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Hollywood High School Spring 2015 Report Western Association of Schools and Colleges

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Hollywood High School Spring 2015 Report Western Association of Schools and Colleges HOLLYWOOD HIGH SCHOOL SPRING 2015 REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES Submitted to the WASC Visiting Committee by HOLLYWOOD HIGH SCHOOL, LOS ANGELES UNIFIED SCHOOL DISTRICT Ramon Cortinez, Superintendent Cheryl Hildreth, ESC West Superintendent Laverne Brunt, Instructional Director Alejandra M. Sánchez, Principal WASC Committee: James Carmicle, WASC Coordinator WASC Focus Group Leaders: Kelly Bender, SLC Lead Organization: Joe Hilton Heather Brown, College Counselor Curriculum: Geoffrey Buck/Alice Nezu Geoffrey Buck, Math Department Chair/CAPP Instruction: Carolyn Fagan Coordinator Assessment & Accountability: Kelly Bender Ana Estangui, World Languages Department Chair School Culture & Support: Cindy Dyer/Elizabeth Payne Carolyn Fagan, SLC Lead Neil Fitzpatrick, History Department Chair Salvador Hermosillo, Title I/EL Coordinator Joseph Hilton, Special Education Teacher WASC Home Group/SLC Leaders: Robert Keislar, Science Teacher Kelly Bender, TCA Viktorija Lejko Lacan, English Department Chair Carolyn Fagan, MET Steven Lange, SLC Lead Robert Keislar, PAM Alice Nezu, RSP Teacher/NMA Coordinator Steven Lange, SAS Laurie Tobenkin, CAPP Lead Teacher/ELA Christine Yoon, Science Department Chair Denise Ramirez, School Administrative Assistant Lee Tuomala, UTLA Chapter Chair Coordinators: Administration: Salvador Hermosillo, Title I/EL Coordinator Travis Brandy, Assistant Principal Paul Itkin, Magnet Coordinator Samuel Dovlatian, Assistant Principal Department Leaders: Geoffrey Buck, Math Ana Estangui, World Languages Neil Fitzpatrick, Social science Jesse Garcia, Physical Education Boriana Iamboliyski, Electives Viktorija Lejko Lacan, ELA/ESL Joe Mendizza, Special Education Christine Yoon, Science www.hollywoodhighschool.net i Hollywood High School 2015 WASC Report Executive Summary Hollywood High School has undergone several significant changes since the 2009 and 2012 WASC visits. These changes are outlined in the School Wide Action Plan and the Single Plan for Student Achievement, and have driven the collaborative work of the school’s various stakeholders. The following review reflects the ways in which the school community has applied self-reflection and collaboration to implement the suggestions for critical areas in the 2009 and 2012 reports as well as changes in district structure and a new accountability system that includes the following: • Common Core State Standards • CORE Waiver • Smarter Balanced Assessment Consortium (replacing CST) • District Interim Assessments • Zero Suspension Policy • Revised Graduation Requirements (A-G completion for all with 2.0 or better) This work has been integral in the continued development of a positive school culture that addresses needs of our diverse student population. The following specific areas of growth were recommended by the 2009 WASC visiting committee: 1. Designing curriculum and instructional programs that are research-based and cater to the specific needs of our students, 2. Strengthening and refining of the implementation of the Small Learning Communities Initiatives, 3. Implementing a school-wide assessment system which includes calibration to ensure rigor and relevance in all classes, 4. Aligning the school’s pacing plans and common assessments with the Los Angeles Unified School District’s standardized Periodic Assessments, 5. Incorporating procedures to monitor the effectiveness of professional development, 6. Refining the curriculum in advisory classes to increase personalization within each Small Learning Community, and 7. Gauging the effectiveness of outreach efforts to engage parents in all school activities. Additionally, the following specific areas of growth were recommended by the 2012 WASC visiting committee: 1. Site administration and the teaching staff will develop, in addition to the current SLC PD sessions, a plan to involve all staff in departmental and course specific collaborative meeting, focused on planning, data analysis, sharing of best practices, and first line (in-class) intervention strategies for struggling learners. 2. Site administration and the teaching staff will explore options to their bell schedule that will allow increased collaboration time for staff and focused intervention time for students who are at risk of failing, and/or Far Below and Below Basic in their testing during the school day. The data in the WASC Progress report reflects an increase in student performance, including increased proficiency for specific subgroups. Continued use of data to drive instructional and behavioral programs on the campus is reflected through the faculty’s use of MyData, departmental analysis of test scores, and SLC-based analysis of student progress, including grade reports and attendance data. SLCs have ii continued to personalize their programs and offer data-driven instruction and intervention to best support their students. Additionally, all teachers have received Professional Development to support with the implementation of the CCSS. With a high level of support focused on English Language Arts and Mathematics teachers. Over the last two years, Hollywood High School has had stability in its structure and has strengthened its SLC identities. We have continued to make great strides in providing a cutting-edge curriculum that develops academic and social skills, incorporates technology, highlights twenty-first century skills, and ensures that our students meet our School Wide Learning Outcomes, which are being critical thinkers and effective communicators. The personalized education we provide our students is research based and data-driven, and meets state and district mandates. As a school community, we continue to refine our curricular programs and enrich our students’ educational experience by building community partnerships to ensure that our students are college and career ready. iii 2015 WASC Report Table of Contents Contents Page Acknowledgements i Executive Summary ii Tables and Figures Listing v Chapter 1: School and Community Profile 1 Chapter 2: Summary of Progress Since Prior Review 34 Chapter 3: Summary of Profile and Progress Data 85 Chapter 4: Self Study Findings 91 Category A: Organization 91 Category B: Curriculum 132 Category C: Instruction 156 Category D: Assessment 178 Category E: Culture 202 Chapter 5: Schoolwide Action Plan 230 iv 2015 WASC Report Tables and Figures Tables and Figures Page CHAPTER 1: SCHOOL AND COMMUNITY PROFILE Table 1: Student Distribution by SLC 4 Table 2: Student Demographics 5 Table 3: Teaching Experience 5 Table 4: Teaching Staff by Ethnicity 6 Table 5: Title I Funding 8 Table 6: Comparison of Academic Performance Index (API) 10 Table 7: API Growth by Subgroups from 2010 to 2013 10 Table 8: CST ELA Percent Proficient and Advanced – Numerically Significant 11 Groups AMOs Table 9: CST Mathematics Percent Proficient and Advanced – Numerically 11 Significant Groups AMOs Table 10: CST Improvements 2012 to 2013 (CDE) 12 Table 11: Progress Toward Four-Year Graduation (LAUSD MyData System) 14 Table 12: A-G Progress Report – On Track Completion of CSU Requirements 14 (LAUSD MyData System) Table 13: A-G Progress Report – On Track Completion of UC Requirements 15 (LAUSD MyData System) Table 14: Advanced Placement Program (LAUSD MyData System) 15 Table 15: HHS Graduation Rate (CDE) 16 Table 16: HHS 4-Year Cohort Graduation Rate (LAUSD MyData System) 16 v Table 17: Drop Out Rate (CDE) 16 Table 18: CAHSEE Results 10th Grade Census (CDE) 16 Table 19: CAHSEE Passing Both Tests by End of the Year (CDE) 17 Table 20: Percentage of Students with 96% or Higher Attendance (LAUSD) 17 Table 21: Attendance Two-Year Comparison by Month 17 Table 22: Three-Year Suspension Comparison 19 Table 23: Suspension Rate 19 Table 24: Percentage of Students in Healthy Fitness Zone (HFZ) 20 Table 25: Related Services 21 Table 26: Special Education Programs 21 Table 27: Students with Disabilities Performance on CAHSEE ELA (LAUSD 22 MyData System) Table 28: Students with Disabilities Performance on CAHSEE Math (LAUSD 22 MyData System) Table 29: SWD CST ELA Results Comparison 23 Table 30: SWD CST Math Results Comparison 23 Table 31: SWD Graduation Rate Comparison 23 Table 32: Student Population by Language Classification 25 Table 33: Reclassification Rate 25 Table 34: AMAO1: Percent of ELs Making Progress on the CELDT 25 Figure 1: AMAO 2: Number of ELs Attaining English Proficiency on the CELDT 26 Table 35: Percent of English Learners Scoring Proficient and Advanced on CST 26 Table 36: EL CST ELA Results Comparison 26 Table 37: EL CST Math Results Comparison 27 Table 38: EL Graduation Rate Comparison 27 Table 39: CAHSEE Passage Rate for English Learners 27 CHAPTER 2: SUMMARY OF PROGRESS SINCE PRIOR REVIEW: Table 40: 2012-2013 Marks Distribution 39 Table 41: 2013-2014 Marks Distribution 39 Table 42: Two-Year Comparison of Number of Fails 40 Table 43: Progress Toward Four-Year Graduation (LAUSD MyData System) 40 Table 44: 2012-2013 Marks Distribution 55 Table 45: 2013-2014 Marks Distribution 55 Table 46: Two-Year Comparison of Number of Fails 55 Table 47: Progress Towards For-Year Graduation (LAUSD MyData System) 56 Table 48: Hollywood High School Timeline for WASC Visit 2015 59 vi Table 49: CST Results 2009-2010 – Math and ELA 62 Table 50: CST Results 2010-2011 – Math and ELA 62 Table 51: CST Results 2011-2012 – Math and ELA 62 Table 52: CST Results 2012-2013 – Math and ELA 62 Table 53: CST Results 2009-2010 – History and Science 64 Table 54: CST Results 2010-2011 – History and Science 64 Table 55: CST Results 2011-2012 –
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