. After a Lead Teacher is elected, he/she will convene a Design Team of approximately four members in a method in compliance with the UTLA/LAUSD contract. Since this area of the contract is still under negotiation, the current Lead Teachers have relied on volunteers from within their respective SLCs to serve as Design Team members in the interim. This cadre (SLC Lead Teacher plus Design Team members) works together to coordinate and document the following items:  communication within the SLC  master scheduling  advisory program support and refinement  professional development  multidisciplinary curricular development  parent/community collaboration and outreach To the highest degree possible, the Design Team will be composed of teachers from different disciplines, to facilitate the development of SLC instructional units and support programs. As outlined in later sections, the Design Teams for each SLC will work to use extensive input from parents, students, community members, and SLC faculty members to refine their respective programs.

Smaller Learning Design Team Members Community Name Name Title/Position Jodi Eyraud Lead Teacher, PE Atiya Usman Teacher, Science Alka Amar Teacher, Math Health Careers Terri Turner Teacher, English Selma Duran Teacher, Science Jose Vadillo Teacher, Math Jared Dozal Lead Teacher, Math Lydia Soto Teacher, Social Studies Communications Toni Romero Teacher, English Jose Garcia Teacher, Foreign Language Jim Coyle Teacher, Science Frank O’Connor Lead Teacher, English Mike Boemker Teacher, Social Studies Humanitas-A Carmen Fisher Teacher, Special Education Azucena Hernandez Teacher, Math Bob Stromoski Teacher, Art Josh Bruck Lead Teacher, English Rakesh Kumar Teacher, Math Multimedia Mahnaz Mobasher Teacher, Math Joan Westra Teacher, Social Studies Joy Tran Counselor Bernie Ramos Lead Teacher, Math Angelyque Jensen Cachon Teacher, Science Multilingual Teacher Valerie Madrigal Teacher, Social Studies Career Academy Dana Neill Teacher, Science Lourdes Ramos Quevedo Teacher, Science Richard Carlander Lead Teacher, English Natalie Armstrong Teacher, English Debra Steward Teacher, Science Humanitas-B Kurt Berg Teacher, Social Studies Tracy Oberman Teacher, Art Kevin Spachuk Teacher, English Matt Klinefelter Lead Teacher, Computers Lori Parsehkian Teacher, English Social Justice Academy Emilio Rivas Teacher, Social Studies Mireya Zamora Teacher, Special Education Jennifer Bower Lead Teacher, Science Brian Muller Teacher, English Humanitas-C Kathryn Connolly Teacher, Science Elva Guevara-Lewis Teacher, Math Rochelle Krugler Teacher, English

IV. AREAS OF SCHOOL IMPACT 2. Planning and Organization C. Dispute/Conflict Resolution Plan

Materials, Space, and Funding San Fernando High School has operated under the LEARN governance structure since 1998, and continues to use the procedures it set forth as the underlying methods to develop and encourage collaborative decision-making. The Leadership Council is responsible for making decisions that may ordinarily fall under the purview of the Principal, and has several sub-committees that make recommendations on areas such as facilities use, campus safety, budget, and the calendar. Because SFHS is a year-round school, it is impractical to locate our SLCs within discrete geographical locations within the campus. Faculty members are used to working within triads (where three teachers, each from different tracks, rotate between two rooms, based on who is on-track at the time), so there is no friction regarding room usage. Common-use areas (including the Social Hall, the Faculty Cafeteria, the Student Cafeteria, the Library, and the Auditorium) are available on a first-come, first-served sign-up basis, which is outlined in the Faculty Handbook. Disputes or conflicts which arise between members of SLCs based on the utilization of materials or space will at first be discussed by the Lead Teachers of the respective SLCs. It is hoped that the Lead Teachers will be able to negotiate an acceptable solution; if this is not possible, the issue will be referred to the Leadership Council, the decision of which will be binding. At the end of any conflict resolution endeavor, the Redesign Team will work to establish and codify procedures which will prevent similar problems. Budgets will be determined based on the procedures that are already in place. School budgets which are overseen by the Leadership Council will be allocated by consensus of the members of the Council. The Compensatory Education Advisory Committee (CEAC) will develop recommendations for the use of Title I funds, and the English Learner Advisory Council (ELAC) will develop recommendations for the use of Bilingual funds. The School Site Council (SSC) is the final decision-making body, and as such is responsible for approving or rejecting the recommendations of the other two councils, as well as allocating the School Improvement budget.

Class Assignments Teachers will discuss in their SLCs the courses that they prefer to teach. Based on agreements made during the course of this discussion, teachers will complete Course Preference Sheets and submit them to the APSCS. Disputes over class assignments will first be mediated by the Lead Teacher(s) of the SLCs of involved members. If no satisfactory resolution can be reached, the issue will addressed pursuant to the UTLA/LAUSD Contract.

Smaller Learning Communities School SLC Impact Report IV. AREAS OF SCHOOL IMPACT 3. Space

Current Process The nature of a multi-track school is such that teachers are entering a different classroom every six months. This makes almost impossible the “branded space” which can help to promote SLC identity at a traditional site. Instead, teachers are assigned to subject-alike triads (to the greatest extent possible), with one teacher from each track, so that materials, infrastructure, and room arrangements can easily be used by an incoming teacher. For example, three English teachers (one from each track) might share rooms 133 and 140. In the fall, the C-track teacher starts in Room 140, and the B- Track teacher starts in room 133. At the midterm, the B-track teacher goes off-track, and is replaced in Room 133 by the A-track teacher. When the C-track teacher goes off, the B-track teacher enters Room 140. In the spring, the same process is followed, but the room numbers are reversed. Shared allocated spaces, like the Library and computer labs, are open to all students from every SLC. Teachers who wish to bring their classes to such a space must make arrangements with the staff member assigned to that location no later than 24 hours in advance. All shared, non-allocated spaces, such as the Auditorium, Social Hall, Student Cafeteria, and Faculty Cafeteria, are available to all SLCs based on a first-come, first- served basis. Any individual who wishes to use any of these spaces should reserve them in the Assistant Principal’s Office. It is occasionally necessary to ask an individual who has reserved the space to cede it to another group; this is reserved for significant events, and the tradition at SFHS has been that such shifts have worked with minimal friction.

Traditional Calendar-Based Changes When SFHS converts to a single-track school, the nine-SLC structure outlined in this plan will be reviewed to determine if it best serves students. It is possible, with a diminished enrollment, that one or more SLCs may be “collapsed” into the remaining SLCs. This will be determined in the year before SFHS goes traditional. The fact that each teacher will be assigned to a single room will make it possible for the Redesign Team to divide the campus into “SLC-branded” areas to the greatest extent possible. Some specialty locations, like science labs and P.E. areas, will remain “mixed-brand,” though the classes within them will remain SLC-specific to the greatest extent possible.

Another substantial change that will come with the transition to a traditional calendar is the break-up of many school-wide student service offices, and the establishment of SLC Offices. Each office would house the SLC’s counselor, as well as a dedicated classified staff member. The SLC Office would handle counseling, attendance, and minor discipline for the students in that SLC. However, some areas will necessarily remain common; for example, the infrastructure required for science classes will make much of the 200 building a common area. The policy for shared spaces will remain as indicated above.

IV. AREAS OF SCHOOL IMPACT 4. Time

There are many circumstances where having a different bell schedule is important to the organization and further development of the school. To coordinate such days, the Lead Teachers and administration collaborate to establish the calendar of non-standard schedules as soon as the District guidelines for the upcoming year are released, and then submit the calendar for the approval of the Leadership Council. Furthermore, the committee of Lead Teachers and administrators has adjusted the school days to allow for a 28-minute Advisory period, the purpose of which is elaborated below. Any changes to the calendar are designed and officially proposed to the Leadership Council in the same manner. By the conclusion of the 2006-2007 school year, the members of the Redesign Team will review the pros and cons of block schedules, and determine what changes (if any) would best support student success. If it is decided that such a change is warranted, preparation for the transition (including training for teachers in efficient use of 90-minute class periods) will take place in the 2007-2008 school year, for implementation in the 2008-2009 school year. Listed below are the current approved bell schedules, including the total instructional minutes.

Regular Schedule 418 Reverse Minimum Day 274 Period 1 7:40 8:38 (58) Nutrition 10:00 10:16 (16) Advisory 8:45 9:13 (28) Period 1 10:23 11:07 (34) Period 2 9:20 10:18 (58) Advisory 11:14 11:42 (28) Nutrition 10:18 10:37 (19) Period 2 11:49 12:13 (34) Period 3 10:44 11:42 (58) Period 3 12:20 12:54 (34) Period 4 11:49 12:47 (58) Lunch 12:54 1:26 (32) Lunch 12:47 1:19 (32) Period 4 1:33 2:07 (34) Period 5 1:26 2:24 (58) Period 5 2:14 2:48 (34) Period 6 2:31 3:29 (58) Period 6 2:55 3:29 (34)

PDD Schedule 326 Regular Schedule/ 418 Advisory First Period 1 7:40 8:23 (43) Advisory 7:40 8:14 (34) Advisory 8:30 8:58 (28) Period 1 8:21 9:18 (57) Period 2 9:05 9:48 (43) Period 2 9:25 10:22 (57) Period 3 9:55 10:38 (43) Nutrition 10:22 10:41 (19) Nutrition 10:38 10:57 (19) Period 3 10:48 11:45 (57) Period 4 11:04 11:47 (43) Period 4 11:52 12:49 (57) Period 5 11:54 12:37 (43) Lunch 12:49 1:21 (32) Lunch 12:37 1:09 (32) Period 5 1:28 2:25 (57) Period 6 1:16 1:59 (43) Period 6 2:32 3:29 (57)

Shortened Day 346 Shortened Day/ 346 Advisory First Period 1 7:40 8:26 (46) Advisory 7:40 8:20 (40) Advisory 8:33 9:01 (28) Period 1 8:27 9:11 (44) Period 2 9:08 9:54 (46) Period 2 9:18 10:02 (44) Nutrition 9:54 10:13 (19) Nutrition 10:02 10:21 (19) Period 3 10:21 11:07 (46) Period 3 10:28 11:12 (44) Period 4 11:14 12:00 (46) Period 4 11:19 12:03 (44) Lunch 12:00 12:32 (32) Period 5 12:10 12:54 (44) Period 5 12:40 1:26 (46) Lunch 12:54 1:26 (32) Period 6 1:33 2:19 (46) Period 6 1:33 2:17 (44)

Minimum Day 274 Minimum Day/Advisory 274 First Period 1 7:40 8:14 (34) Advisory 7:40 8:28 (43) Advisory 8:21 8:49 (28) Period 1 8:35 9:05 (30) Period 2 8:56 9:30 (34) Period 2 9:12 9:42 (30) Period 3 9:37 10:11 (34) Period 3 9:49 10:19 (30) Nutrition 10:11 10:30 (19) Nutrition 10:19 10:39 (20) Period 4 10:37 11:11 (34) Period 4 10:46 11:16 (30) Period 5 11:18 11:52 (34) Period 5 11:23 11:53 (30) Period 6 11:59 12:33 (34) Period 6 12:00 12:30 (30)

Reverse Shortened Day 346 Reverse Minimum Day/ 274 Advisory First Period 1 8:52 9:38 (46) Nutrition 10:00 10:16 (16) Advisory 9:45 10:13 (28) Advisory 10:23 10:57 (34) Nutrition 10:13 10:32 (19) Period 1 11:04 11:37 (33) Period 2 10:39 11:25 (46) Period 2 11:44 12:17 (33) Period 3 11:32 12:18 (46) Period 3 12:24 12:56 (33) Lunch 12:18 12:50 (32) Lunch 12:56 1:29 (32) Period 4 12:57 1:43 (46) Period 4 1:36 2:09 (33) Period 5 1:50 2:36 (46) Period 5 2:16 2:49 (33) Period 6 2:43 3:29 (46) Period 6 2:56 3:29 (33)

Reverse Shortened Day/ 346 Advisory First Advisory 8:52 9:20 (28) Period 1 9:27 10:13 (46) Nutrition 10:13 10:32 (19) Period 2 10:39 11:25 (46) Period 3 11:32 12:18 (46) Lunch 12:18 12:50 (32) Period 4 12:57 1:43 (46) Period 5 1:50 2:36 (46) Period 6 2:43 3:29 (46)

Smaller Learning Communities School SLC Impact Report IV. AREAS OF SCHOOL IMPACT 4. Time A. Collaboration/PD Schedule

San Fernando High School is dedicated to the professional development of its staff, and works to provide consistent and relevant opportunities to that end. The Professional Development Committee, composed of administration, Lead Teachers, department chairs, Instructional Coaches, and coordinators, meets twice per month as a complete body to coordinate professional development at the site. This group also meets one additional time per month as two subgroups (the department chairs and Instructional Coaches in one, and the Lead Teachers and coordinators in the other) to establish professional development opportunities that are more specific to the subgroup’s needs. The net effect of this staggered meeting time is the creation of a professional development timetable that allows for the development of cross-subject instruction and organizational support in the SLCs, as well as the deepening of instructional practices in the departments, in such a way that both elements are interwoven.

Type of Training or Collaboration Intended Duration & Schedule Expected Outcomes Stakeholder Frequency (Month/Year) 1. To advance understanding of teachers, administrators, and other stakeholders of effective research-based instructional strategies for improving student achievement (particularly those below grade level) DRW Training – This weeklong Teachers One week; Ongoing Teachers will be qualified to teach training is designed to acquaint one time the DRW program, and will apply English teachers with the Language! some approaches to help Program, and the reading struggling students. development approaches it contains. Department PDD – These monthly Teachers 90 minutes, Ongoing Teachers will deepen their meetings are designed to help approx. once understanding of curriculum and department members share best per month assessment, and will continue to practices, keep up to date with develop and refine practices assessments, and analyze data. which promote student learning. Instructional Cadre Meetings – Selected Teachers 3 hours, Ongoing Teachers will become familiar teachers from the English and Math Administrators approx. once with the intended District departments meet with Local District Coaches every two curriculum, and identify and 2 staff to discuss intended curriculum months develop sound approaches to and related approaches. support student mastery. Parent Center Trainings – These weekly Parent 1-2 hours, Ongoing Parents will better understand the events offer parents opportunities to every week curricular programs and expand their understanding of opportunities of the school, and curricular programs at SFHS, as well will cultivate skills that support as develop and refine parenting skills their positive interaction with related to teenagers. their students.

Type of Training or Collaboration Intended Duration & Schedule Expected Outcomes Stakeholder Frequency (Month/Year) 2.To provide teachers, administrators, other stakeholders with knowledge and skills they need to participate effectively in the development, expansion or implementation of a SLC. USDE Training – These quarterly Administrators Quarterly Ongoing Bulletin 1600 and other policy training are designed to provide Lead Teachers documents are written and support in the design and UTLA Rep approved on time. implementation of SLCs, and time for the SFHS Redesign Team to identify and overcome obstacles Pearson Master Schedule Training – Administrators One-Time Nov. 2005 All individuals involved in the Lead Teachers, Counselors, Counselors Master Schedule process are Administrators, and members of SLCs Lead Teachers aware of their role; a master learn about how to create a multi-SLC Teacher schedule which supports SLCs is master schedule. generated. SLC Retreats – Lead Teachers and their Lead Teachers Varies, but Varies Teachers will develop approaches, Design Teams identify areas of need, Teachers typically one materials, and policies that resolve create agendas to address them, and or two days their needs. Varies based on SLC meet with their SLC members. need. SLC PDD - These monthly meetings Lead Teachers 90 minutes, Ongoing SLC teachers develop approaches, are designed to help department Counselors approx. once materials, and policies as members develop multidisciplinary Teachers per month identified to the left; SLCs lessons, refine the Advisory program, strengthen their identities. and strengthen the purpose and identity of the SLC. SLC Leadership Retreats – These all-day Administrators Twice per Ongoing The Redesign Team members will meetings allow Lead Teachers, the Lead Teachers year discuss pressing issues, develop UTLA chair, and the Administrative UTLA Rep policies for review by appropriate Team to collaborate in the councils and committees, and development short- and long-term establish plans for the upcoming plans for individual SLCs, and the year. school as a whole.

Smaller Learning Communities School SLC Impact Report IV. AREAS OF SCHOOL IMPACT 5. Staffing

Current Staffing Assignments All teachers are currently assigned to an SLC. Most classes that an SLC teacher will have in his/her roster will contain students from their SLC, with two exceptions. The first is the case of passport classes, which are open to students from all SLCs on the track, and are created either when the enrollment would be too low to sustain the class with students from a single SLC (e.g., AP courses) or when there are too few teachers in a subject area on a track to allow each SLC to have one (e.g., Introduction to Computers). There are nine counselors who are each assigned to a single SLC. This is designed to foster the connection between counselors and the students they work with. In addition, two counselors are assigned to the College and Career Center, in order to help students complete the transition from high school to post-secondary opportunities. The role of administrators is support, facilitation, and supervision. Each of the “generic” administrators is assigned to the SLCs on a single track. The other administrators fulfill their roles as facilities manager, Attendance Office manager, and APSCS; in addition, each is assigned to a single SLC. The role of the Principal is to collaborate with Lead Teachers and UTLA Representatives to support and advance the development of SLCs. Currently, SFHS has one Dean per track, so that two are available at any time. To the greatest extent possible, students will be served by the Dean assigned to their track, which will allow for the Deans to be more familiar with a smaller number of students. Since almost all student services are still organized in a school-wide manner, clerical staff members are affiliated with the offices which provide these services. As SLCs continue to develop and grow, our goal is to move away from this model, into the development of SLC offices, where the counselor, a clerical staff member, and possibly an administrator will be located. Custodial staff members provide services on a school-wide, as-needed basis.

Traditional Calendar-Based Changes SFHS continues to be a year-round school for the same reason that it became one ten years ago: it simply serves so many students that the facility is only able to accommodate two-thirds of the population at a time. A change to traditional calendar would necessarily come as a result of a decrease in the number of students we serve; as

Approved by the SFHS School Site Council on: 12/19/06 Page 22 of 38 San Fernando High School School SLC Impact Report a result, the Redesign Team would have to review the number and kind of SLCs to determine which (if any) should be “collapsed” in order to better serve our students. Under a traditional calendar, teachers and counselors would remain primarily affiliated with a single SLC, as delineated above.

IV. AREAS OF SCHOOL IMPACT 6. School-wide Programs and Activities

9th Grade 10th Grade 11th Grade 12th Grade Health Careers AP Classes No No Yes 1 Yes 1 Electives Yes Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Orgs Yes 5 Yes 5 Yes 5 Yes 5 ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7 Communications AP Classes No No Yes 1 Yes 1 Electives Yes Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Orgs Yes 5 Yes 5 Yes 5 Yes 5 ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7 Humanitas-A AP Classes No No Yes 1 Yes 1 Electives Yes Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Orgs Yes 5 Yes 5 Yes 5 Yes 5 ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7

Multimedia Academy AP Classes No Yes 1 Yes 1 Yes 1 Electives No 2 Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Yes 5 Yes 5 Yes 5 Yes 5 organizations ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7 Multilingual Teacher Career Academy AP Classes No Yes 1 Yes 1 Yes 1 Electives Yes Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Yes 5 Yes 5 Yes 5 Yes 5 organizations ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7 Humanitas-B AP Classes No Yes 1 Yes 1 Yes 1 Electives No 2 Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Yes 5 Yes 5 Yes 5 Yes 5 organizations ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7

Social Justice Academy AP Classes No Yes 1 Yes 1 Yes 1 Electives No 2 Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Orgs Yes 5 Yes 5 Yes 5 Yes 5 ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7 Humanitas-C AP Classes No Yes 1 Yes 1 Yes 1 Electives No 2 Yes Yes Yes Visual/Performing Arts Yes 3 Yes 3 Yes 3 Yes 3 Interventions See chart in part IV, section 6 Athletics Yes 4 Yes 4 Yes 4 Yes 4 Adult School Students can attend Adult School upon reaching the age of 16. ROP Students are eligible for ROP upon reaching the age of 16. Community-based Orgs Yes 5 Yes 5 Yes 5 Yes 5 ESL Yes 6 Yes 6 Yes 6 Yes 6 Special Ed. Yes 7 Yes 7 Yes 7 Yes 7

1 – AP Classes are typically “passport,” meaning that any student on the same track can take them. Students wishing to take an AP class offered only on another track can be “cross-tracked,” meaning that they attend that class period based on the other track’s schedule. 2 – Freshmen typically have a full load of A-G and District-required classes, so there is no room in their schedule for electives. 3 – Music classes are open to all students, but may require students to be cross-tracked. 4 – All students who are academically eligible may participate in team sports; however, new state statutes require all students to pass the Physical Fitness exam, or take Physical Education until they do. 5 – All students entering SFHS as freshmen are eligible to participate in Project GRAD, and all students (with parental approval) have access to services provided by the Northeast Valley Health Corporation. See the tables in Part IV, Section 8 for more details of other community- based organizations. 6 – In order to offer all of the ESL classes required by Proposition 227, all ESL teachers are currently assigned to a single track. Student who are part of the ESL program can still choose any of the SLCs, but will require “cross-track” scheduling for ESL courses. 7 – Most Special Education students have been “mainstreamed” into classes throughout every SLC. Some students require extensive services that are offered in “passport” classes, but all students are affiliated with a single SLC to the greatest extent possible.

Smaller Learning Communities School SLC Impact Report IV. AREAS OF SCHOOL IMPACT 6. School-wide Programs and Activities

The school community understands that the needs of students may change, so these programs may be changed as necessary.

TARGETED ACCELERATED LEARNING STRATEGIES REQUIRED BY STUDENTS FOR READING/LANGUAGE ARTS DISTRICT? Students reading at below DRWC – This program provides a two-hour block of the third-grade level instruction which focuses on the development of phonemic Yes awareness and reading skills for students who read below the third grade level. Ninth and tenth grade Saturday School – This program is designed around eight students who score Below four-hour Saturday sessions, where students take one of No Basic or lower on CST three course levels designed to increase performance on English standardized ELA tests, especially as CAHSEE. Seniors who have not CAHSEE Boot Camp – This intensive, week-long, pull-out passed the ELA part of program focuses on test-taking strategies designed to No CAHSEE maximize student performance on the CAHSEE.

TARGETED ACCELERATED LEARNING STRATEGIES REQUIRED BY STUDENTS FOR MATHEMATICS DISTRICT? Students who have failed Carnegie Cognitive Tutor – This computer-based program Algebra 1 provides immediate feedback to students, and tailored No lessons designed to address areas of need. Ninth and tenth grade Saturday School – This program is designed around eight students who score Below four-hour Saturday sessions, where students take one of No Basic or lower on CST three course levels designed to increase performance on Math standardized math tests, especially CAHSEE. Seniors who have not CAHSEE Boot Camp – This intensive, week-long, pull-out passed the Math part of program focuses on test-taking strategies designed to No CAHSEE maximize student performance on the CAHSEE. All CSUN/PGLA Math and Science Tutoring – This program is No designed to help students complete their math homework.

TARGETED GENERAL INTERVENTION REQUIRED BY STUDENTS FOR OTHER SUBJECTS DISTRICT? All Intersession Classes – These six-week classes are designed primarily to allow students to recover credits so that they No can remain on track for graduation.

Smaller Learning Communities School SLC Impact Report IV. AREAS OF SCHOOL IMPACT 7. Student Choice

Recruitment Policy Beginning in the fall of 2006, students from the feeder middle schools will come to SFHS for about half of one school day. Students participating in this Articulation Day will view presentations about each of the SLCs, learn about some of the activities that the school offers, and take a mathematics placement test. After these events, students will be responsible for taking home an SLC selection form, and indicating their first, second, and third choices. Students who are not part of the SFHS feeder pattern will be sent the SLC selection form directly. The counseling staff will form a database of student choices, and students will be assigned to SLCs based on their choices. Students who miss the first deadline will be sent a second copy of the selection form. They will be assigned their highest choice, based on availability. All students who miss the first two deadlines will be contacted by counseling staff in order determine student choice. One significant limitation exists in student choice, in that students who have an older sibling attending SFHS should choose an SLC that is on the same track as their sibling (though, as long as parents are aware, this can be overridden). Of course, once SFHS returns to a traditional schedule, this limitation will be eliminated.

Orientation Policy All incoming freshmen who will be attending SFHS, and their parents or guardians, will be invited to an Orientation event on the SFHS campus. At this Orientation, future SFHS Tigers will attend five twenty-minute presentations made by teachers and staff, and have a free lunch as they pick up information about the clubs and organizations established on campus.

Transfer Policy Freshmen and sophomores who wish to transfer between SLCs must complete an application process no later than October 1st (for C-Track) and December 1st (for A- and B-Tracks). This process includes the following steps: 1. Student notifies the counselor 2. Student writes five-paragraph rationale for the change 3. Counselor reviews rationale based on rubric to determine appropriateness

4. Parent or guardian reviews and signs application 5. Parent/guardian and counselor hold conference to discuss the change Applications are then reviewed by the Lead Teacher of the SLC that the student is attempting to exit, as well as of the SLC that the student is attempting to enter. If there is room in the latter, then the student will be a member of that SLC henceforth.

Smaller Learning Communities School SLC Impact Report IV. AREAS OF SCHOOL IMPACT 8. Community Resources/Partnerships

Existing Community Resources/Partnerships

Existing Community Role/Use of Resource Expected Duration of Partners by SLC for SLC Resource (month/year) School-Wide Partners (available for all SLCs) Kennedy/San Fernando Students can enroll concurrently to recover Ongoing Adult School credits lost due to failed classes Students can enroll in classes held after Mission College school on SFHS campus to obtain both high Ongoing school credits and college units Students can enroll in classes held after Valley College school on SFHS campus to obtain both high Ongoing school credits and college units Students who are part of this program receive support in college selection and Project GRAD Ongoing application; eligible students receive $6,000 scholarship. Partner provides doctor, part-time nurse NEVHC (North East Valley practitioner, and mental health specialist Ongoing Health Corporation) for students. Also provides referrals to other health resources. A community business partner that Target Ongoing provides financial support. A community business partner that Washington Mutual Ongoing provides financial support. A community business partner that provides internships and employment to Galpin Ford Ongoing students who are part of the Auto Tech program. Cal State University, Assists with science tutoring; students Ongoing Northridge present in art exhibitions. Northeast Valley Assists with student credit recovery. Ongoing Occupational Center Health Careers This SLC is developing its plan for partnering with the community. Communications UC Regents Partners with Puente Program to support Ongoing student transition to college.

Existing Community Role/Use of Resource Expected Duration of Partners by SLC for SLC Resource (month/year) Humanitas-A This organization promotes and supports Urban Education Humanitas education, and provides field Ongoing Partnership trips, instructional materials, and trainings. Multimedia This SLC is developing its plan for partnering with the community. Multilingual Teacher Career Academy Provides internships, service learning Pacoima Beautiful opportunities, and real-life curriculum Ongoing applications Provides internships, service learning Generation Earth opportunities, and real-life curriculum Ongoing applications Provides internships, service learning Project Citizen opportunities, and real-life curriculum Ongoing applications Provides internships, service learning O’Melveny Elementary opportunities, and real-life curriculum Ongoing applications Provides internships, service learning City of San Fernando opportunities, and real-life curriculum Ongoing applications Provides internships, service learning San Fernando Public Works opportunities, and real-life curriculum Ongoing applications Clean and Green Provides service learning opportunities Ongoing Metropolitan Water District Annual Solar Cup Boat Race Ongoing Career Ladder Paid student internships Ongoing Humanitas-B This organization promotes and supports Urban Education Humanitas education, and provides field Ongoing Partnership trips, instructional materials, and trainings. Social Justice Academy This SLC is developing its plan for partnering with the community. Humanitas-C Urban Education This organization promotes and supports Partnership Humanitas education, and provides field Ongoing trips, instructional materials, and trainings.

Smaller Learning Communities School SLC Impact Report IV. AREAS OF SCHOOL IMPACT 8. Community Resources/Partnerships

Potential Community Resources/Partnerships San Fernando High School has always worked to establish and maintain strong connections with its community. The Design Team of each SLC will continue the development of other connections; furthermore, the School Improvement and Career- Technology Education Coordinators will pursue links to the community that can be utilized by some or all of the SLCs.

Potential Community Role/Use of Resource Expected Duration of Partners by SLC for SLC Resource (month/year) School-Wide Partners (available for all SLCs) Galpin Honda A community business partner that provides internships and employment to Ongoing students who are part of the Auto Tech program. MEND (Meeting Each Need A community-based organization which with Dignity) provides students with Service Learning Ongoing opportunities Valley Economic A community-based organization which Development Center provides students with Service Learning Ongoing opportunities Health Careers Student presentations by people in the Providence/Holy Cross field; apprenticeship/ job shadowing Ongoing opportunities Student presentations by people in the American Red Cross field; apprenticeship/ job shadowing Ongoing opportunities Student presentations by people in the Blue Cross field; apprenticeship/ job shadowing Ongoing opportunities Student presentations by people in the Pacific Care field; apprenticeship/ job shadowing Ongoing opportunities Student presentations by people in the American Medical field; apprenticeship/ job shadowing Ongoing Association opportunities Student presentations by people in the Good Shepherd Home Care field; apprenticeship/ job shadowing Ongoing opportunities

Potential Community Role/Use of Resource Expected Duration of Partners by SLC for SLC Resource (month/year) Student presentations by people in the Astoria Nursing and field; apprenticeship/ job shadowing Ongoing Rehabilitation Center opportunities Student presentations by people in the Foothill Health and field; apprenticeship/ job shadowing Ongoing Rehabilitation Center opportunities Student presentations by people in the Project Connect Health field; apprenticeship/ job shadowing Ongoing Research Association opportunities Communications Presenters will help students develop Local Governmental Offices Ongoing public speaking skills. Student presentations by people in the Universal Studios field; apprenticeship/ job shadowing Ongoing opportunities Student presentations by people in the Disney field; apprenticeship/ job shadowing Ongoing opportunities Student presentations by people in the Mariott field; apprenticeship/ job shadowing Ongoing opportunities Provide facilities for student-led events and Odyssey Restaurant symposia on professions in the Ongoing communications field Student presentations by people in the American Range field; apprenticeship/ job shadowing Ongoing opportunities Humanitas-A Offers four-year scholarships, and social support for students who are the first POSSE Foundation Ongoing generation of college students from their families J. Paul Getty Museum Offers museum field trips for students Ongoing Multimedia Will provide student access to new Apple Computer Ongoing technology Offers students classes and training in the Inner City Filmmakers Ongoing skills related to the creation of films Offers students classes and training in the KLCS Ongoing skills related to the creation of television Offers students classes and training in the KTLA Ongoing skills related to the creation of television Multilingual Teacher Career Academy This SLC has been in existence as a program for some time; their community connections are already extensive.

Potential Community Role/Use of Resource Expected Duration of Partners by SLC for SLC Resource (month/year) Humanitas-B Offers four-year scholarships, and social support for students who are the first POSSE Foundation Ongoing generation of college students from their families J. Paul Getty Museum Offers museum field trips for students Ongoing Offers a program of American Studies and Youth Ink Ongoing culture Social Justice Academy This elected representative’s office will Richard Alarcon, LA City provide opportunities for apprenticeships Ongoing Councilmember and Service Learning projects This elected representative’s office will Tony Cardenas, LA City provide opportunities for apprenticeships Ongoing Councilmember and Service Learning projects This elected representative’s office will Alex Padilla, State Senator provide opportunities for apprenticeships Ongoing and Service Learning projects Student presentations by people in the Legal Aid Office field; apprenticeship/ job shadowing Ongoing opportunities Student presentations by people in the MALDEF field; apprenticeship/ job shadowing Ongoing opportunities This elected representative’s office will Cindy Montanez, LA City provide opportunities for apprenticeships Ongoing Councilmember and Service Learning projects Provides internships, service learning Pacoima Beautiful opportunities, and real-life curriculum Ongoing applications Humanitas-C University would provide tours and Caltech summer classes for students interested in Ongoing exploring science education Facility would provide tours and Jet Propulsion Laboratory information for students interested in Ongoing aerospace-related fields University would provide tours and Cal State University, summer classes for students interested in Ongoing Channel Islands exploring science education

IV. AREAS OF SCHOOL IMPACT 9. Alterations to Facilities Proposed

Background As SFHS continues its trend of lower enrollment, we are looking forward to transitioning from a year-round to a traditional academic calendar. At this point, the absolute latest that this conversion will take place is for the 2012-2013 school year; however, it can happen earlier if our enrollment drops to below 3300 students. As a result, we intend to develop a facilities plan based on a single-track, 8 SLC + Magnet student population.

Major Goals One of our goals is to establish areas for each SLC that are as discrete as possible. There are some limitations, such as the fact that a majority of our science lab facilities are located in the same building, which can be overcome with substantial funding for infrastructural changes. In keeping with our goal of personalization of school services for students, San Fernando High School plans to decentralize some student services, and create for each Smaller Learning Community an SLC office to be located within the perimeter of the SLC.

Facilities-Related Implications In a perfect world, San Fernando High School would be able to replace its bungalows with multi-story structures, in order to allow each SLC to have its own discrete set of classrooms. Each building would contain the following:  Space for an SLC office, with the telephone and data lines;  Community areas for team-taught lessons, SLC teacher meetings, Advisory meetings, and parent meetings;  Science lab facilities;  Computer lab facilities; and  Access for physically disabled students. However, we acknowledge that these conversions are prohibitively expensive to conduct, so we are also interested in developing a plan to manipulate the current infrastructure to better support the development of SLC identity, and the promotion of personalized interaction. Some of the alterations include:

 The division of the campus (to the greatest extent possible) into fairly discrete zones for each SLC;  The establishment of SLC offices (including infrastructural changes) in rooms previously used as classrooms, within each SLC’s respective zone;  The creation of community spaces within each SLC’s zone, including the possible addition of non-classroom bungalows; and  The relocation of offices currently housed in classrooms into the space currently occupied by the Attendance and Counseling Offices.

V. SCHOOL TECHNICAL ASSISTANCE CHECKLIST

Foreseeable Challenges Check All That Apply Attribute analysis Yes Vision creation/identity Yes Student outcomes Yes Matrix Yes School to work transition Yes Academic requirements: A-G Content integration Yes Assessments/evaluation Yes Alterations to facilities Yes Resilience building Yes Youth development strategies Yes Advisories Yes Leadership roles Yes Bell schedules Contract issues/waivers Yes Best practices Yes Articulation Yes Budgets Yes Sustainability Community partnerships Yes Parent outreach and involvement Yes Student outreach and involvement Yes School staff outreach and involvement Union (UTLA) agreements Working with the Local District Other: Standards-Based Curriculum Yes

VI. ACKNOWLEDGEMENTS

We would like to thank the following people for their dedication to the cause of bringing sustainable and powerful Smaller Learning Communities to San Fernando High School:

Carlos Denoso Brian Muller Jose Rodriguez Pam Hamashita Linda O’Neill Robert Stromoski Debbie Leidner Maria Ochoa Barbara Trees Mario Mendez David Rattray Kelly Welsh

We would also like to show our appreciation for the following groups, whose hard work and support is evident in this document:

Student Government School Site Council SLC Design Teams Student Advisory Reps The Redesign Team SLC Faculty

Approved by the SFHS School Site Council on: 12/19/06 Page 38 of 38