NORTH HOLLYWOOD HIGH SCHOOL SELF-STUDY REPORT
5231 Colfax Avenue
North Hollywood, California 91601
Los Angeles Unified School District
April 18th - 20th, 2016
ACS WASC/CDE Focus on Learning Accreditation Manual 2015 Edition North Hollywood High School ACS WASC/CDE Self-Study Report
Administration
Ricardo Rosales - Principal
Zepure Kivork - Assistant Principal
Janet Lord - Assistant Principal
Carrie Schwartz - Assistant Principal
David Way - Assistant Principal
Local District Northeast Administration
Byron Maltez - Local District Northeast Superintendent Timothy Lino - Instructional Director
District Administration
Michelle King - Superintendent LAUSD
North Hollywood High School ACS WASC/CDE Self-Study Report
TABLE OF CONTENTS Preface...... 1 Chapter I: Student/Community Profile and Supporting Data and Findings ...... 5 Chapter II: Progress Report ...... 29 Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress...... 35 Chapter IV: Self-Study Findings ...... 39 A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ...... 40 B. Standards-based Student Learning: Curriculum ...... 62 C. Standards-based Student Learning: Instruction ...... 82 D. Standards-based Student Learning: Assessment and Accountability ...... 95 E. School Culture and Support for Student Personal and Academic Growth ...... 111 Prioritized Areas of Growth Needs from Categories A through E ...... 130 Chapter V: Schoolwide Action Plan ...... 131 Appendices ...... 139
North Hollywood High School ACS WASC/CDE Self-Study Report
Preface The 2015-2016 “Focus on Learning” self-study represents a collaborative effort of all stakeholders to address the progress of North Hollywood High School since the last full review six years ago, held in 2010. In the present self-study, we looked critically at our school’s student progress data; obtained student, parent, teacher and community input; re- examined our Vision, Mission and Schoolwide Learner Outcomes; and produced a comprehensive analysis of our school.
North Hollywood High School’s (NHHS) self-study began with the development of the WASC leadership team. This team consisted of members from all departments, both magnets, and parent participants. Soon after, preparations were made to develop a calendar timeline, delegate responsibilities, and plan faculty in-service dates. Several professional development workshops were held to discuss the overview of the WASC visitation process and review the multiple methods in which data was to be collected to complete the self- study.
During the spring 2015 semester, all NHHS faculty were assigned to focus groups based on knowledge or interest in a particular focus area. These focus groups reviewed the
North Hollywood High School Page Page 1 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report criteria for their assigned category to enable them to gather and/or discuss the appropriate data needed when they met with their home groups. Home groups, based on departments, had members from each of the focus groups who helped facilitate data gathering discussions. All stakeholders were asked to analyze, evaluate, and comment on all focus area criteria during professional development meetings in the spring of 2015. The data gathered at these meetings was then given to the WASC leadership team who met during the summer to synthesize the information into preliminary draft for each of the five criteria. During the late summer and fall of 2015, focus groups and home groups met to review each of the criteria to make additions and organize the appropriate evidence.
Types of evidence collected included student/community data, student work, classroom observations and interviews. Blocks of time were provided to accomplish the task of responding to the questions, determining the findings, and collecting the corresponding evidence. Areas of strength, as well as growth areas were identified and later used in the formation of the action plan. Time was allotted for analyzing the evidence collected and conclusions drawn from it were shared with departments, students and other stakeholders.
Due to the transition from California State Standards to Common Core State Standards and from Expected Student Learner Results (ESLRs) to Schoolwide Learner Outcomes (SLOs), the WASC leadership team worked collaboratively to revise the Mission, Vision, and SLOs for the 2015-2016 school year. Students were introduced to the new school SLOs, Mission and Vision statements, and their significance to their education at NHHS. Additionally, a parent retreat was held to discuss these revisions and to provide training to understand the essentials of the Common Core curriculum. Information collected from student, teacher, and parent surveys provided data for future action plan items.
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Introduction North Hollywood High School was built in 1927 and has always strived to provide students, who have a broad spectrum of academic and demographic backgrounds, with a curriculum that would engage and challenge them intellectually. As a result, North Hollywood High School (NHHS) has been identified as the number one public high school in the San Fernando Valley, as identified by Los Angeles Magazine. NHHS is comprised of a resident school and two magnet schools; the Highly Gifted Magnet and the LA Zoo/Biological Sciences Magnet. All three of these programs continue to expand their academic focus and provide a broad range of instructional avenues in which students can participate. The Los Angeles Unified School District as well as state mandates are continually changing, which has had a great impact on NHHS.
One of the most significant changes to the instructional program at NHHS during the past six years has been the introduction of the Common Core State Standards. Prior to 2013, instruction at North Hollywood High School was based on the Core Curriculum and the California State Standards. Departments worked collaboratively to place curriculum and standards into trimester blocks that aligned with the mandated district periodic assessments. This curriculum was also aligned with the California Standards Tests (CSTs) given each spring which produced scores for both the Academic Performance Index (API) and the (Academic Yearly Progress (AYP). The introduction of the Common Core State Standards (CCSS) brought many changes to the instructional program at NHHS. These included: a new curriculum, new standards, new district interim assessments, new book adoption for the math department. These changes necessitated altering instructional practices requiring teachers to act as instructional facilitators. Additionally, the Smarter Balanced Assessment Consortium (SBAC) replaced the CSTs in the areas of English Language Arts and math. No results have been produced from the SBAC test; therefore, there is neither State API nor AYP data. CST Science tests are still administered to tenth grade students.
At the beginning of the 2013 school year, North Hollywood High School was identified as a “Focus School” as outlined by the School Quality Improvement System under the CORE Waiver. This status was assigned due to the discrepancy of more than four hundred points separating our highest sub-group of Asian students (primarily based on the students attending our Highly Gifted Magnet) and our lowest sub-group, which was our special education students. As of June 2015, NHHS has had a 25% reduction in non-proficiency of the lowest-performing subgroup based on comparing CAHSEE results in the base year of identification, 2012-2013, versus the most recent year of data, 2013-2014. Therefore, NHHS has met our proficiency target and has exited “Focus” School Status.
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Several other academic and programmatic changes have also occurred during this six year time span. North Hollywood High School at one time was comprised of several Small Learning Communities (SLCs). To date, the Home Engineering Academy (HEA), Freshman Academy, School for Advanced Studies (SAS), Highly Gifted Magnet (HGM) and the Biological Sciences/Zoo Magnet are the only SLCs remaining. NHHS offers many Advanced Placement (AP) classes and over 2000 AP exams are now given to our students annually, a significant increase since our last self-study. Also, new classes and programs have been included in our master program. Through collaboration with UCLA, we have implemented Mobilize Algebra I and Biology classes which have a strong computer-based component. Additionally, we have piloted a program in which both of these new classes are team taught by a general education and special education teacher with Special Day Program special education students integrated into the classes. Also, in conjunction with UCLA we have begun an Introduction to Data Science Class which teaches students computer coding. This class can be taken in lieu of an Algebra 2 class and provides graduation credit. One class that we no longer offer is Inter-Coordinated Science (ICS). For ninth grade students in the resident school, NHHS offers Biology classes.
Finally, personnel changes at the school level, local district level, and the overall school district level have been substantial. All administrators working at North Hollywood High School are newly assigned since the last self-study six years ago. Three have retired, including the principal who had been at NHHS for twelve years, and two administrators have been promoted. The Title I Coordinator has retired and the Bilingual Coordinator has changed as well. The English and Math Department Chairs as well as the Math Coach have been in their positions for a limited time. The local district has not only changed personnel, but it has changed in configuration as well. At the time of the last self-study, NHHS was part of District 2 (the east San Fernando Valley). Then, in 2013, the District reconfigured and the entire San Fernando Valley became Educational Service Center North. Beginning July 2015, the District reconfigured again and NHHS is now part of Educational Service Center- Northeast (the east San Fernando Valley). All local district support personnel assigned to NHHS at the time of the last self-study have changed; many will be changing as a result of this latest reconfiguration. The superintendent for the Los Angeles Unified School District (LAUSD) has also changed during this six year process. The superintendent who worked with LAUSD six years ago retired, and a new superintendent took his place. That superintendent left and the previous one returned. He is once again retiring at the end of the calendar year 2015 and a new superintendent has taken his place.
As is evident, there has been tremendous change at North Hollywood High School during the past six years. However, throughout these many changes, the faculty and staff have collaborated to provide an educational program in which our students can be successful and be college-and- career ready individuals.
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Chapter I Student/Community Profile and Supporting Data and Findings The Los Angeles Unified School District (LAUSD) is the second largest school district in the United States, serving approximately 640,000 students. LAUSD is divided into six local districts to better support the local communities. North Hollywood High School (NHHS) is in Educational Service Center-Northeast, located in the east San Fernando Valley and serves the communities of North Hollywood, Sun Valley, Valley Village, Valley Glen, and Studio City. The school was opened in 1927 and is the oldest high school in Educational Service Center-Northeast and the second oldest in the San Fernando Valley.
The community surrounding North Hollywood High School is moderately diverse for the city and county of Los Angeles. Approximately 66.7% of the community is White, 18.9% is Latino, 5.5% is Black, 4.4% is Asian, and 4.4% is other. However, this is not reflected in the student population of NHHS, which is 68% Latino. The median income for this neighboring area is $55,470. Additionally, 36.5% of residents 25 and older have a four- year degree, about average for the city of Los Angeles but high for the county.
The comprehensive campus of North Hollywood High School has a student population of approximately 2,700 students, which includes students enrolled in the two magnet
North Hollywood High School Page Page 5 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report programs. The two magnets are the Highly Gifted Magnet (HGM) and the LA Zoo/Biological Sciences Magnet (Zoo), which draw students from all areas within LAUSD. The Zoo Magnet, located on the property of the Los Angeles Zoo, consists of eight classrooms for approximately 280 students. Classes such as physical education and foreign language, among others are offered on the main NHHS campus. The HGM program enrolls approximately 250 students who have been identified as highly gifted by LAUSD. These students receive their instruction on the NHHS campus.
During the last school year, NHHS reviewed the mission and vision statements, as well as the ESLRs and determined that they did not relate to the Common Core State Standards focused on College and Career Readiness and therefore needed to be rewritten. An instructional leadership team worked collaboratively to develop a new mission and vision statement as well as the new School-wide Learner Outcomes (SLOs); the statements and SLOs were then approved by the School Leadership Council.
Mission Statement NHHS’ mission is to graduate students that have mastered the Common Core State Standards. Graduates will be responsible, well-rounded citizens, prepared to enroll in a college, technical school, or competitive employment.
Vision Statement North Hollywood High School educates a diverse student community by inspiring a desire for excellence and developing critical thinkers prepared for the rapidly changing global society. We encourage and support intellectual curiosity, respect for diversity, and active citizenship.
Schoolwide Learner Outcomes College & Career Ready Individuals o NHHS graduates will have an individual graduation plan and will have developed a post-secondary pathway with their academic, career, and personal goals. Effective Communicators o NHHS graduates will be able to communicate ideas effectively through reading, writing, speaking, listening, and the arts. Ethical Citizens o NHHS graduates will demonstrate respectful and responsible behavior towards themselves and others regardless of race, identity, or socio- economic background.
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Critical Thinkers o NHHS graduates will independently and collaboratively evaluate information to propose creative solutions to real world problems. Community Contributors & Leaders o NHHS graduates will act as productive citizens who will serve in the community to improve the quality of life for themselves and others. Ethnic and Gender Demographics Based on MyData information, North Hollywood has a combined enrollment of 2736 students, which includes both magnet programs. The student body is comprised of 68% Latino, 16% White, 9% Asian, 5% African American, and 2% Filipino. There are approximately 150 more male students than female students attending NHHS. The male to female ratio is evenly distributed throughout grades 9, 11, and 12; however, in 10th grade there are over one hundred more male students than female students.
Student Ethnic Demographics
Pacific African Islander White (not American 0% Latino) 5% 16% American Indian Asian 0% 9%
Filipino Latino 2% 68%
source: MyData October 2014 enrollment
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source: CDE DataQuest 2014-15 enrollment Student Enrollment by Gender 1000
900
800
700
600
500
Enrollment 400
300
200
100
0 9th 10th 11th 12th Male 377 518 250 297 Female 315 411 263 305
Free & Reduced Price Lunch source: CDE DataQuest 90.0%
78.2% 80.0% 76.8% 76.8% 73.1% 74.5% 70.0% 67.5%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
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Language Learners Approximately 9.7% of NHHS students are classified as English Language Learners (ELLs). 31.6% of our students are Redesignated Fluent English Proficient (RFEP) and 17.8% are Initially Fluent English Proficient (IFEP). Since our last self-study, the number of students identified as ELL has decreased slightly. The number of students that are English Only (EO) has remained fairly consistent. However, we have increased the number of students redesignated (RFEP) over the last six years by 9%.
EL Designation 45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0% 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 EO 31.8% 34.1% 34.3% 33.3% 33.6% 31.6% IFEP 13.6% 13.3% 14.2% 14.6% 17.2% 17.8% LEP 17.2% 15.0% 15.2% 12.4% 10.0% 9.7% RFEP 37.2% 37.5% 36.2% 39.5% 39.2% 40.8%
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% English Learners source: CDE DataQuest EL time series 35%
31% 30% 30% 30% 28% 28% 28% 28% 28% 27% 27%
25% 23%
20% 20% 16% 17% 14% 15% 13% 12% 12% 10% 10%
5%
0% 1997199819992000200120022003200420052006200720082009201020112012201320142015
Attendance During the 2014-2015 school year, a new student information system, MiSiS, was implemented in LAUSD. This new program developed many glitches including the scheduling of student programs, transcript concerns, as well as keeping accurate attendance records. Comparing the attendance from the 2013-14 school year to the 2014-15 school year, there is a significant increase in the percentage of students attending school monthly. However, this large discrepancy is primarily due to the problems with the information system.
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99.0% Monthly Attendance Comparison 98.0%
97.0%
96.0%
95.0%
94.0%
Attendance 93.0%
92.0%
91.0%
90.0%
89.0% Aug Sept Oct Nov Dec Jan Feb March April May June 2013-14 98.3% 97.1% 95.7% 94.8% 94.7% 94.8% 94.2% 94.0% 94.1% 94.1% 92.3% 2014-15 98.2% 97.4% 96.9% 96.1% 95.9% 97.0% 96.7% 97.0% 97.0% 96.6% 94.7% NHHS Faculty NHHS employs 114 full-time teachers and 1 part-time teacher. Many of our teachers are seasoned educators with years of experience averaging eighteen years or more. Several teachers hold advanced degrees. Data from the teacher survey indicated that over 25% of our teachers are over the age of 50 and another 25% of the staff is over 60 years of age. This number supports the fact that many of our teachers have come from other professions before they became a teacher.
Teachers Value Full Time 144 Part Time 1 Average Experience 18 years Doctoral 2 Masters 61 Bachelors 52
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Faculty Age 30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0% prefer not 21-29 30-39 40-49 50-59 60 or older to state Faculty 2.7% 18.2% 18.2% 26.4% 25.5% 9.1%
NHHS teachers have many obligations outside of their daily teaching load. Weekly meetings, including job-alike, department, and small learning community meetings, and ongoing discussions of student progress and student work occupy considerable time each week. Many teachers take on additional responsibilities of sponsoring clubs and participating in the school’s leadership structure.
NHHS Curriculum The resident campus of North Hollywood High School and the two magnet schools, the Highly Gifted Magnet and LA Zoo/Biological Sciences Magnet, have all embraced the Common Core State Standards. However, each of the programs addresses the A-G curriculum in a manner that is most appropriate to meet the needs of students.
The student body of the Highly Gifted Magnet is composed entirely of students identified by the LAUSD as highly gifted. These students have scored at a level, on an intellectual assessment administered by the district, of 99.5% or above. The research isn’t definitive as to how best to educate this student population. However, much research indicates that this student population is not challenged by a traditional classroom. Students participate in the most rigorous and academically accelerated curriculum available in the LAUSD, which is two years above grade level. Because of this, students are enrolled in multiple Advanced Placement (AP) classes and complete up to fourteen AP classes by the time of their graduation. Many students take the opportunity to pursue personal research projects in literature or the sciences, participate in state, regional and national competitions in literature, history, math and science and enroll in courses of interest at the local colleges and universities. In short, HGM students receive the benefits of a small academic program mixed with the advantages of attending a public urban high school.
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The LA Zoo/Biological Sciences Magnet students take their core academic classes at the Los Angeles Zoo campus, located in Griffith Park. Zoo magnet students take their Foreign Language, P.E., and Music classes on the campus of NHHS. Buses are provided throughout the day to transport students to both campuses. Though the A-G classes are the same as those of NHHS’s resident campus, the elective classes focus on the Biological and Animal Sciences. Students are able to work in the L.A. Zoo to complete their Animal Husbandry class, an Animal Science class taught by magnet teachers and Zoo docents. Teachers are also encouraged to create lessons that bring students into the Zoo; lecturing while visiting exhibits, and having students take pictures in the Zoo for AP Studio Art 2- D. There is also a working partnership with the Rangers in Griffith Park. The Zoo Magnet works collaboratively with the L.A. Zoo, Griffith Park, Travel Town and the Autry Museum to make the learning experience extend beyond the classroom.
The resident school of NHHS has diversified program options available for our students. Although students are all required to take A-G courses, there are several options in which our students can participate to fulfill the graduation requirements. Students may choose to participate in the Home Engineering Academy (HEA), which is a Small Learning Community (SLC) program. NHHS also has a School for Advanced Studies (SAS) program as well as honors classes. Additionally, students are able to choose from a variety of Advanced Placement courses. Vocational education and fine arts electives such as auto shop, construction technology, floral culture, agriculture, drama, ceramics, drawing, marching band, instrumental music, and vocal music are also available for our students.
Co-Curricular & Extracurricular Some programs that make North Hollywood High School unique are those that extend beyond the typical academic classes. Many of these programs have earned recognition and have been awarded by the city, state, and the nation. Our CyberPatriot team has won second and first place nationally in the past two years respectively. In addition, our students participate in the Science Bowl, Robotics Team/Club, Archery, Instrumental Music, Marching Band, Chorus, Chamber Orchestra, the Academic Decathlon, Future Farmers of America, Athletics, and over thirty clubs. NHHS students participate in the Mock Trial competition and the Duke Moot Court where they are given a topic to defend at Duke University.
Additionally, the Youth Policy Institute (YPI) which is supported by LAUSD’s Beyond the Bell provides after school activities for our students. This program includes cheerleading, driver’s education classes, tutoring, and agriculture and animal care classes.
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Special Education Students with special needs that have an Individualized Education Program (IEP) are also provided with support to enable them to access the core curriculum. There are fifteen special education programs: five Resource Specialist Teachers (RST), six programs for Students with Specific Learning Disabilities (SLD), one class for students with Intellectual Disabilities (ID), one class for students with Autism, one class for students with Emotional Disturbance (ED), and an Intensive Diagnostic Education Center (IDEC) program.
The students in the Resource Specialist Program (RSP) receive a push-in support from the Resource Specialist Teacher (RST) in math and English. The RST’s are aligned by grade level so that co-teaching is possible. All of the resource paraeducators are assigned to math or English classes based on their curricular expertise.
During the 2014-2015 school year, the majority of the 9th grade students in the Special Day Program (SDP) for students with Specific Learning Disabilities (SLD/SDP) have been integrated into a co-taught general education Mobilize Algebra 1 class. The Algebra 1 class has a computer component that was developed by UCLA and is referred to as Mobilize. The Mobilize classes are team taught by a general education math teacher and a Special Education SDP math teacher. Students are also mainstreamed for their P.E. and general education math tutorial classes. For the 2015-2016 school year, the integration of students in the Special Day Program for students with Specific Learning Disabilities has expanded. Last year’s Algebra 1 students are now team taught in Geometry. Our incoming 9th grade students are now integrated in the general education program for Algebra 1 and Biology. They also continue to be mainstreamed for the P.E. and elective classes. Incoming 9th graders only have a double block of English in the Special Education classes.
The Intensive Diagnostic Education Center (IDEC) is a program for students in special education who need intensive support in the area of Language Arts. Students are recommended and screened to be placed in this program. 9th graders may be enrolled in a double block of classes and 10th, 11th, and 12th grade students are enrolled in a single period. NHHS receives students from outside our catchment area for this specific program.
NHHS Administration In the spring of 2014, the NHHS principal who had served for 12 years, and participated in two six year self-studies, retired. This change represented a big shift for the students and staff. In addition, all administrators who participated in the last six year accreditation process are no longer at NHHS.
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NHHS Budget The majority of the NHHS budget, known as the General Fund, is determined by the Average Daily Attendance (ADA) of the school. The apportionment is then distributed through the overall Los Angeles Unified School District budget. These funds are primarily used for personnel, general supplies, instructional materials, maintenance and operations.
The Title I budget is overseen by the School Site Council and the Title I Coordinator. All decisions regarding this budget must be approved by the council prior to authorizing the distribution of these funds. Title I categorical funds support bridging the achievement gap between our at-risk students and students performing at the highest level. The budget is determined by the percentage of students qualifying for free and reduced meals. This program enables NHHS to provide professional development, field trips, additional personnel, supplemental instructional materials, parent engagement and student interventions.
Another budget that supports NHHS, formerly known as the Bilingual budget, is now referred to as the Targeted Student Population (TSP) budget. It is determined by the number of English Language Learners, foster youth, and the low socioeconomic population. The budget provides additional staffing, instructional materials, and general supplies.
NHHS also receives a College and Career Education grant from the Division of Intensive Support and Intervention. This Perkins grant supports our Home Engineering Academy, our agriculture program as well as the Construction Technology 1 & 2 classes.
NHHS is very fortunate to have a strong alumni association which supports many extra- curricular activities. The school’s frequently hosting of film crews for movies and commercials, provides additional funds supplementing various activities.
NHHS Support Services NHHS offers a full spectrum of support for students. Though it appears that NHHS has a large number of staff to work with our students, this number is substantially smaller than it once was. The number of support personnel continues to decrease over time; however, students’ needs continue to be the priority.
Each counselor in the resident school of NHHS works closely with over 500 students to ensure that students are meeting their graduation requirements and completing their Individual Graduation Plan (IGP). Students most in need of academic intervention are identified early in the school year and placed in appropriate intervention programs.
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The NHHS Parent Center is an active part of our school. Parents attend English, Computer, Parenting and support classes organized by our parents. In addition, parents are participants in many of our school committees, providing their support and suggestions to enhance our programs.
NHHS Culture and Environment Although NHHS students come from diverse economic, social, racial, and geographic backgrounds, they share many common interests. Activities such as spirit rallies, musicals, plays, talent shows, proms, sports team competitions, robotics, multi-cultural week, science team competitions, and student-faculty basketball games promote school spirit and offer opportunities for students and teachers to interact in non-academic settings. NHHS students have over 30 clubs on campus from which to choose.
NHHS College and Career Readiness The NHHS College Center provides assistance for students to navigate the path to higher education. All students at NHHS are encouraged to visit the college center for information about colleges and universities, testing and test preparation, financial aid and scholarships, career information, and summer opportunities. The Center also hosts representatives from various colleges and universities in the U.S. throughout most of the school year.
GEAR UP/Project STEPS, Upward Bound, and Educational Talent Search (ETS) are among the support services available to students who are first generation college-bound and/or from a low socioeconomic status. They work with students graduating in the class of 2017. Their goal is to increase high school graduation and increase the number of students attending college. This is done by providing information and services to students and families to make students career and college ready.
NHHS has several weekend programs where students can receive help applying for college as well as applying for financial aid or FAFSA. As these activities are held on the weekends, parents are able to accompany their children, which makes the process easier for the families. Most of the weekend programs are attended by over 100 families.
Other support services include PSAT prep programs, science labs sponsored by UCLA Citylab, and college counseling. Several day-field trips and some overnight trips are scheduled for students to visit prospective colleges. Career focus trips to JPL, City of Hope, and various university campuses also help prepare our students for life after high school. We have a College Knowledge Academy which is comprised of five workshops for students and parents to gather information regarding the college admission process, financial aid, and college and career goals. In addition, NHHS has an ambassador program in which students become peer counselors, enabling them to support other students in the college admission process.
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College Acceptances Over the past five years, North Hollywood High School students have been admitted to the following colleges and universities: American University Florida State University Trinity College Amherst College George Mason University Union College Arizona State University George Washington University United States Military Academy Art Center College of Design Georgetown University University of Arizona Azusa Pacific University Georgia Technical Institute University of California, Babson College Gonzaga University Berkeley Bard College Grinnell College University of California, Davis Barnard College Hampshire College University of California, Irvine Boston University Harvard College University of California, Los Brandeis University Haverford College Angeles Brigham Young University Humboldt State University University of California, Merced Brown University Indiana University University of California, Riverside Bryn Mawr College Johns Hopkins University University of California, San California Institute of Johnson & Wales University Diego Technology Lewis & Clark College University of California, Santa California Maritime Academy Loyola Marymount University Barbara Cal Polytechnic State University, Louisiana State University University of California, Santa Pomona Marquette University Cruz Cal Polytechnic State University, Mary Baldwin College University of Cambridge, San Luis Obispo Massachusetts Institute of England California State University, Technology University of Chicago Channel Islands McGill University University of Colorado, Boulder California State University, Middlebury College Chico University of Denver Mount St. Mary's College California State University, University of Hawaii, Manoa Mt. Holyoke College Dominguez Hills University of La Verne New York University California State University, University of Massachusetts Fresno Northeastern University University of Michigan California State University, Northwestern University University of Montana Fullerton Oberlin College University of Nevada California State University, Long Occidental College University of New Mexico Beach Ohio State University University of North Dakota California State University, Los Otis College of Art and Design University of Notre Dame Angeles Pacific Lutheran University University of Oregon California State University, Pennsylvania State University University of Pennsylvania Monterey Bay Pepperdine University University of Redlands California State University, Pitzer College University of Rochester Northridge Pomona College University of the Pacific California State University, Portland State University Stanislaus University of Southern Princeton University California Carleton College
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Carnegie Mellon University Reed College University of Washington Claremont McKenna College Rensselaer Polytechnic Institute University of Wisconsin Colby College Sacramento State University Vanderbilt University College of Santa Fe San Diego State University Vassar College College of St. Benedict/ St. San Francisco State University Washington and Lee University John’s Univ. San Jose State University Washington State University College of William and Mary Sarah Lawrence College Washington University in Colorado State University Scripps College St. Louis Columbia University Seattle University Wellesley College Cornell University Smith College Wesleyan University Dartmouth College Sonoma State University Whitman College Davidson College Southern Methodist University Whittier College Duke University Stanford University Willamette University Embry Riddle University Swarthmore College Woodbury University Emory University Syracuse University Yale University Evergreen State University Tufts University
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NHHS Student Outcome Data API While API is currently being restructured and the old numerical values may not be relevant moving forward, it still is of note that NHHS has increased its API scores every year since our last self-study in 2010. When LAUSD no longer was held to the parameters set by No Child Left Behind, the evaluation process fell under the control of the California Office to Reform Education. The criteria to evaluate a school was determined by the School Quality Improvement System, based on which NHHS was identified as a Focus School. This was based on the fact that there was over a 400 point discrepancy between our highest performing subgroup (primarily our HGM Asian students) and our lowest performing subgroup (primarily our special education students). This year NHHS was removed from Focus Group status as over 25% of our lowest performing students are no longer non- proficient based on our California State High School Exit Exam (CASHEE) scores. Originally, the status was based on API scores, but as we do not receive those scores, status is based on CAHSEE only.
API Growth 800 778 780 770 759 760
740 722 716 720
700
680
660
640
620
600 2009 2010 2011 2012 2013
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CST Proficiency Presently, there are no CST scores, nor disaggregated data from the 2014 assessment to examine and analyze. However, the data for the time period from the last WASC visit in 2010 until the final full CST administration in 2013, indicates an overall growth in the four core academic areas, albeit a slight decrease in scores for the last two years in history and science. Another area of growth is a significant decrease in the number of students scoring Below and Far Below Basic categories.
CST - Proficient & Advanced 70% 60% 50% 40% 30% 20% 10% 0% English Math History Science 2010 46% 18% 39% 29% 2011 54% 26% 44% 33% 2012 56% 27% 51% 42% 2013 59% 28% 49% 40%
2010 2011 2012 2013
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CST - Below Basic & Far Below Basic 70%
60%
50%
40%
30%
20%
10%
0% English Math History Science 2010 25% 61% 35% 42% 2011 19% 49% 26% 33% 2012 18% 46% 22% 27% 2013 17% 46% 21% 22%
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CAHSEE NHHS students take the California High School Exit Exam for the first time in their sophomore year. Although our students have a strong pass rate for the CAHSEE, since the self-study in 2010, scores in both English Language Arts and mathematics have dropped four percentage points overall. Yet the scores, when disaggregated, show that there was an increase in ELA scores for Black, White, and Filipino students, with a slight decrease in scores for Asian and Hispanic students. In the area of math, there was a significant decrease in the pass rate for all ethnicities during the 2013-2014 school year. This drop in scores could be attributed to the lack of funds available to the school district which usually provided schools support for intervention programs such as our CAHSEE prep classes. Yet, for the 2014-2015 administration, all ethnicities showed an increase in math scores. Furthermore, Hispanic, White, and Filipino students scored higher than the 2010-2011 administration.
CAHSEE Census Pass Rate 90% 88% 86% 84% 82% 80% 78% 76% 74% 72% 70% ELA Math 2010 88% 87% 2011 87% 89% 2012 82% 86% 2013 86% 85% 2014 84% 83%
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SAT At first glance, there appears to be a drop in all SAT scores from the year prior to the last self-study. While the reading scores from 2010-2011 until 2013-2014, show a slight dip in 2011-2012, there has been a steady increase in the past few years. In the areas of math and writing, there has been a gradual increase every year since 2010-2011. Since our last WASC visit, NHHS students’ overall scores have increased 64 points on the SAT exams.
SAT Scores 525
520
515
510
505
500
495
490
485
480
475 2009-10 2010-11 2011-12 2012-13 2013-14 Reading 513 500 496 507 521 Math 517 492 497 512 516 Writing 516 501 502 513 520
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Graduation Rate North Hollywood High School’s graduation rate has continued to increase, although not at a smooth rate.
5-year Cohort Graduation Rate source: CDE DataQuest 88%
86%
84%
82%
80%
78%
76%
74% 2010 2011 2012 2013 2014 Grad Rate 79% 85% 84% 87% 85%
NHHS Advanced Placement (AP) Class Data The number of NHHS students who complete AP courses and take the AP exam has slowly increased from 2011 through 2015. The data on the number of students who took an AP exam by graduation year presents an overall increased percentage of students taking the exams. While the percentage of students taking the exam in 2011 increased and then dropped in 2012, it began the ascent again. This large increase may be attributed to the Project STEPS program which worked closely with that graduating class encouraging more students to take the AP exams and apply to college.
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Students taking an AP Exam 840
820
800
780
760
740
720
700 2011 2012 2013 2014 2015 AP Exams 747 789 791 805 820
AP pass rates Subjects 2010 2011 2012 2013 2014 2015 Calculus AB 61% 55% 54% 50% 51% 67% Chemistry 45% 50% 56% 43% 57% 34% English Language 61% 60% 55% 53% 59% 55% English Literature 50% 54% 48% 50% 50% 52% US Government 46% 36% 41% 33% 36% 33% US History 52% 54% 49% 51% 52% 33% World History 57% 46% 56% 43% 49% 38% All subjects combined 58% 58% 59% 57% 56% 53% subjects with over 100 tests taken at NHHS in 2015
Consistently, over 30% of our graduating class has taken at least one AP Exam and scored 3 or higher.
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Students who took an AP Exam and scored 3 or higher while at NHHS by grad year (AP Equity and Excellence) 40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00% 2010 2011 2012 2013 2014 2015 3 or higher 30.70% 37.90% 32% 33.40% 32.90% 37.10%
Discipline Data The past few years have shown a large decrease in the number of suspensions at NHHS. When we were being evaluated under the School Quality Information System, one of the criteria used to determine the successful performance of a school under study was the number of suspended students. Presently, we are unable to obtain data prior to the 2013- 2014 school year to demonstrate the substantial decrease in suspension numbers. However, there is data in MyData for two school years. During the 2013-2014 school year, nine students were suspended for a total of 14 days and in 2014-2015, eight students were suspended for a total of 12 school days. The trend shows that in 2014-2015 there were more ninth grade students suspended and in 2014-2015 there were more tenth grade students suspended.
NHHS Survey Data In the spring of 2015, three sets of surveys were developed to gain a better understanding of the opinions, attitudes, and concerns of staff, parents, and students. All surveys were administered electronically. Surveys asked students, teachers, and parents to agree or disagree on a variety of statements about NHHS academics, communication, technology, support, and school spirit. Full survey results are included in the appendix.
The survey results of 298 parents who voluntarily completed the survey in English or in Spanish, indicated that parents feel their children are safe and are receiving a high quality
Page 26 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report education at NHHS. Parents stated that NHHS regularly informs them of what is happening in the school, and that many feel comfortable contacting the school. However, the one area of concern is the communication between the teachers and parents regarding student progress.
Of the 1473 students who took the survey, some did not answer all of the questions. Survey results indicated that the students feel challenged academically and also know the significant role their own hard work plays in their success. The results evidenced that students feel that they can ask an adult for support when needed and that teachers are engaged in the teaching process. The survey results did indicate three areas of concern: a bit of unease with the cleanliness of the campus, chances of choosing classes based on their interests, and their level of school spirit.
About 98% of the NHHS faculty, 112 teachers, participated in completing the survey. Teachers state that they are encouraged to create innovative lessons, that their classes are challenging, and that students who work hard at NHHS will be successful. However, many teachers feel strongly that parents need to be more involved in monitoring the progress of their children within the school setting.
Agree or Strongly Question Agree It is easy to get the resources I need to teach effectively at NHHS. 66% I have a voice in what happens at NHHS. 66% The professional development meetings are worthy of my time. 49% I trust and have a good working relationship with the administration. 87% I am allowed and encouraged as a teacher to create innovative lessons. 79% I am comfortable using multiple forms of technology in my class. 81% NHHS has a culture of reflecting on progress and setting appropriate 76% goals. NHHS staff members treat each other with respect. 83% NHHS prepares students for success in college and career options. 82% NHHS students are engaged and prepared to learn. 62% Students who work hard at NHHS will be successful. 90% My class is challenging for students. 80% NHHS students treat me with respect. 83%
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NHHS parents are involved in monitoring their student’s progress. 42% NHHS parents are involved in supporting the school. 37% I enjoy working at NHHS. 93%
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Chapter II Progress Report
Summarize progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas for follow-up from the last full self-study and all intervening visits.
Critical Area of Need # 1 Develop an accountability plan that measures the effectiveness of North Hollywood’s professional development efforts.
Summary Conclusions: Beginning in 2011 during professional development sessions, (prior to the roll out of Common Core State Standards), teachers placed all core subject areas and standards into trimester blocks, which also aligned with the district periodic assessments. Weekly progress monitoring assessment data was discussed to determine mastery of the weekly standards being taught. CST scores continued to rise over the next few years based on this program. In 2014, the NHHS faculty voted to have weekly professional development meetings to address instructional planning, review data and work collaboratively. These weekly meetings and trainings helped to create a collegial environment where teachers had the opportunity to work more effectively with one another.
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Teachers work in Job-Alike teams, departments, and SLCs during professional development sessions and analyze data to help drive instruction forward and determine areas that need to be addressed. Continued high CAHSEE pass rate supports the effectiveness of this professional development program. The introduction of the CCSS also affected the professional development program at NHHS, as teachers needed to understand what was expected with this new curriculum and how to adjust their teaching methods. An instructional cabinet was formed to create and provide monthly schoolwide professional development trainings for the faculty to help with the roll out, utilizing Common Core strategies. These Common Core concepts and strategies are evident in classes throughout NHHS. Common Core requires students to take a more active role in the learning process and a new instructional role for teachers as facilitators. Kagan Training workshops were provided for many of the teachers at NHHS as part of the professional development program as this training provides strategies to engage students so that they take more responsibility for their learning. The success of this training is evident in the classes at NHHS. Critical Area of Need # 2 Expand schoolwide practices for formative assessments in ALL subject areas for increased student achievement for all students, particularly for English Language Learners.
Summary Conclusions: 1. Throughout the past six years, NHHS teachers have administered formative tests in their academic classes; however, with the rollout of the Common Core State Standards (CCSS) and curriculum, new formative assessments are being created and implemented in academic subject areas. 2. The math department had a reauthorization of math textbooks at the beginning of the 2015 school year. These CCSS aligned textbooks have formative and summative assessments for each chapter, which the teachers are using within their classes. 3. Teachers in the English department utilize pre-assessment and diagnostic test results to modify their standards-based curriculum to meet the educational needs of students. 4. English and ELD teachers utilize the LAS Links (CCSS/ELD aligned assessment) to support English Learners. The results allow teachers to adjust their instruction and provide differentiation to help students advance along the ELD continuum.
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5. Teachers in various other departments are developing teacher made CCSS formative assessments to determine students’ prior knowledge and the skills they need to learn. Critical Area of Need #3 Continue to hone the implementation of data analysis processes to inform instructional practices to further student achievement growth.
Summary Conclusions: 1. Beginning with the 2013-2014 school year, the CST was no longer administered in the areas of math and language arts. Therefore, NHHS does not have AYP, API, and CST data. Also, the district quarterly periodic assessments originally gave the school data provided by an outside vendor. This data enabled teachers to access progress of students toward mastery of the instructional goals and standards. These tests were replaced by interim assessments given twice a year with no scores provided to the school. Additionally, the School Information System has changed twice in the last three years; affecting our ability to access data including transcripts, grades, behavior reports, etc. 2. During the 2013-2014 school year, the introduction of the Smarter Balanced Assessment Consortium was rolled out to LAUSD schools instead of the CST. To date, this new testing program, has not provided the school any results with which to drive instruction or determine skill mastery. 3. NHHS was deemed a Focus School under the School Quality Improvement System (SQIS) due to a discrepancy of over 400 points from our highest scoring subgroup (Asian) on the CSTs and the lowest scoring subgroup (Special Education). AYP, API, CAHSEE and Special Education data was used and programs were adjusted, to support and to help our lowest sub-group to become more successful. To date, NHHS is no longer a Focus School as 25% of our lowest sub-group is no longer non-proficient based on CAHSEE scores. 4. All departments, SLCs, and Job-Alike teams work together weekly to analyze data and determine the skill mastery of their students to plan further instruction. 5. The math department analyzes data using diagnostic assessments to identify students’ needs in a particular skill area and assigns a month-long after-school tutorial program to address that particular skill. Each tutorial will enable the student to more successfully pass Algebra 1. 6. During grade level meetings the English Department meets to score and review the district interim assessments to determine student areas of need leading to reteaching and adjustment of curriculum.
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Goal # 1 Increase the percent of Proficient and Advanced students on the CST in Algebra I by 2% per year over the next 6 years. Summary Conclusions: During 2010-2013 there was some fluctuation of students scoring Proficient and Advanced in Algebra 1 CST scores. The baseline in 2010 indicated that 8% of students scored Proficient on the CST in Algebra 1 and no students scored Advanced. There was a significant increase to 15% of students scoring Proficient or Advanced in 2011; 14% Proficient and 1% Advanced. In 2012, again 15% of students scored a combination of Proficient or Advanced scores; however, 12% scored Proficient and 3% Advanced, which was an increase in Advanced scores. In 2013, the last year CST scores were available, 21% of students scored Proficient or Advanced in Algebra 1 CST scores. 18% scored Proficient and 3% scored Advanced, which again was a significant gain. Overall from 2010 to 2013 we increased a total of 13 percentage points which exceeded our goal of 2% per year. There are no longer CST scores to measure this growth goal.
Goal # 2: Increase Proficient and Advanced students in Inter-Coordinated Science (ICS) 2% per year over the next six years. Summary Conclusions: During the 2010 Self-Study it was identified that there needed to be an increase in the number of students scoring Proficient or Advanced on the ICS CST exams. In 2012, North Hollywood High School determined that this class was not an appropriate fit for our master program and this class was eliminated as a class offering. Instead, students in ninth grade take Biology, tenth grade students can take Marine Biology or Advanced Physical Science or Chemistry and eleventh grade students take Chemistry or Physics.
Goal # 3: Increase proficiency rate of English Language Learners (ELLs) on the 10th grade CAHSEE. Summary conclusions: Over the past six years there has been a decline and then growth in the proficiency rate of English Language Learners (ELLs) on the 10th grade CAHSEE in the area of English Language Arts (ELA). In 2010-2011, the baseline score was 3.5% Proficient. In 2012-
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2013 the score increased to 7.2% Proficient and in 2013-2014, this score dropped considerably to 1.3% Proficient. However, at the end of this six year cycle, the 2014-2015 scores rose again to 3.8% Proficient; which is almost equivalent to our original baseline score.
Proficiency rates for ELLs on the 10th grade math portion of the CAHSEE have declined over the past six year cycle. The baseline score in 2010-2011 was 12.5% Proficient and then showed an increase in 2011-2012 to 15.4% Proficient. In 2012-2013, the proficiency scores dropped to 8.6% and a further drop in 2013-2014 to 3.8% Proficient. However, there was an increase in 2014-2015 to 6.4% Proficient. Although there was some growth at the end of the cycle, we neither met nor exceeded our baseline proficiency scores. In short, we did not meet this goal as we did not show growth in the proficiency rates of English Language Learners on the 10th grade CAHSEE.
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North Hollywood High School ACS WASC/CDE Self-Study Report
Chapter III Student/Community Profile Overall Summary from Analysis of Profile Data and Progress
Implications of the Data with Respect to Student Performance An analysis of student data achievement at NHHS shows an overall increase in most academic areas with the baseline data drawn from the last Self-Study. NHHS provides a rigorous academic program for its students, as well as providing support when needed.
NHHS continues to lead the district in administering the number of Advanced Placement (AP) exams. We support the District’s initiative to expose more students to this rigorous curriculum. This commitment to equity means that more students are participating in the Advanced Placement classes. All students at NHHS are eligible to enroll in Advanced Placement classes. Subsequently, the increase in students taking on this challenge may have caused a decrease in the pass rate of some of the AP scores.
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The Smarter Balanced Assessment Consortium (SBAC) tests given in the spring of 2015 produced scores for the Los Angeles Unified School District and individual schools as well. Although these scores are not being used as a comparative measuring tool yet, it is a method in which NHHS is able to use the data to move the school forward.
Of the eleventh grade students that took the ELA portion of the SBAC test, 429 students participated, which is 97%. Of the eleventh grade students that took the mathematics portion of the SBAC test, 428 students participated, which is 96%. When compared with the overall scores of LAUSD, North Hollywood scored higher than the overall District average.
The percentage of students that Exceeded the Standard; NHHS scored 18% and LAUSD scored 5%. The percentage of students that Met the Standard; NHHS scored 18% and LAUSD scored 15%. The percentage of students that Nearly Met the Standard; NHHS scored 29% and LAUSD scored 26%. The percentage of students that Did Not Meet the Standard; NHHS scored 35% and LAUSD scored 54%. When compared with the ELA Literacy scores of the eleventh grade NHHS, LAUSD, and California students, North Hollywood High School scores were substantially higher.
The percentage of students that Exceeded the ELA Literacy Standard: NHHS scored 30%, LAUSD scored 14%, and California scored 23%. The percentage of students that Met the ELA Literacy Standard: NHHS scored 34%, LAUSD scored 34%, and California scored 33%. The percentage of students that Nearly Met the ELA Literacy Standard: NHHS scored 25%, LAUSD scored 29%, and California scored 24%. The percentage of students that Did Not Meet the ELA Literacy Standard: NHHS scored 11%, LAUSD scored 24%, and California scored 20%.
Comparing the mathematics scores of the eleventh grade NHHS, LAUSD, and California students, North Hollywood High School scores were higher overall.
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The percentage of students that Exceeded the Mathematics Standard: scored 18%, LAUSD scored 5%, and California scored 11%. The percentage of students that Met the Mathematics Standard: NHHS scored 18%, LAUSD scored 15%, and California scored 18%. The percentage of students that Nearly Met the Mathematics Standard: NHHS scored 29%, LAUSD scored 26%, and California scored 25%. The percentage of students that Did Not Meet the Mathematics Standard: scored 35%, LAUSD scored 54%, and California scored 45%. Additional analysis of schoolwide data indicates the following:
Overall API 2010 to 2013 increased from 716 to 778, a growth of 62 points. There is a decrease in the percentage of English Language Learners from 17% in 2010 to 10% in 2015. Change in AP pass rate for all classes since the last WASC visit is 58% to 53%. Change in AP pass rate for Calculus AB since the last WASC visit is 61% to 67%. Change in AP pass rate for Chemistry since the last WASC visit is 45% to 34%. Change in AP pass rate for English Language since the last WASC visit is 61% to 55%. Change in AP pass rate for Government since the last WASC visit is 46% to 33%. Change in AP pass rate for U.S. History since the last WASC visit is 52% to 33%. Change in AP pass rate for World History since the last WASC visit is 57% to 38%. School Analysis Questions: 1. How do you use data to promote student achievement and improve instruction to increase Individual Graduation Plan (IGP) awareness and completion? 2. How do we support student success on SBAC and AP tests through the use of critical thinking and effective communication skills in all subject areas? 3. How do we teach students to critically analyze and synthesize components of situational performance tasks and answer questions that may have multiple solutions? 4. How do we improve student success by effectively communicating between school and parents; as well as administration and teachers? Based on the analysis of data in Chapter 1 of the Student/Community profile and schoolwide learner outcomes, NHHS identified three Critical Academic Needs:
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Critical Academic Need 1: CRITICAL THINKERS Continue to develop and implement common core strategies into our curriculum through interdisciplinary units so that students can critically think about the relationships between disciplines through project-based learning.
Critical Academic Need 2: EFFECTIVE COMMUNICATORS Create a culture of communication between stakeholders - administration, teachers, students, parents - that empowers student success and models effective communication techniques and practices.
Critical Academic Need 3: COLLEGE AND CAREER READY INDIVIDUALS Expand opportunities that engage students in the steps required to become college and career ready by investing in their own Individualized Graduation Plan (IGP) and post- secondary goals.
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Chapter IV Self-Study Findings
Focus Group Members Organization Staff Member Department Kimberly Abdul-Malik Special Education Hasmig Baran Health (Gifted Coordinator) Ruby Castillo EL Coordinator Robert DeCasas Dean Diego Duarte Social Science Joie Dyes English Alicia Fender Counselor, Zoo Jay Gehringer Technology Coordinator Victor Gonzalez Math Rick Gough English Lina Hodali Counselor, College Keith Jewett Foreign Language
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Andrea Lee Science, HEA Lead Eddie Lopez Title I Coordinator John McCollaum Social Science, HGM Hector Menchaca Physical Education Mark Miller ROP, Auto Shop Sonya Parker Math/Science Ricardo Rosales Principal Leonard Ross Special Education Phyllis Spadafora Foreign Language Linda Szabo School Administrative Assistant Kailim Toy Social Science, HGM Carolyn Valle Dean/Foreign Language Shane Watkins Physical Education
Category A Organization: Vision and Purpose, Governance, Leadership & Staff, and Resources
A1. Organization Criterion The school has a clearly stated Vision and Mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by Schoolwide Learner Outcomes (SLOs) and the academic standards.
Indicators with Prompts Vision - Mission - Schoolwide Learner Outcomes - Profile Indicator: The school has established a clear, coherent Vision and Mission (purpose) of what students should know and demonstrate; 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 and be college and career ready.
Indicator: The processes to ensure involvement of representatives from the entire school, business, industry, and community in the development/refinement of the Vision, Mission, and Schoolwide Learner Outcomes are effective.
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Indicator: Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the Vision, Mission, and the Schoolwide Learner Outcomes.
Indicator: The school is implementing an effective process for regular review/revision of the school Vision, Mission, and the Schoolwide Learner Outcomes based on student needs, global, national, and local needs, and community conditions.
Findings Supporting Evidence We envision North Hollywood High School as a Mission Statement community learning center serving our diverse student Vision Statement population by kindling a desire for excellence in education, providing access to knowledge, and Schoolwide Learning contributing to the quality of life in our society. We Outcomes encourage and support lifelong learning, equal School Leadership Team opportunity and social equality for all of our meetings community. In all we do, we recognize and believe in Faculty meetings the importance of transferring the responsibility and leadership for the future to those who will live in the Department meetings future. SLC meetings North Hollywood High School has a clearly defined Focus groups Mission and Vision which was revised recently. The Home groups revision process was a collective effort of all the stakeholders, administration, faculty, staff, students, Grade level meetings and community representatives taking into account the WASC Leadership Team student needs, current educational research and the School Website belief that all students can achieve at a high level. Parent Handbook NHHS SLOs support the school’s Mission and add Code of Conduct depth to the methodology by which our students and faculty work towards the mission. The school’s Orientation assemblies professional development needs are determined and Schoolwide publications the yearly professional development calendar is created which then is approved by the School Leadership Council. This creates a PD plan that is closely aligned with the Mission, Vision, and the desired Student Learning Outcomes.
The school Mission, Vision, and SLOs are displayed around campus and on the school website. The SLOs
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are regularly discussed with students and promoted throughout the campus.
Mission NHHS’ Mission is to graduate students who will be responsible, well-rounded citizens, prepared to enroll in a college or technical school, or to enter competitive employment. Graduates will have mastered the Common Core State Standards.
Vision North Hollywood High School educates a diverse student community by inspiring a desire for excellence and developing critical thinkers prepared for the rapidly changing global society. We encourage and support intellectual curiosity, respect for diversity, and active citizenship.
Educational research has been clear that increasing the relevance and level of real-world experience provided for students increases their access to rigorous coursework. NHHS students are exposed to a myriad of relevant real-world experiences through the curriculum offered through the general curriculum program. In addition, various students participate in SLCs, including the Zoo magnet, Home Engineering Academy, School for Advanced Studies, Freshman Academy, and the Highly Gifted Magnet.
The Home Engineering Academy (HEA) is a California Partnership Academy (CPA), funded by state legislation. The Home Engineering Academy exemplifies the career academy model for preparing high school students to succeed in both college and careers. HEA is a small learning community within the larger high school, enrolling students in grades 10-12. Each year students take classes together, including core academic subjects and at least one career-technical course related to the academy’s career theme. A team of teachers works with the same group of students over several years, linking instruction across disciplines and over time. Employers provide internships and other opportunities for students to learn outside the classroom. Several evaluations of career academies in California and elsewhere have found positive effects on students’ performance during and after high school (Stern, Dayton, & Raby 2010). Career academies have provided a model for high school reform, and have become an important part of the current Linked Learning initiative in California.
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SLO’s College & Career Ready Individuals NHHS graduates will have an individual graduation plan and will have developed a post-secondary pathway with their academic, career, and personal goals.
Effective Communicators NHHS graduates will be able to communicate ideas effectively through reading, writing, speaking, listening and the arts.
Ethical Citizens NHHS graduates will demonstrate respectful and responsible behavior towards themselves and others regardless of race, identity, or socio-economic background.
Critical Thinkers NHHS graduates will independently and collaboratively evaluate information to propose creative solutions to real world problems.
Community Contributors & Leaders NHHS graduates will act as productive citizens who will serve in the community to improve the quality of life for themselves and others.
A2. Governance Criterion The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the Schoolwide Learner Outcomes and academic, college, and career standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the Single Schoolwide Action Plan and its relationship to the Local Educational Agency (LEA) plan.
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Indicators with Prompts Governing Board Indicator: The policies and procedures are clear regarding the selection, composition, and specific duties of the governing board, including the frequency and regularity of board meetings.
Indicator: The governing board’s policies are directly connected to the school’s Vision, Mission, and Schoolwide Learner Outcomes.
Indicator: The governing board is involved in the regular review and refinement of the school’s Vision, Mission, and Schoolwide Learner Outcomes.
Indicator: The school and business community understand the governing board’s role, including how parents can participate in the school’s governance.
Indicator: There is clear understanding about the relationship between the governing board and the responsibilities of the professional staff.
Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.
Findings Supporting Evidence The Los Angeles Unified School District Board is an School Site Council elected body that is representative of the communities School Leadership Team across Los Angeles. As the School Board, they are the (WASC) source of the overall policies governing the school. However, in terms of the daily running of the site, School Leadership allocation of funds, curricular decisions, and resource Council utilization the School Site Council and School Leadership Site Council agendas Council serve as the governing board for the site on a PD agendas local scale. LAUSD bulletins, The School Site Council (SSC) is a board of elected reference guides, and teachers, students, parents, and classified staff. There are memos twelve members: four teachers, three students, three SLC teams parents, the principal and one classified staff member. All are elected by their peers. The parent election happens at Instructional leadership Open House. All members serve a two-year term with the teams exception of senior students. The SSC meets monthly ELAC- English Learners with a public agenda and meetings open to any members advisory committee of the NHHS community. The SSC is charged with
Page 44 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report distribution of the Title I funds and does so for projects Parent Center aligned to the SLOs as well as the identified student SLC parent groups needs. Currently, the SSC approves the funding for: District level Professional Counseling positions Development a coordinator position Parent/Student Handbook a teaching position Senior eligibility list
secretarial and support staff School survey supplemental instructional materials Principal’s survey CAHSEE intervention program
tutoring programs professional development All meeting sign-ins, minutes, and handouts are kept in a binder in the Title I office.
The school has a system of site governance, School Leadership Council, to address the principles detailed in the Vision and Mission statement and day to day operations. The School Leadership Council makes the instructional decisions and Instructional Materials Allotment while the School Site Council allocates discretionary resources -particularly categorical funds- of which the school has many, especially in its Title I allocation.
The principal and district solicit information about the functioning of the site governing through anonymous surveys distributed through mailers and union representatives.
The LAUSD school board, as well as the NHHS School Site Council and the School Leadership Council work to support the NHHS Mission and SLOs through creating and implementing policies and practices. The LAUSD Board of Education has provided on-site and off-site teacher training for the implementation of Common Core strategies.
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Additional Online Instruction Prompt: Evaluate the policies related to online instruction for effectiveness in clarifying the Vision for the school’s use of various types of online curriculum, instruction and support methodologies; this includes, upgrading or updating technology, acceptable use policies, CIPA policies, and policies to ensure internet safety.
Findings Supporting Evidence NHHS offers online courses for credit recovery and in Online Health health. Online mentoring is offered to juniors in the Online mentoring HEA. We also offer ST Math and ALEKS for math support. Achieve 3000 is an English and Social Studies ST Math intervention program. ALEKS
NHHS has nine computer labs as well as a partial lab in Achieve 3000 the college center. In addition, NHHS has five computer Revolution K12 carts. Teachers use the mobile labs to provide instruction Testing computer lab and enrichment in curricular areas. Free online resources such as Kahn Academy are utilized as are purchased Music technology lab products, specifically for science and math. Two Computer Science labs Three multi-purpose computer labs Kuta Concord Consortium ExamView Desmos.com IllustrativeMathematics.org Schoology (LMS) Molecular Workbench Moodle AVATAR Blackboard connect Online Periodic Table iCouldbe.org
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A3. Leadership and Staff Criterion Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the Schoolwide Learner Outcomes and academic, college, and career standards. The school leadership and staff annually monitor and refine the single schoolwide Action Plan based on analysis of data to ensure alignment with students’ needs.
Indicators with Prompts Broad-Based and Collaborative Indicator: The school’s planning process is broad-based, collaborative, and has the commitment of the stakeholders, including the staff, students, parents, and business community.
Findings Supporting Evidence The school planning process is broad-based and School Site Council collaborative and utilizes the input and expertise of the SLC teams numerous stakeholder groups in the NHHS community. Teachers participate in the Instructional Cabinet, the Instructional leadership School Site Council, and the School Leadership Team to team plan, fund, and implement site level professional ELAC- English Learners development. The teachers on these leadership groups Advisory Committee also meet regularly with their department and grade- Parent Center level colleagues to share plans and receive feedback. Furthermore, these groups work to align professional SLC parent groups development with the indicated needs of students, Single Plan for Student Common Core State Standards instructional practices, Achievement as well as with the District improvement efforts. Job-alike Students and parents serve on the School Site Council Department meetings and School Leadership Team to lend their input and knowledge to the school planning efforts and to monitor the progress of programs and student achievement.
Members of the Parent Center meet regularly to discuss school support, provide administration with feedback, and be informed about the work being done on campus.
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School Plan Correlated to Student Learning Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner and career readiness needs, Schoolwide Learner Outcomes, and academic, college and career standards. Findings Supporting Evidence WASC plans are reviewed by the ILT and used to guide ILT meeting agendas professional development throughout the school year. GLT meetings The NHHS planning process involves weekly grade level Job-alike meetings team meetings. All NHHS students are in grade-level core Department meetings courses allowing teachers to conduct meaningful meetings. During meetings, these teams discuss student Schoolwide meetings achievement, student outcomes, learner needs, Annual Data Review interventions and monitoring of student progress. Periodic Formative Assessment Reviews
Correlation between All Resources, Schoolwide Learner Outcomes, and Plan Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.
Findings Supporting Evidence The district ADA funding provides salaries and benefits for Master schedule showing the NHHS staff as well as the fiscal means to run the expanded elective physical plant and to provide professional development to selections the staff. Agriculture Perkins grants Perkins grants were established to improve career- Automotive Perkins grant technical education programs, integrate academic and Title I career-technical instruction, serve special populations, and meet gender equity needs. TSP (Targeted Student Population) The California Partnership Academies per California CPA (California Education Code Section 54690-54697 represent a high Partnership Academy) school reform movement that is focused on smaller grant learning communities with a career theme. Academy components include rigorous academics and career GATE funding
Page 48 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report technical education, with a career focus, a committed Highly Gifted Magnet team of teachers, and active business and post-secondary Biological Sciences Zoo partnerships. Magnet Title I funds are used to provide teachers with School for Advanced supplemental support and material to meet the needs of Studies their at-risk students. The funds are also used to provide after school and Saturday tutoring.
TSP (Targeted Student Population) funds are used to support English learners, low income, and foster youth who attend NHHS. Support provides teachers with supplemental support and material to meet the needs of these at-risk students.
A4. Leadership and Staff Criterion A qualified staff facilitates achievement of the academic, college, and career readiness standards and the Schoolwide Learner Outcomes through a system of preparation, induction, and ongoing professional development.
Indicators with Prompts Employment Policies and Practices Indicator: The school has clear policies and practices related to qualification requirements of staff.
Findings Supporting Evidence NHHS complies with the LAUSD hiring policies that Certification require necessary credentials for the classes that they are Literacy, EL, Math teaching. All new staff receive support and guidance Coaches from their respective departments. This helps the new staff member to integrate the existing program. New New-Hire Coach teachers also are supported through district training as Common Core Fellow well as the BTSA program. Highly-Qualified Teachers (NCLB) Staff/Credential List BTSA Support Provider (through 2015)
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National Board Certified Teachers College Board AP
Qualifications for Staff Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training, and preparation.
Findings Supporting Evidence All teachers’ credentials are verified and updated by the Professional Development administration and the school district. NHHS staff Opportunities Including: continually undergo training to increase their knowledge UCLA MOBILIZE of their content area as well as current research-based Training instructional strategies. NHHS uses banked minutes to provide an opportunity for professional development Collaborative Strategies embedded in the school day. These Tuesdays are evenly Discovery Activities divided between department meetings, SLCs, Job-alike, Constructivist Learning and school-wide faculty meetings. The professional development committee plans the staff PD sessions. Kagan Strategies Recently, the staff PDs have focused on implementation Literacy Circles strategies around the Common Core Standards. Socratic Seminars Facilitated Discussions Curriculum Maps Lesson Plans District and School-based Common Core Training AP Training AP Course Audit Professional Conferences Next Generation Science Standards Interview Process - paper review, multistep interview, demo lesson
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Maximum Use of Staff Expertise Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and focused programs, so that the expertise of the staff members is maximized in relation to impact on quality student learning.
Findings Supporting Evidence Teachers at NHHS are all teaching courses in which they Master Schedule have demonstrated competence and expertise; also in which AP workshops they are credentialed. Departments, Job-alike teams, and SLCs meet frequently to share best practices across the Job-alike meetings curriculum and to discuss strengths and challenges of SLC meetings common students. Department meetings Several teams of teachers who work collaboratively in a Co-teaching (general new co-teaching integration model, (general education and education and special special education teacher), have been given time and education) funding to co-plan lessons, determine grading policies, and CORE waiver funds develop behavioral programs. Instructional Cabinet Teachers are encouraged to continue their education to After-school Tutoring obtain higher education degrees, AP certification, and National Board Certification. PD Colloquium - breakout sessions by Teachers are required to complete a yearly survey in which choice they list their current credentials, certificates and class Teacher preference sheet preferences. Teachers who will be teaching a new class are provided with support from their department and Job- Gear Up/ Project STEPs alike teams.
Defining and Understanding Practices/Relationships Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define the responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.
Findings Supporting Evidence There is an extensive on-line library of Reference Guides, Memorandums Memorandums and Bulletins that outline the specific Reference guides policies of the Los Angeles Unified School District that
North Hollywood High School Page Page 51 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report each individual school must follow. These documents Bulletins outline policies, procedures, and operational guidelines. School Site Council agendas School Leadership The School Leadership Council and the School Site Council agendas Council work to develop school specific guidelines. School-wide organizational chart School opening operational meetings
Internal Communication and Planning Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.
Findings Supporting Evidence North Hollywood High School staff communicate School Site Council regularly in person, via email, classroom phones, and Site Council agendas through personal cell phones. Leadership meets regularly and the principal and assistant principals are PD agendas readily available for drop-in meetings. Departments, LAUSD bulletins, reference School Site Council, and the Instructional Leadership guides, and memos Team meet monthly and disseminate information to all SLC teams stakeholders. Information is disseminated via email, school website, automated phone calls, and during Instructional Leadership regularly scheduled staff meetings. Team ELAC- English Learners The North Hollywood High School website is Advisory Committee continually updated to provide students, parents, and staff with significant events, dates, programs, and Parent Center information. SLC parent groups Most of the Small Learning Communities were NHHS.net website dismantled in 2012, whereby bimonthly Small Learning Social Media (Twitter, Communities lead meetings were discontinued Facebook) impacting systematic communication to staff. During the past few years, dissemination of information has Public announcements been through emails, bulletins, department chairs, Automated phone calls
Page 52 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report during Tuesday Professional Development meetings and Instructional Cabinet Faculty meetings. School Leadership Council Internal memos
Staff Actions/Accountability to Support Learning Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, and group presentations.
Findings Supporting Evidence All North Hollywood High school staff share Parent teacher conferences responsibility and accountability. Departments and Job- Department meetings alike teams meet regularly and share responsibility in planning curriculum and projects. Teachers observe one School Leadership Council another and give feedback. In this way, best practices are Staff meetings demonstrated and shared. Math and English departments Instructional coaches have coaches who collaborate with teachers to develop coherent programs and disseminate information among Content experts stakeholders. They observe classrooms and provide one- School Site Council on-one meetings with individual teachers to provide feedback. Coaches also act as liaisons between the School Leadership Council district and the school for the implementation of agendas and minutes Common Core teaching strategies.
The School Site Council and School Leadership Council are comprised of representatives of all stakeholders. Between these two committees, the responsibility of school operations and effectiveness of programs are shared.
Indicator: 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.
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Findings Supporting Evidence The School Leadership Council is made up of teachers, Leadership Council union representatives, parents, students, and Teacher- admin PD administrators. The goal of this group is to review school meetings policies and procedures and make any necessary changes. Job- alike groups Grade level meetings Teachers meet regularly to share the results of district provided training around Common Core State Standards Administrator meetings implementation as the staff works to maintain the success Counseling meetings and culture of the existing NHHS curriculum while also implementing the Common Core State Standards with quality and fidelity.
A5. Leadership and Staff Criterion Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs.
Indicators with Prompts Support of Professional Development Indicator: The school effectively supports professional development/learning by providing time, personnel, material, and fiscal resources to facilitate all students’ achieving the academic, college, and career readiness standards and the Schoolwide Learner Outcomes.
Findings Supporting Evidence NHHS staff continually undergo training to increase their UCLA MOBILIZE knowledge of their content area as well as current training research-based instructional strategies. NHHS uses Collaborative strategies banked minutes to provide an opportunity for professional development embedded in the school day. These Discovery activities Tuesdays are evenly divided between department Constructivist learning meetings, SLCs, Job-alike, and school-wide faculty Kagan strategies meetings. The professional development committee plans the staff PD sessions. Recently the staff PDs have been Literacy circles focused on implementation of strategies around the Socratic seminars Common Core Standards. Facilitated discussions
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Curriculum maps Lesson plans Thinking maps District and school-based Common Core training AP training
Supervision and Evaluation Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.
Findings Supporting Evidence The NHHS administration meets with and observes Educator Growth and teachers throughout the school year. In addition, Math and Development Cycle English coaches (now instructional coaches) observe (EGDC) teachers to encourage them in their use of best practices Evaluation meetings and advise on areas of growth. Teachers are given detailed notes outlining the lesson throughout the 56 minute Calendar of observations period, noting what teacher is doing, what students are Peer observations doing, and any commentary from the coach accordingly. Coach observations NHHS staff are encouraged to attend professional Administrator enhancement experiences and are funded to do so as observations resources allow. Self evaluations LAUSD has a formal evaluation process that is founded in a coaching model and encourages pre- and post- observation meetings between teachers and administration as a way to facilitate the professional relationship and support the teachers’ professional growth. Those teachers who have participated in the Educator Growth and Development Cycle (EGDC) have had the opportunity to demonstrate professional growth over the course of a school year.
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Measureable Effect of Professional Development Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance.
Findings Supporting Evidence NHHS staff, as part of our operating process during our Lesson plans professional development, are required to turn in lesson PD agendas plans and their meeting agendas demonstrating what was discussed during their meeting. The professional Applicable test data development meetings provide the opportunity for the Department assessments staff to discuss best practices, common core strategies, Grade-level assessments and the development and implementation and professional growth opportunities. As a result, these professional developments allow the NHHS staff to revisit and reanalyze strategies and potentially reorganize and/ or reimplement any of the strategies that were previously implemented.
A6. Resources Criterion The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards, the college and career-readiness standards, and the Schoolwide Learner Outcomes.
Indicators with Prompts Allocation Decisions Indicator: There is a relationship between the decisions about resource allocations, the school’s Vision, Mission, student achievement of the Schoolwide Learner Outcomes, the academic standards, and the college- and career-readiness standards. The school leadership and staff are involved in the resource allocation decisions.
Findings Supporting Evidence The School Site Council, and School Leadership Council School Site Council both being comprised of representatives of all meeting stakeholders (staff, faculty, parents, and students), ensure SLC meeting that the resource allocations are directed to student ELAC General fund allocations
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After receiving input from various faculty and staff members, the principal makes decisions for the allocation of general funds in support of the Schoolwide Learner Outcomes.
Practices Indicator: There are procedures in place in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)
Findings Supporting Evidence All NHHS expenditures require multiple approvals and Yearly Fiscal reports NHHS are subject to yearly district and, in some cases, Audit results state audits. All expenditures are logged, justified, and appropriate receipts and records are kept. School Financial Manager reports Throughout the year, the LAUSD Accounting Unit meets Request for expenditure with NHHS administrators and coordinators to create a forms comprehensive budget for the year. Local district budget meetings Grant reports Single Plan for Student Achievement.
Facilities Indicator: The school’s facilities are adequate to meet the school’s Vision, Mission, and Schoolwide Learner Outcomes; the educational program and facilities are safe, functional, and well-maintained.
Findings Supporting Evidence The NHHS physical plant is fairly well maintained. Construction technology District and site facilities managers meet regularly to shop ensure that the buildings and grounds are as safe and
North Hollywood High School Page Page 57 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report clean as possible. Routines, procedures, and schedules Auto shop are used to maximize effectiveness. Grounds and Handicap accessibility classrooms are regularly inspected by the plant manager ramps and reported to the District’s facilities manager. ADA compliance project There was a donation to redesign the ceramics room from ramps the Sam Loeb Foundation. Mobile computer labs All NHHS classrooms are equipped with document Student use labs reader LCD projectors and a teacher computer. Some classrooms are equipped with Smartboards. There are Re-modernization project mobile laptop carts, iPads, and nine computer labs to SLC project help support students’ technology needs. Three of the Wi-Fi computer labs are new. The auto-shop and the wood- shop provide students with opportunities for hands-on, Computer lab installation real life experiences. Fire alarm installation Based on the District’s recommendation, the NHHS Trenching project library was reorganized to make it ADA compliant. The Ceramics room remodeling library is equipped with desktop computers and mobile computer carts. New murals Mural clean up Emergency lighting inverters changed in the football field Alteration and improvements to gym Visitors lockers room lighting upgrade Boiler replacement
Instructional Materials and Equipment Indicator: The policies and 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.
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Findings Supporting Evidence North Hollywood High School is in compliance with the Perkins Grant Williams Act, with all students having access to the Title I funding appropriate textbook for their courses. TSP funding The Math Department recently received new textbooks CPA grants aligned to the Common Core State Standards. Each student is issued a textbook, and teachers are issued Math computer labs teacher editions. Science mobile labs
North Hollywood High school utilizes Perkins funding to Testing computer labs fund technology used in our auto-shop and wood-shop. Williams Compliance In addition, NHHS has an agricultural program also documentation funded through a Perkins Grant.
Title I and TSP provide teachers with technology to support instruction. Teachers are provided with laptops and projectors to incorporate audio-video demonstrations and digital manipulatives in their instruction.
Procedures are in place to maintain all technology in working conditions. North Hollywood High School employs a full time Information Technology Support, who repairs computers, updates software, and troubleshoots technological problems throughout the school.
Well-Qualified Staff Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college/career.
Findings Supporting Evidence NHHS staff are all highly qualified in the areas they teach. National Board Certified The teachers are all credentialed and have experience in Teachers their respective fields. AP teachers have all been trained BTSA and are encouraged to continue to attend ongoing professional development. The district and the site California Teaching provide numerous opportunities for professional Credentials development and reflection on the value and
North Hollywood High School Page Page 59 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report implementation of the newly acquired knowledge and AP Course Audit and experiences. Certifications
NHHS currently has two National Board Certified Higher Education Degrees Teachers, and the administration is supportive of all (MA, Ph.D.) teachers trying to attain this level of professional growth. Building Contractor We currently have several teachers working towards their Licenses National Board Certification. Certified auto mechanics teacher
Long-Range Planning Indicator: The district and school’s processes for regularly and effectively examining a long-range plan ensures the continuous availability and coordination of appropriate resources to support students’ achievement of the critical learner needs, the academic standards, college- and career-readiness standards, and the Schoolwide Learner Outcomes.
Findings Supporting Evidence The district has a clear long range strategic plan and Graduation requirements newly established graduation requirements. These help Common Core Standards support the sites’ long term planning. In addition, the improvement of the state budget has led to the district Textbook adoption completing ADA construction projects and beginning a Single Plan For Student new textbook adoption cycle aligned with the Common Achievement Core Standards. The site SPSA and WASC plan reflect a WASC Action Plan commitment to continuing the quality of education that NHHS is known for and to continuously improving the Modernization project instructional practices, and meeting the needs of all students. The nature of the School Leadership Council and the School Site Council lead to annual reflection on the plan of the site and the monitoring of progress.
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WASC Category A Organization: Vision and Purpose, Governance, Leadership & 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.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:
Areas of Strength 1. Robust model of site governance, which involves all stakeholders. NHHS has a clearly defined structure for site-based decision making in the School Leadership Council and the School Site Council. The contributions of teachers, students, and parents are valued and shared with the NHHS community. 2. NHHS has a clear and well-defined Mission and Vision statement that guide the organization and implementation of the programs. 3. NHHS maintains excellent facilities for supporting the technology needs of its students and maintains access to Los Angeles Valley College facilities to enrich the student experience.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:
Areas of Growth 1. Systematic communication process between administration and faculty needs to be refined. 2. Educate all stakeholders as to how resources and funds are distributed within the school.
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Category B: Standards-based Student Learning Curriculum
B1. Curriculum Criterion All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the Schoolwide Learner Outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.
Indicators with Prompts Current Educational Research and Thinking Indicator: The school provides examples that document the effective use of current educational research to the curricular areas in order to maintain a viable, meaningful instructional program that prepares students for college, career, and life.
Findings Supporting Evidence North Hollywood High School teachers strive to stay California Mathematics abreast of current developments in their respective fields Council Conference and in pedagogy through independent research and National Board attendance at school and district training sessions. In Certification addition, new teachers attend BTSA training to learn best practices. Teachers have attended Common Core training Kagan strategies training at the school and district level. They have created Common Core strategies Common Core aligned units. Teachers have attained training advanced degrees and National Board Certifications, Career Technical attended online curriculum workshops such as Kagan Education (CTE) Teachers strategies for employing cooperative learning strategies in Industry Certified the classroom. The Instructional Cabinet organized Common Core professional development that included Socratic seminar Socratic seminars, student-led academic discussions, Student-led academic Literary Circles, Kagan engagement strategies and CORE discussions Six strategies. Stanford History The Social Studies teachers participated in Stanford Education Group (SHEG) History Education Group (SHEG) training. training
The Special Education department collaborated with CSUN in the Accelerated Collaborative Teacher
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Residence (ACT-R) program which was a research-based Association for grant that had an administrator and mentor teacher Supervision and supporting beginning teachers on campus. Curriculum Development (ASCD) CORE Six Some additional methods employed to keep up-to-date, training include reading professional journals. Accelerated Collaborative Teacher Resident Program
Reading professional journals Teaching Channel Research-based Videos Thinking Maps training UCLA Writing Project Teachers enrolled in Master’s Programs focused on research-based teaching strategies AP Workshop strategies College Board Certification Institute for Standards and Curriculum Assessment (ISCA) UCLA Mobilize
Academic and College and Career Readiness Standards for Each Area Indicator: The school has defined academic standards and college-and-career readiness standards for each subject area, course, and/or program, and where applicable, expectations within the courses that meet the UC A-G requirements.
Findings Supporting Evidence As a California public school, NHHS has embraced the Common Core Standards new Common Core State Standards (CCSS). We have Schoolwide Learner updated our Schoolwide Learner Outcomes. The School Outcomes
North Hollywood High School Page Page 63 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report for Advanced Studies (SAS) utilizes the Springboard Individual Graduation Plan English Textbooks. (IGP)
As the CCSS was being rolled out NHHS academic Department scope and departments created pacing plans based on district sequence plans curriculum maps to identify the scope and sequence of Springboard math textbook instruction. adoption
The Science department reorganized the course sequence 9th Grade School for to remove classes that did not meet A-G requirements Advanced Studies - and improve student achievement, emphasizing courses Springboard English that introduce emerging careers such as Environmental textbook adoption Science, Plant Soil Science, and Marine Science. Integrated Coordinated Teachers are using online research methods, posting Science (ICS) replaced grades and assessments online to prepare students for with Biological Sciences, future success. Projects are being introduced that focus Plant Soil Science, on current science research such as recycling, organic Physiology, and Marine foods, pesticides use, cancer research, and sports Biology. physiology. “Mobilize” data analysis Math Course Sequence reorganized to align with College unit in Algebra 1 and Career Readiness. Students now have the option to Addition of Intro to Data take Intro to Data Science in lieu of Algebra 2, which Science math course then leads to AP Statistics. Algebra 1 teachers have also A-G Requirements piloted a UCLA research-based data unit, “Mobilize,” in some math classes. Educational Talent Search Project Steps All incoming ninth graders work with parents and counselors to create an Individual Graduation Plan (IGP). Advanced Placement tests Students are made aware of all A-G requirements. CyberPatriot Additionally, the ninth grade counselor visits ninth grade Academic Decathlon classes to review high school graduation requirements and expectations. Project Steps and Educational Talent Animal Science Search (ETS) promote college and career readiness. Construction Technology Rigor is built into our curriculum. All NHHS students Auto Technology complete University of California A-G subject Floral Design requirements in addition to the required academic courses, as well as electives in the arts that are unique to Plant Soil Science NHHS. These classes offer students opportunities to Animal Husbandry learn 21st century career skills. Music Technology
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Advanced Placement courses are available to all Home Engineering qualified NHHS students. Academy Duke Moot Court Mock Trial Speech and Debate Science Bowl Science Olympiad FIRST Robotics Ocean Sciences Bowl Physics, Biology, and Chemistry Olympiads American Math Competition
Congruence Indicator: There is congruence between the actual concepts and skills taught, the academic standards, the college and career-readiness standards, and the schoolwide learner outcomes.
Findings Supporting Evidence NHHS teachers use formative assessment to monitor CAHSEE tutorial student progress and adjust curriculum accordingly. SAT Prep Weekly meetings alternating between job-alike (subject aligned), departments, Small Learning Communities Math tutorial classes (SLCs) and school wide focus on aligning curriculum School-wide tutoring and instruction to student achievement. In addition, AP tutoring struggling students are identified for intervention and student successes are acknowledged. EL Saturday Intervention Classes - English and Math Various departments and SLCs: Highly Gifted Magnet AP Readiness Program (HGM), School for Advanced Studies (SAS), English Learners (EL), Home Engineering Academy (HEA), Recognition Breakfast Freshman House and the Special Education department Husky-Buck Passes - lunch meet with identified students several times throughout and incentives the year to monitor students’ progress. Lunch passes
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Learning outcomes were designed with input from all Honor-roll lunch pass curricular subjects and geared to creating student Senior Awards Night career/college readiness. Freshman Royal Blue Society Field trip Incentives Credit Recovery
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SLO #1: College and Career Ready: IGP Review Counselors meet with students to discuss progress Career Development towards meeting the goals in their Individual Graduation Classes in 9th Grade Plan (IGPs). Also career development classes are offered.
SLO #2: Effective Communicators: Classroom Student Presentation skills are taught across grade levels. Each Presentations student has opportunities to deliver individual and group Group Projects/Labs presentations. Title III Coach collaborates with teachers Kagan Engagement to incorporate Academic Discussion skills within the Strategies classrooms. Teachers utilize technology strategies to encourage students to communicate with one another. Project-based Learning Schoology Internet Interactive Program Achieve 3000 Discovery Channel School- wide Streaming Google Apps Journalism
SLO #3: Ethical Citizens: Student-organized Social The leadership students present social issues through Issue Awareness assemblies. Topics include: Denim Day, Armenian Assemblies Genocide, cultural assemblies, safety week, anti- Universal Access to Clubs bullying. Various clubs and campus activities encourage Anti-Bullying Assemblies community service. 12th Grade Community Service Kiwanis Club
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SLO #4: Critical Thinkers: Common Core Standards Common Core shifts in all content areas have placed a Higher Level Questioning focus on argumentation which necessitates critical Techniques thinking and analytical skills. Students critiquing each other’s work Debate club Duke Moot Court Justifying Reasoning Academic Decathlon Science Olympiad Robotics Transition from multiple choice to short-answer assessments Science Bowl CyberPatriot Music Tournaments
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SLO #5: Community Contributors & Leaders: SLC Student-led NHHS students are encouraged to participate in a variety Committees of extracurricular activities that emphasize community School-wide Student and civic engagement. Council
Future Farmers of America School Garden Program
Leadership Classes Students working at election polls
Choir performs in nursing homes and drama class performs at homeless
shelters Holiday Toy Drives Clubs visit community organizations Student organized Charity Contributions Blood Drives Students Run LA, Aids Walk, Relay for Life
Student Work - Engagement in Learning Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning, demonstrate the implementation of a standards-based curriculum and the Schoolwide Learning Outcomes.
Findings Supporting Evidence The English/ELD departments meet regularly to analyze Math Department teacher student work as well as to co-evaluate student work and classroom visitations district/state assessments to determine effective future English Department instruction. Interim Assessment analysis Articulation Assembly showcasing NHHS student
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Based on math teacher evaluation of formative engagement assessments, students will be assigned to modular units Student testimonials of intervention to fill gaps in knowledge. Math intervention modules Student portfolios Many departments utilize portfolios as formative and summative assessments. They are utilized for Pre-instructional portfolio review accountability and student self-evaluation. Stanford Reading Like a Historian lesson plans Mini-Qs Historical Questions
Accessibility of All Students to Curriculum Indicator: A rigorous and relevant curriculum is accessible to all students through all courses/programs offered. 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 all students.
Findings Supporting Evidence All students have access to rigorous, relevant and Individualized Education coherent curriculum throughout their four years at Plans NHHS. Accommodations Enrollment in AP courses is open to all students. The Special/General Ed Co- school’s instructional practices reflect research based teaching strategies such as the Gradual Release of Responsibility AP/Honors Courses Model. Special Education Students in the special education department have access Integration Model to the appropriate curriculum with various supports in Differentiated Instruction place to enable them to graduate with a diploma or certificate of completion. All mild to moderate Special Pilot Integrated UCLA Education classes are taught using the Common Core “Mobilize” Algebra 1 Class curriculum. Most students in the Special Day Program Intro to Data Science for Specific Learning Disabilities (SLD) are fully Alternative integrated into the general education Algebra 1 or Co-taught Algebra 1 and Geometry classes, which are co-taught by a general Geometry classes education Math teacher and a Special Education teacher. Students in the resource specialist program (RSP) are Co-taught RSP Classes taught in collaborative math and English classes. Most
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RSP students are provided the option of taking Alternate Curriculum Introduction to Data Science (IDS) as an alternative to Classes taught using Algebra 2 to meet graduation requirements. “Unique Learning System”
Gifted and highly motivated students find Intensive Diagnostic comprehensive and challenging curricula in the Honors Education Center and AP programs. All Special Education students have a general Students with special talents or interests find challenges education elective class in the array of fine arts, performing arts and technical education courses available to them. Accommodations Modifications At-risk students are able to join career and college readiness programs, in the form of Small Learning Section 504 Plans Communities or through the College Center. This helps Home Engineering increase graduation and college entrance rates for Academy - a California underrepresented populations. These programs are open Partnership Academy to all students who submit an application. Project STEPS Educational Talent Search (ETS) Upward Bound Youth Policy Institute
Integration Among Disciplines Indicator: There is integration among academic and career technical disciplines at the school and where applicable, integration or outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.
Findings Supporting Evidence Grade level, job-alike, SLC, department meetings Math MARS Task/Science provide teachers with the opportunity to collaborate on Social Studies/English integrating across the disciplines. Auto Shop/Physics Wood Shop/Math Health/English Professional Development Agendas
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Student Projects/Presentations Student Performances/Exhibitions Speakers Thematic Teaching within SLCs
Curricular Development, Evaluation and Revisions Indicator: The school assesses its curriculum review and evaluation process for each program area, including graduation requirements, credits, and homework grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum. This assessment includes the degree to which there is involvement of key stakeholders (governing board members, teachers, parents, and students).
Findings Supporting Evidence The Common Core State Standards drive the instruction, Instructional Cabinet Professional Development and assessment. Backwards Common Core Curriculum planning drives instruction. Review of formative maps assessments and student work at intervals provides the opportunity to reteach and employ additional or different Pacing calendar strategies. Smarter Balanced released questions Smarter Balanced test Springboard “Embedded” and “Getting Ready” assessments District interim assessments CAHSEE
Policies -- Rigorous, Relevant, Coherent Curriculum Indicator: The school assesses the curriculum and its rigor, relevancy, and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc.
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Findings Supporting Evidence In the past, NHHS faculty was able to assess curricular Data from existing mastery by analyzing periodic assessment data, CST standardized assessments results, and My Data information. To date these (CAHSEE, CELDT). instruments have been phased out. Now we are limited to Data from district interim CAHSEE, CELDT, SRI, LAS Links, and 11th grade assessments Smarter Balanced Assessment. We have gone through three information systems in the last three years - SIS, Report card data ISIS, MISIS. This has affected the accuracy of data. Attendance data District homework policy District grading policy
Articulation and Follow-up Studies Indicator: The school articulates regularly with feeder schools and local colleges and universities and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.
Findings Supporting Evidence A multifaceted approach is used to help students 9th-grade counselor matriculate from middle school to high school. The ninth meetings with feeder grade counselor from NHHS visits the feeder middle schools (at feeder schools schools to introduce students to the expectations of high and at NHHS) school. Students from the middle schools are invited to Special Education NHHS for an articulation activity and a tour of the meetings with feeder school. New student orientation is held prior to the school beginning of the fall semester to enable students and parents to become familiar with NHHS schoolwide HGM / SAS / Zoo Magnet learning outcomes and expectations. recruiting visitations with local magnet schools Students have access to representatives from UCLA, “Meet the High School CSUN, CSULA, USC, Valley, Pierce, and LA Trade Nights” Tech on campus on a regular basis. Students have the ability to tour local college campuses through a variety of Campus tours programs. Anecdotal reports from graduates College and university representatives on campus
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Field trips (single and multi-day) to college and university campuses -- HEA, Project Steps, ETS, EOP, Upward Bound Orientation
B2. Curriculum Criterion All students have access to the school's entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and career goals.
Indicators with Prompts Variety of Programs — Full Range of Choices Indicator: All students have opportunities to make appropriate choices and pursue a full range of realistic college/career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.
Findings Supporting Evidence All students have opportunities to make appropriate FIRST Robotics choices and pursue a full range of realistic college/career Future Farmers of America and/or other educational options. The school provides for (FFA) career exploration, preparation for postsecondary education. CyberPatriot Youth Policy Institute is also a business partner Upward Bound ETS Gear Up Project STEPS The music department is working with Disney.
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Choral Music Department works with Opera Pasadena and other companies Special Ed and music departments collaborate with CSUN ELD partners with Oakwood High School Field Trips Documentation 9th Grade Students take career education classes A-G UC approved curriculum College awareness/College representative speakers Unique courses at NHHS include the 9th grade Health & Prepare Resume Career Explorations class. The students are guided to Perform mock interviews prepare their personal profile and accordingly plan for their future career interest. The students prepare personal Perform professional resumes and conduct mock interviews. presentations
All students have access to attend visitations from representatives from a large variety of colleges and universities from all over the country. Students also visit different college and university campuses.
Our Home Engineering Academy, a Small Learning Home Engineering Community, prepares students for post-secondary careers Academy (SLC) by setting up internships for students. They also host CTE (career technical assemblies bringing in professionals to educate students education) courses such as about careers. Automotive technology, Plant soil Science, Construction technology, and Audio-Visual technology.
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Field trips are taken to explore various career choices such as architecture, engineering, banking, environmental science, agriculture, and government. Incidental Faculty Mentorships Senior Projects Community Service Hours Home Engineering Academy Mentoring All special education students have an Individualized Special Education Transition Plan (ITP) as part of their Individualized Mentoring Education Plan (IEP). Students work with our DOTS ITPs and DOTS job (District Office of Transition Services) coordinator for placements. both job training and job placement and support within the community.
Student-Parent-Staff Collaboration: Indicator: Parents, students, and staff collaborate in developing and monitoring a student's personal learning plan, and their college/career and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)
Findings Supporting Evidence Students have time with their counselor to select classes IGP that meet their personal learning plan. School counselors meet with every senior to discuss college preparedness that will meet their desired university. The counselors also meet with underclassmen to discuss what courses are productive in obtaining the preparation for their college choices.
The Parent center offers classes on parenting, computer Back to School Night literacy, and English. In addition, NHHS staff offer Open House periodic workshops for parents that provide information
Page 76 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report on their child's education and inner workings of how the PHBAO Parent school and district function. At the end of the year Conference Night parents attend a retreat off campus where several topics Blackboard Connect are presented all geared towards student success. As a result parents are better equipped to make informed FAFSA Instructional decisions in regards to their child’s college and career Meeting for parents and goals. students CA State and UC Parents are also an integral part of the student's learning application-Instructional plan in that each SLC and magnet has a parent support Meeting group that works directly with the students and staff to better help support their student’s educational and career Parent Center goals. Parent Retreat
Various elective programs have parent booster and SLC/Magnet Parent advisory boards. Councils Coffee with the Principal Each SLC has its parent council as a support group. Ongoing Parent Contact HEA helps students prepare college and careers. HEA HEA works with parents to juniors do mentoring online with professionals in various help monitor student career fields. They help students realize their interests, academic progress and goals, and strengths. They also learn about job trends, plan academy events. and get assistance choosing a future job. Students learn Parents are also asked to about job interviews, and make college plans. Seniors help chaperone during field work one on one with a private service to choose and trips. apply for colleges, and complete the FAFSA application. HEA juniors do mentoring online and seniors do one- on-one college mentoring with an advisory service.
Monitoring/Changing Student Plans Indicator: The school implements processes for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs) and regularly evaluates them.
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Findings Supporting Evidence SLC, and Department, job-alike teams meet regularly to Counselors meet with discuss progress of individual students in order to ensure students the students’ personal learning plans are met. HEA seniors do portfolios Counselors meet with students periodically to evaluate to monitor future plans and student progress and accordingly make necessary goals. adjustments and recommendations. Projects STEPS HEA juniors do monitors closely student progress and support their presentations to explain educational plans. what they learned from online mentoring. Professional Development Team Meetings A Coordination of Services Team (COST) meets Coordination of Services monthly to identify students who are struggling and Team (COST) Meeting implement strategies, suggest change of program, or explore furthers options to support the academic and social/emotional success of the students.
ETS and Project STEPS meet regularly with students to Project STEPS, ETS evaluate their progress towards college and career planning. They advise students regarding programs and classes that they should take during high school.
Post High School Transitions Indicator: The school implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness.
Findings Supporting Evidence Students are encouraged to participate in internship College Representatives opportunities by their teachers and the school counselor. on campus Those internships can be the deciding factors for students Health and Career class applying to competitive college admissions. NHHS has explored college representatives throughout the year to provide an inside look at the campuses to which they are applying. SAT Prep, PSAT CAHSEE Prep classes
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Health and Career Explorations provide 9th graders with a Career Center foundational view of health issues and careers in College Field Trips medicine. Students compile a career portfolio to provide an effective career transition after college. Dual and Concurrent enrollment course All 10th grade students take PSAT. Depending on funding Honors and AP courses 9th graders may also take it. FAFSA Instructional Meeting for parents and students NHHS Career Center in cooperation with community businesses provide the students with opportunities to work CA State and UC application-Instructional and explore future career options. The course work at the Career center helps the students with job preparation Meeting support. College Scholarships ASVAB NHHS students are offered a variety of internships with Internships participating businesses. Students are advised to apply by Kaiser Permanente, DWP, counselors, teachers, and college center. Clean and Green, FFA, etc.
NHHS partners with many community organizations to College Center provide college scholarships to NHHS students. Scholarships; Hispanic Scholarship Fund; Rotary Club
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B.3 Curriculum Criterion Upon completion of the high school program, students have met all the requirements of graduation and are prepared with success in college, career, and life.
Indicators with Prompts Real World Applications — Curriculum Indicator: All students have access to rigorous and relevant curriculum that includes real world applications of their educational interests that will prepare students for success in college, career, and life.
Findings Supporting Evidence All students have access to extracurricular activities and Robotics clubs that promote, support and utilize their STEM Collaborations with Opera related academic skill sets including but not limited to: Pasadena, LA Math Engineering Science Achievement, Robotics Philharmonic, LA Competition, and CyberPatriot. Chamber Orchestra Career applications in the core and math classes teach STEM projects life skills and financial literacy. Students analyze Instruction Technology mortgage payments vs time vs amount, graphing scenarios on desmos.com. Students evaluate financial HVAC systems education decisions involved in entrepreneurship, such as valuing a Auto shop company, learning key words associated with business, Animal Husbandry discussing viable products. CyberPatriot Elective classes provide authentic hands on experiences. Horticulture and Some students achieve depth by pursuing their interests Floriculture for multiple years. Environmental Analysis In science classes, students check dietary requirements, FFA and analyze exercise and its effect on health. Health and Science careers are introduced to guide students for their Resume Writing future career planning. Mock Interviews Financial Analysis Journalism and Yearbook Hour of Code- Math coding program (IDS) Life Skills
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Myfitness pal diet analysis, projects to analyze diet and exercise. Resumes Cover Letters Junior Achievement's Finance Park ASVAB
Meeting Graduation Requirements Indicator: The school implements academic, college- and career-readiness support programs to ensure students are meeting all requirements, including the CAHSEE.
Findings Supporting Evidence Math and English support classes are available to Spatial Temporal (ST) students who do not pass Algebra I with proficiency. Math
For the CST, teachers in all subjects did Math Assessment and Learning preparation to support students in Math proficiency. in Knowledge Spaces (ALEKS) Math Support All students are required to meet UC “A-G” subject Class requirements. Forty one percent of NHHS graduates Achieve 3000 matriculate to 4-year colleges and universities. College application and financial aid workshop are provided to Credit Recovery Classes every senior and parent. School-wide afterschool tutoring program Credit recovery classes are now offered during the school year using the on-line Edgenuity Program. This program Summer School offers maximum flexibility in that it is available to the Intensive Diagnostic students afterschool, Saturdays and/or at home. Also, Education Center (IDEC) summer school credit recovery classes are available. Edgenuity- on-line These intervention programs provide students with a program second chance to meet graduation requirements. Additionally, both of these programs offer the opportunity to repeat courses deficient for college eligibility.
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WASC Category B Standards-based Student Learning: Curriculum:
Areas of Strength 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 area for the overall category.
Category B: Standards-based-Student Learning: Curriculum:
Areas of Strength 1. Students receive rigorous relevant curriculum, which includes enrichment and vitality beyond A-G requirements. (AP, Honors, Fine Arts, Technical Arts, Work Experience, etc. 2. Students receive supplemental supports needed to graduate from high school and enter post-secondary institutions or competitive employment. 3. Through the SLCs, Departments, Job-Alike Teams and Counseling services, struggling students are identified and appropriate supports are offered to enable them to access the Common Core Curriculum.
Category B: Standards-based Student Learning: Curriculum:
Areas of Growth 1. Continue to increase collaboration vertically, horizontally, and across disciplines. 2. Provide more opportunities for students to explore college and career pathways and options.
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Category C Standards-Based Student Learning: Instruction
C.1 Instruction Criterion To achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, all students are involved in challenging and relevant learning experiences.
Indicators with Prompts Results of Student Observations and Examining Work Indicator: The school’s observations of students working and the examining of student work provide information on the degree to which all students are involved in challenging learning to assist them in achieving the academic standards, the college- and career- readiness standards, and the schoolwide learner outcomes. 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.
Findings Supporting Evidence All faculty and staff members at NHHS are committed to Technology-based projects providing challenging and rigorous learning experiences Visual literacy strategies that assist all students in achieving the academic standards and Schoolwide Learning Outcomes (SLOs). Spatial Temporal (ST) Observation of students and analysis of student work and Math data in small learning communities, departmental, grade Project-based instruction level and job-alike meetings on a regular basis provide and assessment evidence of schoolwide effort in delivering standards Literature circles based instruction which prepares the students for their personal, academic, and career goals. Students leading class discussions, Socratic NHHS delivers A-G requirements through Common Seminars Core State Standards and instructional practices that Musical and theatrical provides for rigorous, differentiated instruction and performances, video assessments. Based on the analysis of these assessments productions, visual arts results and discussion of best practices teachers modify presentations and employ varied instructional strategies to engage students in the learning process. Student peer/and team- teaching
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As collaborative learners, students at NHHS, work Conducting research by individually, in pairs, and small groups, to produce and synthesizing information present authentic representation of their critical thinking from primary and and learning. To ensure continuity in subject and grade secondary sources to level instruction and observe delivery of innovative produce written, oral, or strategies, in department meetings teachers share student PowerPoint presentations work and best practices with their colleagues. and videos
Administrators, Literacy and Math Coaches, as well as Project-based instruction district personnel, observe classrooms and provide and assessments feedback to ensure all students are receiving rigorous, Menu of projects or grade level, standards-based instruction. assessments to address the needs of students with different learning modalities and provide them with choices Interactive journals (composition notebooks), learning logs Readers/Writers Notebooks Portfolio assessments Experiments in mathematics and science Thematic interdisciplinary essays/projects Student-centered whiteboard presentation in mathematics and science Summative and Formative assessments
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Google apps, computer programs to assist learning (Concord Consortium, Schoology, Khan Academy, Molecular Workbench, Avatar, Achieve 3000, Edmodo) Class websites are set-up to allow students to view assignments and activities from home. Kagan engagement and SDAIE strategies Gallery walk Special Day program co- taught with regular education, inclusion model in math and science
Student Understanding of Learning Expectations Indicator: The students know beforehand the standards/expected performance levels for each area of study.
Findings Supporting Evidence High expectations and required performance levels are Pre and post assessments regularly communicated to students through daily or Agendas weekly agendas posted in the classroom. Rubrics provide students with guidelines on the quality and the required Progress reports level of performance for their assignments, projects or Syllabus presentations as well as self and/or peer editing. Rubrics Exemplary student work is posted in some classrooms. Each teacher provides students and parents with a course Parent center makes syllabus and expectations at the beginning of the year. phone calls and conduct Students and their parents are informed about their level of meetings to explain performance through progress reports, grades, report cards expectations to parents. and parent conferences. Teachers meet with their students Computerized grade and discuss their progress towards mastery of standards. reports sent home.
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The NHHS website and Blackboard Connect are valuable Teacher on-line grades resources for teachers to post homework, assignments and and websites grades as well as to keep parents informed. Results of Automatic phone call for interim and formative assessments are shared with students. attendance using Blackboard Connect
Differentiation of Instruction Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.
Findings Supporting Evidence Differentiation of instruction is an essential strategy used LCD Projectors/document in the majority of classrooms to address the different skill reader levels and learning modalities of students. Students are Smart boards provided with additional time and opportunity to gain the needed skills by attending after school and Saturday Google Apps tutoring classes. Teachers scaffold strategies in YouTube classrooms to help students access more complicated iPads information and concepts. Teachers are trained on the use of thinking maps as a differentiation strategy. All teachers iMovie, iPhoto receive IEP goals and objectives and accommodations “Mobilize” Algebra 1 such as, extra time, preferential seating, etc. During SLC, departmental, job-alike, and grade level meetings teachers Introduction to Data analyze data and student work to differentiate and modify Science (move?) instruction for re-teaching. Students with higher levels of Achieve 3000 abilities are exposed to more critical thinking, complexity, Music Technology class and depth in studying and evaluating concepts through rhetorical discussions, philosophical inquiries, Socratic ALEKS seminars, and special individualized projects. The Digital cameras and extensive number of AP classes offers students the microscopes opportunity for more challenging curricula. Digital pH meters and oxygen sensors Graphing calculators Concord Consortium Desmos.com Khan Academy
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Molecular workbench Survey Monkey www.code.org R Studio NewsELA Stanford History Education Group Online calorie counter Avatar Class websites Low floor high ceiling projects Weebly website generator Schoology Discovery Streaming Phone use for research IEP goals and objectives 504 plans QR Reader
Student Perceptions Indicator: Interviews and dialogue with representative students inform the degree to which learning experiences are relevant in preparing students for college, career, and life.
Findings Supporting Evidence Leadership class includes students who act as Student Survey Monkey intermediates between staff and general student In-Class Surveys population. These students help communicate student concern to teachers and staff. Counseling interviews IGP meetings Teacher/student conferences
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The counseling staff interviews students to find areas Student presentations on where they may be struggling and give teachers feedback content, such as recycling, on how to better support students.\ and on global issues
Teachers informally dialogue with students regarding the In-class relevance of curriculum to their goals and life presentations/productions experience, and modify curriculum accordingly. Transition surveys
In different content areas, students are provided with a menu of current issues for research and analysis.
C.2 Instruction Criterion 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.
Indicators with Prompts Current Knowledge Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.
Findings Supporting Evidence All NHHS teachers participated in Common Core District provided Common Training provided by the district, school-wide Core State Standards professional development meetings as well as by the Instructional Cabinet Instructional Coaches. Instructional Coaches Teachers participate in district provided trainings in Title III coach Instructional Technology, Collaboration, Read Like a Historian and other trainings that pertain to their Conferences respective subject areas and SLCs. National Board Certified Teachers Math teachers have attended training on the newly adopted Springboard Math textbooks. Thinking Maps training Teachers with advanced The school report card and student responses to survey degrees in subject matter monkey provide insight into student perception of the NH environment and instruction. Industry sector certifications
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Math and Science cadres
SLC related training conferences CLAD and BCLAD certificates to support EL
students Citylabs training at UCLA
Kagan Strategies training Math Springboard textbook training UCLA “Mobilize” Math and Biology training
UCLA “IDS” training code.org training (computer science in
algebra, ECS-Exploring Computer Science) Gifted conferences and training LTEL trainings AP training and certification School report card Survey monkey
Teachers as Coaches Indicator: Teachers work as coaches to facilitate learning for all students.
Findings Supporting Evidence With the ongoing rollout of the Common Core Student led leadership curriculum, NHHS is making a shift from teacher- groups in SLCs and school directed lessons to student-led learning experiences. wide.
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NHHS teachers act as facilitators for student learning by student led activities: blood creating student-centered lessons, featuring hands-on drives, multicultural fairs, activities and cooperative learning groups. These assemblies strategies are modeled for teachers through on-going Student designed lab professional development. projects Teachers help students recognize their own areas of Informal lunch and after weakness and encourage them to seek extra help. school tutoring
Open ended art assignments require creative problem Theatre productions solving. written, directed, and produced by students. Student - organized roles in class projects Inquiry-based learning Student-led instruction and discussions Students as sectional leaders in Band Advanced Ceramics students guide beginners Kagan Peer mentoring
Examination of Student Work Indicator: 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.
Findings Supporting Evidence The examination of student work occurs on many levels. Library research In the classroom, students examine their own work Project-based assessment through the use of teacher evaluations, rubrics, peer evaluations and self-assessment. In the department Art Displays meetings, teachers examine student work and often give
Page 90 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report common assessments in an effort to determine what Music and Drama standards have been mastered and which need to be re- performances taught. With the use of interim assessments in each of the Smarter Balanced core classes, teachers have formal evaluation to examine Assessments to accrue data useful in the development of standards based lessons and units. Multi-media presentations (PowerPoint, Prezi, etc.) Students are encouraged to use technology in their Science laboratory write- learning and presentations. The media center is often ups used for research projects. The ZOO magnet, HGM, SAS students have the opportunity to excel in a highly Student Portfolios academic curriculum. Students participate and excel in a Reflections/Stepbacks variety of competitions. Exit Tickets Science fair projects Google apps Schoology; QR codes RStudio Labs Peer editing sessions Student created websites
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.
Findings Supporting Evidence Students display critical thinking, problem-solving, and Literacy circles collaboration skills when they engage in class projects. Socratic seminar Students in all subject areas participate in project-based learning which requires creative thinking as well as critical Comparison of multiple reasoning skills. In language arts classes, students pieces of text demonstrate their higher level of thinking in essay writing MARS tasks assignments. ALEKS MOBILIZE Algebra 1 Duke Moot Court Science Olympiad
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Science Bowl Academic Decathlon CyberPatriot Robotics Chemistry and Physics labs, projects, journals Schoology Concord Consortium Activities Project-based lessons and activities Essays requiring critical thinking Library research Student-generated primary sources
Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes.
Findings Supporting Evidence Academic core classes require research, which may take Educational use of place on school provided technology such as computer computer, tablets and labs and mobile computer carts. Students sometimes use personal smart phones their own smart phones in class to access online Graphing calculators resources. Math and Science classes use computer based programs to enhance units of study. In addition Math Document cameras, LCD and English Language Arts classes use technology for projectors tutorials and to support struggling students. Student ALEKS presentations make use of technology through document MOBILIZE Algebra 1 & cameras and PowerPoint projects presented to the class Biology programs by means of LCD projectors. In addition after school programs support the use of advanced technology. CyberPatriot Robotics
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Library research Schoology Concord Consortium Activities Project-based activities requiring PowerPoint presentations Achieve 3000
Indicator: Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as use 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.
Findings Supporting Evidence NHHS students participate in a variety of activities that CyberPatriot bring real world experiences into the academic setting. Robotics CyberPatriot is the nation's premiere cyber defense competition which NHHS participates in yearly. Its Duke Moot Court goal is to inspire high school students toward careers in Enrichment Field Trips cybersecurity or other science, technology, engineering, Academic Lessons taught at and mathematics (STEM) disciplines critical to our the L.A Zoo nation's future. Animal Husbandry class Student both at the L.A. Zoo/Biological Magnet and taught with students students at NHHS campus have the opportunity to work working with the L.A. Zoo closely with animals helping to manage their care. Future Farmers of America Students also participate in Duke Moot Court one of the (FAA) nation’s largest high school moot court tournaments. Woodshop Yearly, NHHS students travel to Duke’s campus in Auto shop Durham, NC for a three-day event where they present both sides of a fictional case prompt before panels of Horticulture and Floriculture judges. By participating in this competition our students Agriculture learn about Constitutional law and develop crucial public speaking and debate skills. Introduction to Data Science
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Collaborations with Opera Pasadena, LA Philharmonic, LA Chamber Orchestra
Real World Experiences Indicator: All students have access to career awareness, exploration and preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional occupational programs, on-the-job training programs, community projects, and other real world experiences and applications.
Findings Supporting Evidence All students have access to extracurricular activities and Visual Arts and Music for clubs that promote, support and utilize their STEM Society (VAMS) related academic skill sets including but not limited to: Robotics Math Engineering Science Achievement, Robotics Competition, and CyberPatriot. Collaborations with Opera Pasadena, LA Career applications in the core and math classes teach Philharmonic, LA Chamber life skills and financial literacy. Students analyze Orchestra mortgage payments vs time vs amount, graphing STEM projects scenarios on desmos.com. Students evaluate financial decisions involved in entrepreneurship, such as valuing Instruction Technology a company, learning key words associated with HVAC systems education business, discussing viable products. Auto shop Elective classes provide authentic hands on experiences. Animal Husbandry Some students achieve depth by pursuing their interests CyberPatriot for multiple years. Horticulture and In science classes students look at dietary requirements, Floriculture analyzing exercise and its effect on health. Health and Environmental Analysis Science careers are introduced to guide students for the future. FFA Resume Writing NHHS provides a work experience program, Regional Occupation Program (ROP) and Youth Policy Institute Mock Interviews (YPI) which provide enrichment activities for all Financial Analysis students beyond the bell. Departments also encourage real-world experiences such as corresponding with Journalism and Yearbook
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WASC Category C Standard-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 1. In addition to receiving Standards-based curriculum mandated by the district, students are engaged in beyond-the-textbook projects and activities which develop their critical and creative skills through the use of technology and authentic learning experiences. 2. There is ongoing analysis of student work and assessment data to inform and improve instruction. 3. Differentiation is an integral part of instructional strategies used by teachers used to meet the varied instructional needs of the students.
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Category C. Standards-Based Student Learning: Instruction:
Areas of Growth 1. Continue to implement and support the Common Core State Standards instructional shifts. 2. Create common rubrics and expectations aligned to students outcomes.
Category D. Standards-based Student Learning: Assessment and Accountability
D1. Assessment and Accountability Criterion The school uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders.
Indicators with Prompts Professionally Acceptable Assessment Process Indicator: The school staff uses effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders.
Findings Supporting Evidence With the rollout of Common Core and the elimination of CAHSEE most of the CST testing, the means with which NHHS CST gathers data has changed. In addition, the current student information system (MiSiS) has made it difficult to SRI, LAS Links, CELDT access student data this past school year, including: Performance assessments attendance, grades, transcripts, identification of special End-of-course assessments education, EL and gifted students, and the scheduling of students into appropriate classes. Quarterly grades PSAT, SAT The assessment process of collecting, disaggregating, and analyzing the student performance data is critical in AP exams the evaluation of the instructional practice and the reporting of student performance data to parents and
Page 96 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report other shareholders of the community. Students are Teacher created formative assessed with a variety of formative and summative and summative assessments that include Federal, State, district and assessments teacher-generated assessments. Progress monitoring In addition, student indicators to measure and evaluate quizzes student achievement including dropout rate, graduation, Progressive skill and college entrance rates are disaggregated and assessments in music provided to teachers, students, parents, and community performance and theory shareholders through parent meetings, college nights, Weekly algebra quizzes counseling meetings, U.S. Mail, and on the NHHS website. Pre/post assessments Fitness tests As the district moves to the third year of implementation of the School Quality Improvement System under the Attendance and graduation CORE Waiver, NHHS has met its 2014 CAHSEE data rates and has met the proficiency target. Therefore NHHS will Smarter Balanced test no longer be identified under the Focus School status. Student attendance, grades, schedules, transcripts Identification of special education, EL and gifted students. UCLA Mathematics Diagnostic Testing Project Teacher grades, assessments Minutes and agendas from faculty meetings Diagnostic Assessments ASVAB Math Get-Ready-Test Writing Portfolios
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Basis for Determination of Performance Levels Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students.
Findings Supporting Evidence The Common Core represents an affirmation of much of Common Core State the instructional styles represented at NHHS. A Standards majority of teachers emphasize critical thinking skills, Common Core Math communication, and writing in their classrooms. Practices Therefore, it is expected that assessment results will continue to rise. Smarter Balanced Released Test Questions During job-alike and Department meetings, teachers Springboard Embedded disaggregate student work data and determine the Assessments direction of instruction, and pre-teach or re-teach material to ensure student access to curriculum. Springboard Rubrics Collaborative group projects
Group labs
Examples of past exemplary student work Assessments in short answer format instead of multiple choice Reflection questions based on scientific magazines and articles Participation points as part of class grade Rubrics given to students for assignments Common Core aligned lesson plans LAS Links (CCSS/ELD aligned assessment)
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Reflections upon transcript evaluations
D2. Assessment and Accountability Criterion Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process to improve student learning.
Indicators with Prompts Appropriate Assessment Strategies Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.
Findings Supporting Evidence NHHS teachers use multiple and varied measures of Sub-group CAHSEE evaluations such as performance based assessments, scores teacher observations, interviews, student projects, Smarter Balanced portfolios, and presentations. These assessments are assessments aligned to the skills required by the Common Core state standards for student achievement. Teachers continuously Student presentations modify curriculum using information derived from in-class Warm-up activities and assessment, observations, and student interviews. exit cards
Teachers and students also employ inquiry based Student project samples questioning, teacher observations, student projects, Art portfolios portfolios and presentations, interviews, performance- Science binders based assessments utilizing thinking maps and graphic organizers. Anticipation-reaction guides Authentic assessment where students present information Team learning sheets in front of the class and are assessed by the teacher occurs at NHHS. Discussing, applying information, and Classroom portfolios answering questions is a form of formative assessment and Senior portfolios leads to deeper levels of understanding. Student to student The Spanish and Bilingual departments developed and feedback administered a diagnostic placement test to be given to
North Hollywood High School Page Page 99 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report incoming 8th-grade students to determine their skill level Teacher/student feedback and class placement. revision Diagnostic Spanish placement test Math common assessments Fitness scores
Demonstration of Student Achievement Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including those with special needs.
Findings Supporting Evidence Students take AP courses as early as the 9th grade. College-bound school culture NHHS offers a wide range of college preparatory support. This includes SAT preparatory courses, visits from Woodcock Johnson III; college representatives, campus tours, transcript KTEA evaluations by ETS and Project STEPS. Students are Student artwork on exposed to college school culture by attending career fairs display at CSUN Gallery at the community colleges. Ceramics students Students meet frequently with academic and college compete in Clay Day counselors to review IGP. competitions at CSUN Landscaping portfolios Students receive a plethora of resources to prepare for and competitions college. NHHS hosts a variety of PSAT/SAT preparation classes, meeting with college counselors, and visits from Project Steps student college representatives. Students are exposed to a guidance college-bound school culture. Live Music and Drama performances and Students with special needs are provided supports and competitions accommodations to access the general education curriculum. Alternate assessment tools are used by Students submit work to teachers to determine learner outcomes for students with local and national these identified supports. In addition, triennial (3 year) film/video festivals IEPs review strengths and areas of challenge for students SAT boot camp
Page 100 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report with special needs utilizing norm-referenced assessment LA Trade Tech College tools. Goals and objectives are created to address these and Valley College career specific areas of need. day IGPs Student portfolios IEPs Student written and led assemblies on social issues
Curriculum-Embedded Assessments Indicator: The school regularly examines standards-based curriculum embedded assessments in English language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.
Findings Supporting Evidence Teachers in the English department utilize pre- Formative Assessments assessment and diagnostic test results to modify their Summative Assessments standards-based curriculum to meet the educational needs of students. For the students who are attending both Springboard Formative English and tutorial support English classes, teachers use and Summative the formative assessment results and observation to Assessments determine when students exit from the support class. Student Surveys
English and ELD teachers utilize the LAS Links CELDT (CCSS/ELD aligned assessment) to support English Interim Assessments Learners. The results allow teachers to adjust their SRI instruction and provide differentiation to help students advance along the ELD continuum. The LAS Links LAS Links reporting feature also allows teachers to interpret the data Pre-Assessments from different domains such as Listening, Speaking, Reading and Writing. For example, if a student is Lexile level determine struggling with reading, LAS Links data can be Syllabi combined with the Scholastic Reading Inventory (SRI) to Course outlines obtain a more comprehensive assessment of student performance. Using both their SRI and LAS Links Course Assessments
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Reading Comprehension scores, teachers can recommend Classroom observations books for their students at their appropriate Lexile level Saturday Math unit thus allowing students to advance to the next Zone of recovery class Proximal Development (ZPD). This multiple measures approach allows our teachers to improve their Modular Math mastery instructional practices for the benefit of our English tutoring Learners.
Math Teachers administer “Getting Ready” Springboard (Publisher) assessments as Unit-level diagnostic tests and use the results to assign students to modular afterschool intervention. Modules correspond to Unit-level prerequisite skills. Modules fill gaps in knowledge to facilitate student academic success. These intervention courses are of particular benefit to English Language Learners who have recently immigrated to the US and are lacking prerequisite knowledge and skills.
Math students may retake Units during Saturday school to achieve mastery of content standards taught in a particular unit they had not successfully passed. By re- learning units and demonstrating mastery during Saturday school, more students will pass their math classes.
Student Feedback Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
Findings Supporting Evidence Counselors meet regularly with students to assess Student feedback is obtained their success, create and monitor the IGP. As a using Survey Monkey result, students are programmed in appropriate CAHSEE pass rates have courses and monitored to ensure student success. significantly improved in Teacher created surveys are done in classes to subgroups. determine student understanding of material.
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Departments and SLCs use CST, CAHSEE, and Students who don’t pass the periodic/interim assessment data to modify CAHSEE are offered support instructional strategies and classes offered. Meetings courses and special tutoring. are held by these groups regularly to discuss student Grades are sent to parents and progress and discuss new teaching practices. students every 5 weeks Grades are evaluated to determine the school tutoring program Class surveys
Modification of the Learning/Teaching Process Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches to ensure students are prepared for success in college, career, and life.
Findings Supporting Evidence At NHHS, teachers continuously modify their curriculum CAHSEE using information derived from multiple and varied PSAT/SAT results measures of evaluation, such as performance-based assessments, teacher observations, student work, and a ACT results variety of statewide and district testing results. ASVAB Curriculum and program changes result from collecting, Science CST results analyzing, and reporting data out to the community. Given the current educational climate, we are seeing constant Smarter Balanced change in the development and application of all subjects. Assessments End of Course
Assessments As the number of students interested in taking advanced Programming for placement classes increases, the number of AP classes advanced courses offered at NHHS has increased as well. A-G requirements IGP
EAP results (from Smarter Balanced testing)
over 2,000 AP exams administered
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Monitoring of Student Growth Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
Findings Supporting Evidence NHHS has an effective system to monitor all students’ Industry partners progress toward meeting the academic standards and College acceptances schoolwide learning outcomes. This includes common assessments in Algebra, Geometry, 9th grade English Financial aid and and Science. Administrators, academic coaches and scholarship awards ELL Coordinator visit classrooms to assess student Interdisciplinary projects learning, student progress meeting academic standards Curriculum/Course and SLOs, observe consistently within job-alike sequences courses, and provide support. Classroom observations NHHS requires all students to enroll in a series of core Course outlines classes that are aligned to college admission standards. Students pursue a complete, rigorous course program SAT/ACT results that ensures high academic standards, college-and career-readiness.
Industry and business partners eagerly seek NHHS students to offer internships and other work-based learning opportunities through the Career Center.
Counselors meet with students to monitor their progress and provide them with information for planning a schedule of classes which meets the requirements for graduation, college and career-readiness.
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D3. Assessment and Accountability Criterion The school, with the support of the district and community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the schoolwide learner outcomes.
Indicators with Prompts Assessment and Monitoring Process Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, and parents, and the business and industry community.
Findings Supporting Evidence All stakeholders are involved in assessment and Interim assessments monitoring process of student progress. The stakeholders Results communicated to include: LAUSD, Educational Service Center-Northeast, all stakeholders via students, parents and community partnerships. school report card The district personnel visit NHHS to assess progress of Student recognition executing common core standards and curriculum, breakfast and Husky Bucks Smarter Balanced testing, and interim assess to provide Parent conference – inform feedback on district standards and goals. The district parents of class provides support in the assessment and monitoring expectations, grading process by providing interim assessments in English and policies and student Math. The district provides student support by progress supporting the students with a PSAT, AP exams, and academic competitions (i.e. Academic Decathlon, Parents have online access Science Bowl, Math competitions, Robotic to student progress Competitions, CyberPatriot) Juniors take the SBAC in English. The NHHS teachers collaborate by grade level teams, departments, multidisciplinary teams, sharing best Fellowship teachers practices, visiting each other's’ classrooms, and receive special training on providing direct feedback on instruction and school how to incorporate culture. The information that is shared within these common core standards. meetings are used to revise instruction and develop District offers training for further lessons. science teachers on common core standards. The student body, as represented by the Leadership class and the SLCs, creates a small community, family atmosphere within the student body. Upperclassmen
North Hollywood High School Page Page 105 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report mentor underclassmen in college, career-readiness, as Periodic visits from district well as civic engagement. Leadership students personnel to monitor underclassmen shadow upperclassmen to learn the common core responsibilities and job duties to support the school. implementation.
Business partnerships work with NHHS students within Teachers are common core the SLCs to monitor student progress and provide trained during banked support for post-secondary activities. days. Curriculum maps have been developed. Job- alike teams have created lesson plans to incorporate common core. Peer counseling Leadership seniors train juniors and sophomores to help plan school events. Husky Patrol Business partner mentoring Online tutoring
Reporting Student Progress Indicator: There are effective processes to keep district, board, and parents informed about student progress toward achieving the academic standards and the schoolwide learner outcomes.
Findings Supporting Evidence NHHS maintains regular relations with the district to Transitioning to MiSiS facilitate the district’s academic objectives and how where current grades will NHHS plans to achieve these objectives. be available to all classes
There is parent involvement in monitoring student Open House assessment and accountability through participation on Back to School Night various school councils. PHBAO Night Important announcements and school accomplishments Parent Survey are posted on school website, NHHS.net. In this way, we Parent Center Meetings are able to inform parents, students, and community about school progress toward achieving academic Blackboard Connect
Page 106 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report standards. Parents and students can also access teacher Mailers assignments and communicate with staff. Teacher-produced Memos The NHHS Principal, meets with Educational Service School-produced Memos Center- Northeast and other principals to discuss district Parents attend school site goals related to achieving the academic standards, the council college- and career-readiness standards, and the school wide learner outcomes. North Hollywood High Website (nhhs.net) In addition, teachers meet with industry partners to Perkins industry partners coordinate various projects and competitions. Some industry partners are part of our assessment process, by Field trips evaluating data from specific projects.
Monthly parent meetings are held to inform parents about their students’ achievement of the academic standards, the college- and career- readiness standards and Schoolwide Learner Outcomes. During the meetings, parents and instructional leaders discuss how students are achieving the school’s standards as well as areas of improvement.
Industry partners eagerly seek us out to offer student internships and other work-based learning opportunities.
Evidence that NHHS provides rigorous and challenging coursework is the sheer number of scholarships our graduating seniors are granted as well as the acceptance of students into the best colleges and universities.
D4. Assessment and Accountability Criterion The assessment of student achievement in relation to the academic standards, the college- and career-readiness standards, and the Schoolwide Learner Outcomes drive the school's program, its regular evaluation and improvement, and the allocation and usage of resources.
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Indicators with Prompts Modifications Based on Assessment Results Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results- driven continuous process.
Findings Supporting Evidence Based on findings from assessments and student pass- Instructional cabinet – roll rates, it was determined that North Hollywood High out of Common Core via School would benefit from below-grade-level professional development mathematics tutoring. The purpose of this tutoring is to based on teacher need to fill in gaps in student math skills and knowledge, to assist understand Common Core them in passing their current math class. and engagement activities
The English/ELD teachers implement the District’s LAS Math Weekly Tutorials- to Links assessment. Teachers have been trained on how to provide support in areas of interpret results and data for their students leading to need differentiated instruction to help students advance along Middle/High School data the ELD continuum. to help determine appropriate Math class This year all ninth grade English learners were assessed pathways utilizing the Scholastic Reading Inventory (SRI). The LAS Links assessments SRI is also used as one of the criteria for reclassifying English Learners. Scholastic Reading Inventory is a SRI research- based, computer adaptive reading assessment Support classes in math program that measures students’ level of reading and English comprehension and reports it using the Lexile Framework for Reading. SRI administers a fast and After school and Saturday reliable assessment that provides school-level, tutoring, and seventh classroom-level and student level reports to help teachers period classes to place students, differentiate instruction, monitor progress, and forecast expected growth in Lexiles.
Incoming ninth grade students who are at risk are identified based on their eighth grade attendance, grades, and assessment results and are provided with additional math and English support classes.
Analysis of five-week progress reports provides the data for identifying students in need of support in most
Page 108 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report academic areas. Utilizing Title I funds NHHS provides additional academic and school support through after school, Saturday intervention classes and seventh period classes.
Based on the assessment results and teacher recommendation students who have met the grade level standards are no longer required to take the second English support classes.
Data derived from IEPs and assessments of students with special needs helps drive instruction and provides information to make changes in the school program.
The sequence of the science curriculum was changed due Remove ICS course and to the large number of students who were not scoring replace with Advanced proficient on CST and district periodic assessments. The Physical Science. ICS class was eliminated in the 9th grade and replaced Biology added to 9th grade with Biology. A new course called Advanced Physical Science was added to help students who have challenges Plant Soil science, Marine in science meet graduation requirements. Chemistry Biology, and Physiology classes were aligned with Algebra 2 classes to enable courses increased to students to be more successful in passing Chemistry. increase student choices. More computers have been Job-alike teams have been created in each department to added to help students help assess student progress, collaborate on lessons, and assess support programs learn how to implement common core standards. such as LMS, Khan Based on the need to address the roll out of the Common Academy, molecular Core Standards, NHHS has created an Instructional workbench Cabinet to develop a school wide professional Staff members development program. This team helps evaluate the collaborated to create progress of this roll out and provide instructional school goals, mission, and strategies and a deeper understanding of what Common SLOs. Core is and how to implement it in classrooms. Classroom observations and grade level meetings
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Social Studies department has been trained in using and implementing common core strategies through the use of the SHEG program.
WASC Category D Standards-based Student Learning: Assessment and Accountability:
Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Strength 1. Teachers work collaboratively to examine data in order to make informed decisions, determine best practices and drive instruction. 2. There are opportunities for students to participate in extracurricular academic competitions, debates, and fine arts performances to gain recognition. 3. A professional development program has been developed that incorporates training for teachers to update and extend their knowledge of differentiated strategies and Common Core standards. Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Growth 1. Continue to create performance task aligned to the new Common Core State Standards. 2. Continue professional development to provide staff with the tools necessary to provide a classroom in which students are engaged and work collaboratively.
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Category E: School Culture and Support for Student Personal and Academic Growth
E1. School Culture and Student Support Criterion The school leadership employs a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process.
Indicators with Prompts Regular Parent Involvement Indicator: The school implements strategies and processes for the regular involvement of family, business, industry, and the community, including being active partners in the learning/teaching process for all programs. The school involves parents of non-English speaking, special needs and online students.
Findings Supporting Evidence The NHHS parent center provides monthly trainings for School Site Council parent parents to enable them to understand the curriculum, representative grading practices, and school policies. English classes Leadership class are provided for parents who wish to learn a second language. In addition computer and parenting classes Title I Funding are offered as well. Parent Advisory Committee College Center Freshman Academy NHHS website keeps parents involved Parents are participants in a number of committees Site Council Agenda, Minutes Marquee to communicate visually Parent-student handbook
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Petting Zoo Volunteers supply food for the animals NHHS has a large Spanish speaking population. Letters Translation services and other communications sent home are translated. Staff members are readily available to help address parent concerns in many different languages.
Regularly planned events, such as Open House and Back Back to school night to School Night foster an atmosphere of inclusion for Open house family members, introduction to clubs, and access to college and academic counselors. PHBAO Parent college awareness night Parent financial aid workshops via college center College representative visits via www.nhhs.net All parents of students with special needs are invited to IEP meeting attend the Individual Education Plan (IEP) meetings. Documents sent home Parents, students, teachers, counselors and administrators work collaboratively to identify specific needs for each Parent handouts translated special needs students and create a program that will help English to Spanish the students to be successful academically and socially. Support staff members and IEPs are translated from English to Spanish at parent some faculty members request. translate for Spanish speaking parents
Use of Community Resources Indicator: The school uses business, industry, and community resources to support students, such as professional services, business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and classroom presentations.
Findings Supporting Evidence There is frequent engagement with industry mentors College and career through classroom guest lecturers, speaker panels, and lecturers
Page 112 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report invitations from non-profit organizations to visit specific Engineering week, off-campus programs. historical movie screenings, and book By way of the SLCs, students are exposed to industry author talks. sector mentors via on-line resources, guest speakers, and invitations to CSUN, UCLA, Museum of Tolerance, Art exhibit visits Huntington Gardens, and Getty center events. Research based field trips
Students visit sites related to career pathways such as the California science center Federal Reserve bank, Long Beach Aquarium, Reagan DWP location visits with Library, water reclamation plant, and Los Angeles Job shadowing Conservancy. Santa Monica Aquarium The college center works closely with private colleges, trip UC campuses, CSU campuses, and community colleges Eco-helpers site visits to provide our students with opportunities to visit and Underwood Family farm tour various campuses and gain information about the visits requirements and available programs at each campus. Museum of Tolerance Alumni participants donate resources to NHHS to Kaiser Permanente supplement programs and help chaperone field trips. Internships Industry sector members donate equipment for science fairs at the Zoo magnet. Education planners Armed forces guest speakers
Parent/Community and Student Achievement Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/schoolwide learner outcomes through the curricular/co-curricular program.
Findings Supporting Evidence Students receive school wide progress reports every five Syllabi weeks. Semester grades are mailed home to parents. Open House Teachers also meet with parents at Open House, Back to School Night, and during school events. Back to School Night PHBAO Some teachers use online grade sheets and class websites and post assignments using Google Drive. Rubrics
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School representatives go to middle schools to present the Articulation variety of available programs at NHHS. This is an Teachers Post Grades effective way to share our programs and resources with Regularly others and advertise our school. Weebly In addition NHHS articulates with the middle schools, NHHS.net providing information regarding the special education programs available, that will meet the needs of incoming Middle school articulation eighth grade special education students. Therefore and recruitment parents are informed regarding new programs being New Student orientation implemented at NHHS such as a new integration program Parent Retreat for students in mild to moderate special education classes. Husky Patrol New student orientation is held prior to the beginning of Attendance reports the school year for parents and incoming students. School representatives present information regarding curriculum, grades and school policies.
An annual parent retreat provides an opportunity for parents to network and be informed of programs being implemented for the upcoming school year (i.e. Common Core roll-out, WASC accreditation)
E2. School Culture and Student Support Criterion The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.
Indicators with 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, including internet safety.
Findings Supporting Evidence NHHS was built in 1927 and sits on approximately 33 Parent student handbook acres. Despite its age, the campus is clean and in School Police generally good repair. NHHS has a Safe School Plan that Husky Patrol
Page 114 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report is updated annually. This plan is rehearsed with Proactive and supportive scheduled drills. school police
All staff and teachers collaborate to maintain a safe and Campus beautification clean working environment that supports learning. This Student Murals includes providing ongoing supervision throughout the Class pass restrictions school including our Husky Patrol program. Custodial staff Parent representatives are stationed at the main entrance Food distribution to the campus, they greet visitors and ask them to sign a volunteers visitor’s log and provide direction to any visiting guests to North Hollywood. Our deans coordinate daily random Eco-freaks recycling searches to ensure the safety of our students and staff. On Emergency Action plan occasion the LAUSD PD will visit our campus with a Text-a-Tip drug sniffing dog that may also target classrooms, school area or building in order to provide a safer environment. Visitors’ Log Additionally we have also put in place a new TEXT-A- Positive Behavior, Health TIP program, where student can anonymously inform the and Safety Committee responsible staff of a potential incident.
A recycling program is run by the Agricultural department Trash your Band and the HEA SLC. Annual District Safety Inspection NHHS conducts several practice emergency drills throughout the semester. Teachers are encouraged to NHHS participates in the maintain an emergency folder with student rosters, District-wide Great Shake missing person’s log, and a map of emergency locations. Out.
NHHS maintains a clean campus that fosters a positive Emergency Bin learning environment. NHHS employs a qualified Each classroom has an custodial staff who work diligently to maintain the emergency plan posted appearance of the campus and classrooms. A landscaping with supplies crew maintains the grounds on a weekly basis. In addition, NHHS maintains a campus beautification and recycling program.
Computer labs are supervised by faculty and staff during Library computer lab the day. The YPI program helps supervise after school. Computer lab for testing School computers are linked to district firewall to ensure Math and Science class appropriate use. Internet use policies are distributed to all computer labs staff at the beginning of each year. In some computer
North Hollywood High School Page Page 115 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report classes, students are required to sign the Acceptable use YPI after school tutoring policy (AUP).
Since our last WASC visit, North Hollywood High has SLC modernization had substantial construction work done on the project landscaping. We have installed new pavers, benches, planters, and revitalized areas around campus for students to enjoy. We have also constructed an outdoor stage for student performances. The net effect of this construction has been the beautification of our campus through an SLC modernization project, resulting in increased student morale.
Once each year, NHHS has a safety week program. Safety Week Leadership students make daily announcements regarding safety in the community. All students are encouraged to participate in a safety contest where they are able to create a poster or a written piece that addresses safety issues.
High Expectations/Concern for Students Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.
Findings Supporting Evidence NHHS works tirelessly to create an environment where Multicultural assembly students feel supported. This translates into a staff that Student-led test success works collectively to ensure that student needs are met assembly emotionally, academically, mentally and socially. Job- alike teams meet regularly to coordinate projects and Students meeting with tests and to monitor student progress. They meet counselors individually with students and their parents, as necessary, Academic planning if the student is in danger of not passing their core Graduation requirements classes. Personal counseling In addition, NHHS teachers and students maintain Teacher-student relations unique, caring, and mentor-like relationships which encourage students to seek advice and assistance from Mandatory Child-abuse their teachers. Several teachers and counselors write training Job-Alike Meetings
Page 116 of 140 North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report many letters of recommendation each year for Student support scholarships and college admissions. Student Orientations NHHS teachers and students maintain mentor-like Red Ribbon Week relationships by getting to know students on a personal Culturally Responsive level. Also, many teachers sponsor clubs that help to get Announcements to know students outside the classroom. Many teachers write numerous letters of recommendation for colleges, School psychologist internships, and jobs. school nurse
NHHs has a full time school psychologist and school District crisis intervention nurse available to support the emotional needs of Child abuse reporting students. Teachers are encouraged to refer students to the training school psychologist or counselor of emotional needs are Anti-bullying assembly interfering with academic progress. Anti-bullying policy At NHHS, student diversity is celebrated in many ways. Club applications and There are many cultural clubs on campus whose purpose minutes (ASB) is to maintain and share their unique cultural traits through food, music and dance. They regularly Programs for talent and participate in Multicultural Week, assemblies, P.A. dance shows. announcements and anti-bullying programs. Fashion show The faculty has high expectations for all students. All Drama class students are on a college-bound academic track. Film making class Counselors meet with all seniors several times throughout the year to discuss their progress toward Academic clubs graduation. Parents are notified with certified letter when ‘A-G’ completion seniors are not on track to graduate. IGP Educational Talent Search Upward bound
Atmosphere of Trust, Respect and Professionalism Indicator: The school has an atmosphere of trust, respect and professionalism.
Findings Supporting Evidence In November, December, and June, the faculty meets to Faculty holiday brunch and celebrate holidays together and say farewell for the Farewell.
North Hollywood High School Page Page 117 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report summer. These casual gatherings foster relationships SLC plan holiday among faculty members and contribute to the collegial celebrations after school. atmosphere that permeates North Hollywood High. Parent center led events. North Hollywood High employs a systematic approach Organized teacher absence to problem solving and task completion. The school has protocol established systems in place to facilitate the day-to-day Procedure for technology operations of the school. North Hollywood High is a support very organized environment. Title 1- materials request Most NHHS students enjoy attending this school. There policy are over forty clubs that students participate in Document wall throughout the school year. In addition, the many athletic opportunities provide additional positive Rollbook archiving experiences for our students. Attendance submission policy NHHS staff members demonstrate a high level of professionalism and are very active in reaching out to Library research project students and colleagues. Most staff members feel booklet comfortable asking for and receiving support and IEP meeting reminders guidance from one another. Recognition is given for Calendar of events staff achievements during staff meetings. Interact club Key club Academic decathlon Football, soccer, tennis, track and field, golf, baseball, softball, basketball teams Monthly UTLA meetings and events Recognition breakfast Teacher of the year recipients Staff survey
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E3 & E4. School Culture and Student Support Criteria All students receive appropriate support along with an individualized learning plan to help ensure academic and college- and career-readiness success.
Students have access to a system of personal support services, activities, and opportunities at the school and within the community.
Indicators with Prompts Adequate personalized Support Indicator: The school has available services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.
Findings Supporting Evidence Providing support for students’ academic success is Bimonthly Coordination of facilitated by numerous certificated and support staff Services Team (COST) members including counselors, coordinators, meetings psychologist, and advisors. These human resources PSA Counselor ensure student success beginning with the development of an Individual Graduation Plan, monitoring students in School Psychologist their academic progress, communicating with them Student Success Team regarding their post-secondary options, and providing 504 Plans academic support as needed. IEP assessments and NHHS students receive appropriate support and an meetings Individual Graduation Plan (IGP) that serves as a Distributing confidential roadmap to graduation. Students meet with their IEPs including behavior counselors to review their plan annually. Parents have an plans and accommodations opportunity to meet with the counselors to review the to teachers IGP which includes grades, credit recovery opportunities, interventions, CAHSEE scores, and post-secondary College Center support planning. Those families who choose to opt out of the Academic Counselor meeting, receive their students’ IGP through the mail. Support to Grade Levels A Career Advisor at NHHS provides career awareness, Individual Graduation Plan job preparation, training, and placement. Additionally, (IGP) the Career Advisor assists in coordinating ROP job First Aid Kit available training. CTE Classes - auto shop, wood shop, etc.
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English Learners are supported through ELD courses and SLC Team meetings primary language support classes in math, science, and Credit Recovery social studies. Foreign language classes for native speakers ensures that English Learners remain on a UC Project Steps a-g course of study. These efforts are supported through CPR Trained Teachers the efforts of the Bilingual Coordinator, Title 1 Student Sign-In Logs for Coordinator, and teachers who seek to understand the Counseling Office diverse needs and personal stories of the students and families they serve.
NHHS students who are not demonstrating academic success are supported through several interventions. Additional support beyond the school day includes tutoring, Saturday School, YPI, and summer sessions. Many teachers are available in their classrooms during nutrition, lunch, and after school. Lastly, the Beyond the Bell/Youth Policy Institute provides after school academic support through Homework Club.
Support for the high stake assessments such as the CAHSEE takes place in Saturday classes. Juniors and seniors who have yet to pass the CAHSEE attend a six- week review session to ensure their passing.
Bimonthly Coordination of Services Team comprised of the PSA counselor, school counselors and administrator meet to address concerns of specific students that are having challenges behaviorally and/or academically. Supports are determined, implemented and reviewed to help students be successful at NHHS.
Direct Connections Indicator: The school demonstrates direct connections between academic standards, college- and career-readiness standards, and schoolwide learner outcomes, and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.
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Findings Supporting Evidence The school psychologist is available daily to help School psychologist students. He is an effective resource to help students deal Crisis Support with psychological barriers to student achievement. The school psychologist provides assessments for our School Mental Health identified struggling students who have been determined Provider by a student study team or by parent request to possibly need special education services. Additionally, the school psychologist works with students in crisis to provide the immediate support that they need.
The academic counselors are available to meet with Academic and college students throughout the day for individual academic and counselors personal counseling needs. Moving toward a national The college counselor supports the college admissions model process by hosting various colleges and universities who Penny Lane Counseling make presentations to students, providing college Services resources such as access to forms and computers, and Counselors available during training peer college mentors. Teachers support this lunch and nutrition and process by reading college related emails and referring with passes. students who have college potential. College center The college counselor at NHHS supports the college Project steps college admission by hosting various colleges and universities highlights representatives/recruiters who make presentations to students. College Corner/Classrooms College representative visits Financial aid workshops Administrators and teachers work together as a team to SLC/administrator teams support students. At Job-Alike meetings teachers Job-alike/administrator identify struggling students who are referred to the teams counselors for appropriate placement in support classes or tutoring as available. Teachers also informally COST Team instruct students in dealing with time management and 504 Team Meeting stress due to tests and other school factors.
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AP courses and university credit courses help students Valley college courses, gain college credits in advance and prepare them for Engineering, Foreign collegiate studies. Language AP US History, Government, English, Calculus, Environmental Science, Biology, Physics, Spanish, and Chemistry. Drama, Art and Music classes and performances, PE, Dance programs, drama and athletic teams are available outlets for students that program, PE, Athletics, boost mental and physical skills, to exercise, to compete, Orchestra, Band, Jazz and to relieve stress, thus providing mental health Ensemble benefits.
Strategies Used for Student Growth/Development Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to the progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.
Findings Supporting Evidence Teachers use a number of resources in order to ensure Collaborative student our students are given and have access to the best groups learning environment for them. Teachers differentiate Support Classes classroom instruction to address different student learning modalities. Our students with special needs are ALEKS computerized math given the necessary guidance in order to be placed in the learning least restrictive learning environment. We offer a Project-based learning number of different classes that support and challenge Accommodations our students’ academic goals and needs. Extended time All Special Ed Students Mainstreamed for at least one Calculator general education class, including students on the alternate curriculum Thinking maps After School Tutoring
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Credit Recovery Attendance Recovery Mainstreaming of Special Education students RSP Out of class Tutoring, Teacher Aides Teacher Aides Parent Center IEP PSA Counselor Most 9th grade Special Education/ Special Day Students Integration of Special are Integrated into a general education Math class Education/ Special Day collaboratively taught by a general education and a Program students special education teacher.
Collaborative Co-Teaching model for students in the Co-Teaching of Special Special Education Resource Specialist program (RSP). Education in the Resource This program enables special education RSP students to Specialist Program be provided support in the general education program by a special education teacher and/or para-educator. In addition students can receive support in a Learning Center elective class if needed.
Support Services and Learning Indicator: 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.
Findings Supporting Evidence Counselors and school psychologist have access to Teacher teachers to discuss student achievement and social behavioral/academic development. Also, they have access to students during surveys of students the school day for counseling and coaching individuals School Psychologist who need support for better academic achievement and Referrals
North Hollywood High School Page Page 123 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report personal adjustment. When teachers make student Counselor/student referrals to the counselors, the student may work with the meetings individual counselor, or after further counselor Skills to improve learning assessment, he/she may be assigned to the school psychologist or matched with an outside agency for more Teacher referrals intense support. Outside Counseling Agencies Counselors and school psychologist work with individual students regarding the following topics: study strategies, UCLA Counseling time management, organizational skills, social skills, Services parent relationships, coping skill, motivation, academic achievement, and goal setting.
Equal Access to Curriculum and Support Indicator: All students have access to a challenging, relevant, and coherent curriculum. 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).
Findings Supporting Evidence All North Hollywood students are required to complete the Advanced Placement mandated ‘A-G’ requirements, using the IGP model students SAS program will have fulfilled their graduation requirement, but also created a pathway to postsecondary goals. While at North Individual Graduation Hollywood students will be exposed to a demanding and Plan rigorous curriculum. Biological Zoo Magnet program The math department now teaches the Common Core Curriculum. To this end, we are now using Springboard Highly Gifted Magnet series math textbooks, published by The College Board. program These textbooks facilitate a student-centered classroom and Honors classes collaborative learning. Daily after school Students have two options for math pathways. After tutoring completing Geometry, a student can choose take Algebra 2, YPI tutoring leading to Precalculus and AP Calculus, or s/he can take CyberPatriot Intro to Data Science, which then leads to AP Statistics. Project Steps
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Some of our Algebra Classes are taking part in a Statistics Gear Up Pilot, hosted by UCLA, named Mobilize. Students gather Saturday tutoring data using their smartphones and then analyze the data in their Algebra class. Introduction to Data Science For students who need extra support in math, we offer 3 Mobilize Biology and tutoring programs. Teachers team teach during their Algebra conference period, providing extra support to struggling students. We offer after-school below-grade-level modules, Science Olympiad re-teaching topics from earlier grades. We offer Saturday Academic Decathlon Algebra unit make-up, so students can retake units which Duke Moot Court they failed in their Algebra class. Mock Trial For accelerated students, North Hollywood High School Journalism offers many programs. We have a School of Advanced Studies, Highly Gifted Magnet, Honors Classes, and Music Program Advanced Placement Classes. Over 2,000 Advanced Orchestra Placement Exams are taken by NHHS students yearly. Drama Students who have not passed a specific class, are able to Leadership take credit recovery classes after school. Students are able to make up one class per semester. Summer school is also Educational Talent available for students to make up classes that they have not Search passed. Future Farmers of America Students at NHHS are in a myriad of enrichment opportunities and clubs during and after school. Co- Foreign Language curricular opportunities include band, choir, dance, Classes cheerleading, journalism, Science Olympiad, Science Bowl, Summer School Academic Decathlon, orchestra, drama, jazz ensemble, Mock CAHSEE Prep Classes Trial, Duke Moot Court. These enrichment opportunities involve numerous students in relevant learning beyond the Master Schedule of class and school day. Classes Robotics Future Farmers of America (FFA)
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Co-Curricular Activities Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
Findings Supporting Evidence Students are engaged in various academic and Duke Moot Court extracurricular activities that prepare them for college, HEA- Home Engineering careers, or for personal enrichment. Academy All core academic classes teach the Common Core Future Farmers of America Standards. Science Bowl and Science Co-curricular activities support core classes by providing Olympiad students opportunities to develop and grow both Academic Decathlon academically and personally. For example, Duke Moot Robotics Court provides opportunities for students to develop as Effective Communicators, which is one of our SLOs. YPI- Youth Policy Institute Academic Decathlon advances students Critical Earth Day clean-up Thinking skills, another SLO. Earth Day cleanup teaches Shakespeare Festival- students to be Ethical Citizens, another SLO. Drama Teachers of Additionally, students can participate in enriching artistic Southern California activities, such as drama performances, orchestra, jazz, Newspaper articles of band, and chorus performances, The Shakespeare events students participated Festival is also held yearly at NHHS. At the in Zoo/Biological magnet students are able to participate in Auto Shop an AP studio art class. Construction Technology Multicultural festival Orchestra and chorus performances Band competitions Intro to Data Science Journalism Key Club
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Student Involvement in Curricular/Co-Curricular Activities Indicator: 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.
Findings Supporting Evidence NHHS students actively participate in school events, Youth Policy Institute clubs, programs, and performances. In fact the Educational Talent Search desire for participation often exceeds expectations. There is also a high rate of involvement in science Upward Bound and math related activities, such as robotics and Project Steps science and math programs, as well as activities such Yearbook pictures as drama, art, cultural programs, and athletics. PA announcements Teachers keep a log of students who they support Speech and Debate Team during tutoring. CyberPatriot National High North Hollywood High has four external agencies School Cyber Defense that also provide tutoring services to students: Youth Science Bowl Policy Institute, Educational Talent Search, Upward Bound, and Project Steps. These agencies keep track Academic Decathlon of students served and communicate regularly with Science Olympiad general education teachers to better focus their support. DTASC Fall Drama Festival DTASC Shakespeare Festival Students at NHHS have an enriched collegiate class experience, taking college level Biology, Chemistry, Southern California School Math, Foreign language, Physics, English, and Band and Orchestra History. Association (SCSBOA) Marching Band Tournament As a result of the popularity and success of the these SCSBOA Orchestra Festival programs, North Hollywood continues to offer these programs regularly and always looking to add and LAUSD City Band & Drill give new opportunities to its student body. Team Championships Future Farmers of America - NHHS students are also proactive seeking out Leadership conferences - academic or psychological counseling when needed, parliamentary procedures making good use of support services. Job-Alike contest teams and individual teachers also take special care to communicate to individual students regarding Heritage Choral Music Festival their progress when needed and discuss interventions Annual Music Concerts for academic improvement. One area of
North Hollywood High School Page Page 127 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report improvement would be to measure the level of School based enterprises participation and use. CSUN annual art show One of the largest AP program in the country... On-site School Psychologist School Mental Health Provider College Center
Student Perceptions Indicator: The school is aware of the student support services through such approaches as interviewing and dialoguing with student representatives of the school population.
Findings Supporting Evidence North Hollywood High students annually elect a student PA announcements council to act as representatives for the student body in Newspaper articles school-wide decision making. The student council regularly communicates with school leadership, voicing NHHS.net their perspectives on support service programs. Husky News
The student body annually completes a School Report Leadership Card survey, in which they have the opportunity to voice representatives their concerns, as well indicate areas of support for school Student council policies and services. School Report Card ASB runs many activities, such as school dances, Talent School Site Council shows, weekly meetings, multicultural fair, and SLC Student Leadership assemblies. Direct access to Students are proactive about voicing their concerns to administration teachers and administration about school services, Town Hall meetings assignments, and activities. Most of the SLCs have leadership representatives that regularly meet and Governance meetings communicate with supervising teachers their concerns. Twitter Facebook Text-A-Tip
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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 1. A school environment that is physically and emotionally safe 2. NHHS community feels safe and supported and takes pride in the campus, culture, and program 3. Student and staff input is valued and included through the Instructional Leadership Team, the School site council, as well as Student Council. 4. Communication between NHHS and the community has improved through the use of various mediums. 5. Clinical services support 6. After school enrichment and academic opportunities
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Growth 1. Continue to increase community outreach and partnerships. 2. Increase awareness of the SLOs through education, reinforcement, and school wide activities.
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Prioritized Areas of Growth Needs from Categories A through E
A. Continue to implement and support the Common Core State Standards instructional shifts. B. Continue to create performance tasks aligned to the new Common Core State Standards. C. Systematic communication process between administration and faculty needs to be refined. D. Provide more opportunities for students to explore college and career pathways and options. E. Continue professional development to provide staff with the tools necessary to maintain a classroom in which students are engaged and work collaboratively. F. Increase awareness of the SLOs through education, reinforcement, and school wide activities. G. Educate all stakeholders as to how resources and funds are distributed within the school. H. Continue to increase collaboration vertically, horizontally, and across disciplines. I. Create common rubrics and expectations aligned to students outcomes. J. Continue to increase community outreach and partnerships.
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Chapter V: Schoolwide Action Plan
Schoolwide Goal #1: Critical Thinkers: Continue to develop and implement common core strategies into our curriculum through interdisciplinary units so that students can critically think about the relationships between disciplines through project-based learning.
Action Plan Goals: 1. Increase students’ critical thinking by implementing research based inquiry across all disciplines that develops the reasoning and evaluation skills as evidenced by a raise in SBAC research/inquiry scores by 2%. 2. Increase student involvement in project-based learning experiences across disciplines at least once per semester.
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Rationale for Goal: Implementation of Common Core State Standards necessitated the shift from skills-based learning towards process-based learning. Peer and administrative observation, as well as self-evaluation, and department discussions revealed that there is a need for more project-based activities across disciplines to encourage students to be creative, to collaborate with one another, and to be goal-oriented. Additionally, over 50% of NHHS eleventh grade students scored at or below standard on the SBAC test in the area of research and inquiry. Therefore, the need to increase critical thinking skills is essential for the success of our students.
Supporting Data: Job-Alike agendas, Department agendas, Instructional Cabinet agendas, SBAC scores, limited project-based activities across disciplines
Action Items Action Steps Person(s) Timeline Reporting Responsible Continue School wide, Instructional August 2015 Agendas from implementation of departmental, and Cabinet, professional Common Core job-alike Administration, development professional Department Ongoing meetings, development Chairs, Teachers classroom meetings observation data Speakers collected and Cross- District personnel shared, classroom departmental evidence collaboration to create integrated curriculum lessons and thematic units
Trainings, professional development opportunities within and outside of school environment
Outside presenters providing professional development on Common Core implementation (e.g. integration, Kagan strategies)
Teachers attend District provided
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Action Items Action Steps Person(s) Timeline Reporting Responsible trainings and seminars
Instructional Cabinet to create school wide P.D. to support implementation of Common Core across academic disciplines
Develop Common During Administration PD during the Agendas, Work Core project-based professional school year samples, activities in each development, Department Chairs Observations,
academic plans will be Departments Classroom discipline created/expanded 2015-2016 Visitations, to select project- Job-Alike Teams academic year Teacher self - based activities report and strategies to Teachers implement these Coaches activities- at least one per semester
Develop integrated During Administration, 2016-2017 Agendas, Work Common Core professional academic year samples, project-based development, Department Observations, activities across cross-curricular Chairs, Ongoing Classroom academic plans will be Job-Alike Teams, visitations, disciplines created/expanded Teachers, to select project- Teachers self - based activities Coaches report and strategies to implement these activities- at least one per semester
Schoolwide Goal #2: Effective Communicators: Create a culture of communication between stakeholders- administration, teachers, students, parents-that empowers student success and models effective communication techniques and practices.
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Action Plan Goals: 1. Implement monthly department chair meetings to help disseminate information from school administration to faculty and students. 2. Through training and access to technology, we will increase parents’ ability to create an email account which will enable them to use the MiSiS parent portal to monitor their child’s school progress and enable students to become more accountable for their learning. 3. Students will increase their listening and speaking SBAC test scores, by 2%. Rationale for Goal: With the elimination of the support for Small Learning Communities by LAUSD, SLC Leads no longer met and provided information for their teams. Subsequently, the dissemination of information from the administration to the faculty was limited to occasional faculty meetings. Therefore, the need for a leadership team - department chairs- was identified to help distribute information. Additionally, the parent survey indicated that there was a need for better communication between the school faculty and parents regarding student progress which was hindering students from taking more responsibility for their learning. Results of the past SBAC scores, identified listening and speaking skills as area of need for our students as 79% of eleventh grade students scored at or near standards or below. Therefore, student communication skills needed to be addressed.
Supporting Data: Department Chair Meeting Agendas, Department Meeting Agendas, Parent Computer Class Agendas, Parent Conference Night Agendas, Parent Email Training Agendas, Blackboard Connect Report
Person (s) Action Items Action Steps Responsible Timeline Metrics Department Chair Department Administration Monthly Agendas and Meetings Chairs minutes disseminate Department Ongoing Department information Chairs School Website Meetings received at Title 1 Emails Calendar monthly meeting Coordinator Meetings to their department Technology School-Site members Coordinator Council and ELAC Meetings Upload minutes TSP Coordinator and agendas for NHHS School School IT support Leadership Leadership, ELAC personnel Meeting and School-Site
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Council Meetings to school website
Email administrators and faculty minutes and agendas for School Leadership, ELAC, and School-Site Council meetings
Training for Set dates for Community Ongoing Agendas and parents to create parent computer Service Reps in Sign-ins from email addresses trainings the Parent Center Parent meetings and trainings Email database Have computers Technology available for Coordinator Sign-in from MiSiS Parent Parent Conference Parent Night Portal training Night, Back to IT support computer training School Night, and personnel Increase use of Increased school approved Parent Center Teachers daily to create inventory of social media to parent data-base provide email account or Leadership information for learn to access students Website parents MiSiS Passport/ Parent Portal Promotional material Post link on NHHS website to access MiSiS Passport
Parent Portal
Post announcements on NHHS website and approved social media accounts
Blackboard connect messages
In all content Professional Teachers PD during 2015- SBAC results areas, teachers development with 16 school year. will increase departments, job- Administrator Rubrics implementation of Ongoing common core
North Hollywood High School Page Page 135 of 140 North Hollywood High School ACS WASC/CDE Self-Study Report strategies alike teams, SLC, Instructional Student-peer addressing and school-wide. coaches evaluation listening and speaking Sharing of best Department chairs Teacher standards. practices within evaluation departments. Lead Teachers
Sharing common Coordinators strategies for Students student engagement (i.e. Kagan).
Student presentations, debates, speeches.
Students take responsibility for instruction...
Schoolwide Goal #3: College and Career Ready Individuals: Expand opportunities that engage students in the steps required to become college and career ready by investing in their own Individualized Graduation Plan (IGP) and post-secondary goals.
Action Plan Goals: 1. Increase students’ awareness of the Individual Graduation Plan and classes needed to graduate and apply for specific colleges. 2. Increase student participation in steps to apply for college, e.g. applications, FAFSA, entrance exams, and scholarships. 3. Increase the number of students exploring job opportunities in their various fields of interest. Rationale for Goal: It is our mission to prepare students to be productive members of society. Therefore, it is necessary to provide students with a framework and support for attaining their post-secondary goals. As we move from ESLRS to SLOs, NHHS has identified a need to guide its students through the steps on their pathway towards graduation, college, and their careers.
Supporting Data: SLOs, IGPs, FAFSA Applications, College and University Visitations., Graduation Rate, D.O.T.S. Data., Career Center Records
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Person (s) Action Items Action Steps Responsible Timeline Metrics Provide State required Administration Prior to students IGPs professional professional graduating from development for development on Teachers middle school Professional faculty on A-G A-G graduation Development Counselors Beginning of graduation requirements Meeting Agendas requirements Students school year Counselors visit Ongoing Counselors’ Counselors meet classrooms to Parents Meeting Logs with each student provide annually to review information Project Steps Parents’ Sign-Ins progress towards regarding the A-G Upward Bound and Meeting meeting A-G requirements Agendas requirements ETS Counselors set Inform and review appointments to A- G requirements meet individually with students and with students to parents develop and review their Individual Graduation Plan
Orientation meeting in which parents and students are provided with A- G guidelines
Annual articulation with feeder middle schools
Parent meetings to provide information regarding A-G requirements
Informing parents Workshops, College Counselor Beginning of Number of and students of the seminars and school FAFSA process for trainings for College Center applications Ongoing applying for students to apply SLCs FAFSA for college and Student sign-in FAFSA on sheets for college Assisting students weekends/ application proces in the application
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process for evenings so colleges and parents may attend universities Sign-ins for Provide calendar weekend/ evening for application meetings deadlines to apply for colleges and FAFSA
Expose students to Schedule students Administrators Beginning of Agendas from career into electives of school year College and opportunities their choice Counselors Career Readiness Ongoing Team Guest speakers Career and Teachers Technical Coordinators Work Permit Provide Work Education Classes Applications Permits are provided Guest speakers Student schedules D.O.T.S program Regional School calendar Internships Occupational Program Special Education Individual College and Transition Transition Plans in Coordinator logs IEPs Career Corners in classes Special Education Professional IEPs Development for Professional teachers on Career Development and College Outside agencies Awareness contracted to provide training or services for students
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Appendices: A. North Hollywood Leadership Team B. Timeline of self-study process C. Results of student questionnaire/interviews D. Results of parent/community questionnaire E. Results of faculty questionnaire F. Glossary of terms unique to the school G. Clubs and Organizations H. Master schedule I. Bell Schedules J. School Map K. Directions to Zoo Magnet site L. Approved AP course list M. UC a–g approved course list N. Additional details of school programs O. School Quality Snapshot (see http://www6.cde.ca.gov/schoolqualitysnapshot/)
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P. School Accountability Report Card (SARC) Q. Graduation requirements R. Budgetary information, including budget pages from the school’s Action Plan, i.e., the Single Plan for Student Achievement S. School Quality Improvement Index Report
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North Hollywood Leadership Team
Staff Member Department Hasmig Baran Health/Gifted Coordinator Kay Benitez Zoo Magnet Coordinator Ethan Bradbury HGM Magnet Coordinator Sara Ann Buccolo Special Education Steven Cronk Special Education Diego Duarte Social Science Jay Gehringer Technology Coordinator Christine Huyke English Paul Kiledjian Math/Math Coach Jeanne Lavieri Electives Andrea Lee Science Juliet Radhayrapetian English Melissa Roberts Counselor Ricardo Rosales Principal Carrie Schwartz Assistant Principal Jose Silveyra Mendoza Social Science Ed Zurita Title III Coach
North Hollywood High School NHHS Leadership Team Timeline of self-study process
3-3-15 Teachers choose which Focus Group they wish to participate in.
4-24-15 Home Groups (Departments) review WASC Accreditation Criteria Document and take WASC Teacher’s Survey
5-4-15 School-Wide Meeting- continue to examine Criteria Documents and review Critical Areas from previous three year WASC document
5-7-16 Students take WASC Student Survey in English classes
5-6-15 WASC Leadership Team works to revise the Mission Statement, Vision Statement and write new School-Wide Learning Outcomes, then presents to entire faculty
5-11-15 WASC Focus Groups meet and work on clarifying the criteria and prompts using Criterion Worksheet
5-19-15 Home Groups gather data regarding the WASC prompts and criteria using Criterion Worksheets
6-11-15 WASC Leadership Team uses data collected from Home/Focus Groups to begin writing Chapter 4 of the Self-Study
8-5-15 WASC Parent Retreat
8-25-15 Focus Groups meet to review/correct assigned sections of Chapter 4 of the Self- Study
9-15-15 WASC Leadership Team writes Chapter 5, Action Plan of the Self-Study
9-22-15 School-Wide Meeting – presentation of three critical areas
10-20-15 WASC Leadership Team- School-Wide Roll-Out plan
10-22-15 WASC Parent Update – presentation
10-27-15 School-Wide WASC Meeting – Review Three Critical Areas and Action Plan School-Wide Roll-Out
12-1-15 WASC Leadership Team meeting- 3-4 important questions raised by data and rework goals, activities and timelines- Chapter 5
1-26-16 School-Wide WASC Meeting- Review revised Critical Areas and Action Plan School-Wide Roll-Out Plan
Timeline of self-study process North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
Results of student questionnaire
My classes challenge me academically. 1000 900 800 700 600 500 400 300 200 100 0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
248 860 272 58 23 13 17% 58% 18% 4% 2% 1%
If I work hard at NHHS I will be successful. 800
700
600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
559 699 158 34 17 7 38% 47% 11% 2% 1% 0%
North Hollywood High School C. Results of Student Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
My teachers regularly make me aware of my academic progress. 800 700 600 500 400 300 200 100 0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
187 733 357 144 35 6 13% 50% 24% 10% 2% 0%
My teachers are prepared for and engaged in teaching at NHHS. 900 800 700 600 500 400 300 200 100 0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
237 777 328 77 32 11 16% 53% 22% 5% 2% 1%
C. Results of Student Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
I must attend class if I am to be successful at NHHS. 800
700
600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
593 671 131 36 13 5 41% 46% 9% 2% 1% 0%
When I have a problem I have an adult at NHHS I can go to for help. 700
600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
258 639 362 104 63 23 18% 44% 25% 7% 4% 2%
North Hollywood High School C. Results of Student Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
I have a lot of school spirit. 600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
194 373 486 216 145 34 13% 26% 34% 15% 10% 2%
NHHS campus is kept clean. 600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
75 439 499 260 159 16 5% 30% 34% 18% 11% 1%
C. Results of Student Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
I have the ability to choose classes based on my interests. 700
600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
145 590 381 213 98 16 10% 41% 26% 15% 7% 1%
I have a variety of rigorous class options as I progress at NHHS. 700
600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
208 666 408 90 46 25 14% 46% 28% 6% 3% 2%
North Hollywood High School C. Results of Student Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
I am encouraged to use my personal technology for academic purposes while at NHHS. 600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
146 523 426 230 102 10 10% 36% 30% 16% 7% 1%
Technology is used in my classrooms to enhance my learning experience. 600
500
400
300
200
100
0 Strongly Agree Agree Neither Agree Disagree Strongly Disagree N/A nor Disagree
125 486 459 251 108 8 9% 34% 32% 17% 8% 1%
C. Results of Student Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
Are you male or female? 800
700
600
500
400
300
200
100
0 Female Male
693 735 48.5% 51.5%
What grade are you in? 500 450 400 350 300 250 200 150 100 50 0 9th 10th 11th 12th
452 353 326 297 31.7% 24.7% 22.8% 20.8%
North Hollywood High School C. Results of Student Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
Results of parent/community questionnaire
My child is safe at NHHS. 180 160 140 120 100 80 60 40 20 0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
70 161 47 15 3 2 23% 54% 16% 5% 1% 1%
My student is happy at NHHS. 160
140
120
100
80
60
40
20
0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
94 135 27 26 16 0 32% 45% 9% 9% 5% 0%
D. Results of Parent/Community Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
My student is getting a high quality education at NHHS. 160 140 120 100 80 60 40 20 0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
84 139 48 18 8 1 28% 47% 16% 6% 3% 0%
NHHS is preparing my student(s) to succeed in college and career. 140
120
100
80
60
40
20
0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
97 127 52 9 13 0 33% 43% 17% 3% 4% 0%
North Hollywood High School D. Results of Parent/Community Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
The teachers at NHHS treat my student with respect. 160 140 120 100 80 60 40 20 0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
79 136 52 18 9 0 27% 46% 18% 6% 3% 0%
NHHS teachers communicate regularly with parents about student progress. 100 90 80 70 60 50 40 30 20 10 0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
45 90 63 60 35 1 15% 31% 21% 20% 12% 0%
D. Results of Parent/Community Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
When I have a question about school I feel comfortable contacting NHHS. 140
120
100
80
60
40
20
0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
70 119 52 36 16 1 24% 40% 18% 12% 5% 0%
NHHS regularly informs me about what is happening at school. 140
120
100
80
60
40
20
0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
104 120 33 23 12 0 36% 41% 11% 8% 4% 0%
North Hollywood High School D. Results of Parent/Community Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
I feel it is important for parents to be involved with the Parent Center and other school groups and events. 160 140 120 100 80 60 40 20 0 Strongly Agree Neither Agree Disagree Strongly N/A Agree nor Disagree Disagree
90 151 44 5 1 1 31% 52% 15% 2% 0% 0%
D. Results of Parent/Community Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
Results of faculty questionnaire
It is easy to get the resources I need to teach effectively at NHHS 70
60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
15 59 20 11 3 4 13% 53% 18% 10% 3% 4%
I have a voice in what happens at NHHS. 60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
17 56 21 13 3 1 15% 50% 19% 12% 3% 1%
North Hollywood High School E. Results of Faculty Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
The professional development meetings are worthy of my time. 50 45 40 35 30 25 20 15 10 5 0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
10 45 26 20 10 1 9% 40% 23% 18% 9% 1%
I trust and have a good working relationship with the administration. 70
60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
34 64 9 5 0 0 30% 57% 8% 4% 0% 0%
E. Results of Faculty Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
I am allowed and encouraged as a teacher to create innovative lessons. 60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
39 49 11 4 0 8 35% 44% 10% 4% 0% 7%
I am comfortable using multiple forms of technology in my class. 70
60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
32 58 11 4 0 6 29% 52% 10% 4% 0% 5%
North Hollywood High School E. Results of Faculty Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
NHHS has a culture of reflecting on progress and setting appropriate goals 70
60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
25 59 22 3 1 1 23% 53% 20% 3% 1% 1%
NHHS staff members treat each other with respect. 80 70 60 50 40 30 20 10 0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
19 73 12 4 2 1 17% 66% 11% 4% 2% 1%
E. Results of Faculty Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
NHHS prepares students for success in college and career options. 80 70 60 50 40 30 20 10 0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
20 71 11 7 2 0 18% 64% 10% 6% 2% 0%
NHHS students are engaged and prepared to learn 70
60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
8 62 29 10 3 0 7% 55% 26% 9% 3% 0%
North Hollywood High School E. Results of Faculty Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
Students who work hard at NHHS will be successful. 60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
49 52 8 0 2 1 44% 46% 7% 0% 2% 1%
My class is challenging for students. 60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
37 52 11 0 0 11 33% 47% 10% 0% 0% 10%
E. Results of Faculty Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
NHHS students treat me with respect. 70
60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
31 62 8 8 2 1 28% 55% 7% 7% 2% 1%
NHHS parents are involved in monitoring their student’s progress. 45 40 35 30 25 20 15 10 5 0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
7 39 31 25 6 2 6% 35% 28% 23% 5% 2%
North Hollywood High School E. Results of Faculty Questionnaire North Hollywood High School ACS WASC/CDE Self-Study Report
NHHS parents are involved in supporting the school 50 45 40 35 30 25 20 15 10 5 0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
6 35 47 15 6 2 5% 32% 42% 14% 5% 2%
I enjoy working at NHHS. 60
50
40
30
20
10
0 Strongly Agree Agree Neither Agree Disagree Strongly N/A nor Disagree Disagree
51 51 5 1 0 2 46% 46% 5% 1% 0% 2%
E. Results of Faculty Questionnaire North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
North Hollywood Glossary of Terms List of Acronyms
A-G Requirements - Required courses a student needs to graduate
AP - Advanced Placement
API - Academic Performance Index
AYP - Adequate Yearly Progress
CAHSEE - California High School Exit Exam
CDE - California Department of Education
CELDT - California English Language Development Test
CORE - California Office to Reform Education
CST - California Standards Test
CSUN - California State University Northridge
EL (ELL) - English Learners or English Language Learners
ESL - English as a Second Language
Freshman Academy - Refers to the 9th Grade House
GATE - Gifted and Talented Education
HEA - Home Engineering Academy
HGM - Highly Gifted Magnet
IDS - Introduction to Data Science
IEP - Individualized Education Program
LAUSD - Los Angeles Unified School District
LTEL - Long Term English Learner
North Hollywood High School G. NHHS Clubs North Hollywood High School ACS WASC/CDE Self-Study Report
MOBILIZE - Instructional Program written by UCLA in the areas of Algebra 1 and Biology
NHHS - North Hollywood High School
PRP - Preparing for Redesignation
RFEP - Redesignated Fluent English Proficient
SAS - School for Advanced Studies
SBAC - Smarter Balanced Assessment Consortium
SDP - Special Day Program
SLC - Small Learning Community
SLD - Specific Learning Disability
SPSA - Single Plan for Student Achievement
SQIS - School Quality Improvement System
UCLA - University of California Los Angeles
YPI - Youth Policy Institute
ZOO - Refers to the off-campus Biological Science/Zoo Magnet
F. Glossary of Terms North Hollywood High School North Hollywood High School ACS WASC/CDE Self-Study Report
North Hollywood High School Clubs American Cancer Society Helping Other People Everywhere(Hope) American Red Cross Homestuck Club Animal Rescue Club Interact Club Anti-Bullying Club Jewish Student Union Art Club Junior State Of America (JSA) Aviation Club Key Club Battle of the Books Literary Huskies Benefitting Relationship Organizations Make-A-Wish Club Change for Children Model United Nations (MUN) Chess Club Multicultural Club Christian Student Union (Christian Club) Ninth Grade Leadership Classical Music Club Noho Smash Do Something North Hollywood Eco Peace Doctor Who/Tardis Oh Snap? Photograph Dodgeball Club One Vision Youth Club Drawing Club One Voice Christian Club (OVCC) Eco Freaks Philosophy Club Empower Photography Club Explorer Club Physics Club Exploring Photography Russian Club Fencing Club Tabletop Games Club Gay-Straight Alliance (GSA) The Breakfast Club Generation On UNICEF Club Ghost Hunting Club Visual Arts and Music for Society(VAMS) Girl Up Club Young Justice League Harry Potter Club Youth and Government
North Hollywood High School G. NHHS Clubs
2013-14 School Quality Snapshot Grades Offered: 9 - 12 North Hollywood Senior High Enrollment: 2,842 Charter: No Los Angeles Unified Title I Funded: Yes 5231 Colfax Ave., North Hollywood, CA 91601 CDS Code: 19-64733-1936350
California Assessment of Student Performance and Progress California's Academic Performance Index (API) (CAASPP) 2013 Growth API 778 What is the CAASPP system? The CAASPP system is the new student assessment system for Growth from Prior to Current Year 8 California's schools. It will initially include the following assessments: Met Schoolwide Growth Target Yes • English-language Arts (ELA) All Student Groups Met Target No • Mathematics 2013 Growth API State Rank 6 • Science 2013 Growth API Similar Schools Rank 8
How will the CAASPP system benefit California? API Subgroup Performance - 2013 API Growth It will use a variety of assessment approaches and item types that Met Growth will allow students to more fully demonstrate what they know and Target can do. In this way, the CAASPP system will assist teachers, administrators, and students and their parents by promoting high- African American or Black -- quality teaching and learning. American Indian or Alaska Native -- Asian Yes -5 What are the Smarter Balanced Tests? The Smarter Balanced tests are the ELA and Mathematics portions Filipino -- of the CAASPP system. They were developed by the Smarter Balanced Consortium and are aligned to the Common Core State Hispanic or Latino Yes 9 Standards (CCSS). Native Hawaiian or Pacific Islander -- 2013-14 Subgroup Enrollment
White Yes 14 English Learners 12% Why are the results of the 2013-14 Smarter Balanced Tests not Two or More Races -- reported? Socioeconomically Disadvantaged 80% The Smarter Balanced tests were field tested in the spring of 2014. English Learners No -121 The purpose of the field tests were to assess the actual test Students with Disabilities 9% questions to ensure that they are fair for all students; therefore, no Socioeconomically Disadvantaged Yes 12 test results were reported. Students with Disabilities Yes 31 Green = Student group met target Why is the 2014 Growth API not reported on the 2013-14 SQS? Red = Student group did not meet target The State Board of Education (SBE) approved not to calculate the + 2014 Growth and Base APIs during the transition to CAASPP. The -- = Student group is not numerically significant 2013 Growth API using the 2012-13 assessment results are carried over to the 2013-14 School Quality Snapshot. CHART LEGEND: n SCHOOL l DISTRICT u STATE Where can I find more information on the CAASPP system? Please visit the following CDE web page for more information about CDS: County-district-school the CAASPP system: http://www.cde.ca.gov/ta/tg/ca/ School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
California Department of Education Tom Torlakson Please visit the following Web page for more Report (v2.a) Generated: February 24, 2016 State Superintendent of Public Instruction information: http://www.cde.ca.gov/snapshot/ Page 1 2013-14 School Quality Snapshot Grades Offered: 9 - 12 North Hollywood Senior High Enrollment: 2,842 Charter: No Los Angeles Unified Title I Funded: Yes 5231 Colfax Ave., North Hollywood, CA 91601 CDS Code: 19-64733-1936350
+
CHART LEGEND: n SCHOOL l DISTRICT u STATE
* Only four years of data are available CAHSEE: CA High School Exit Examination CST: CA Standards Test School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
California Department of Education Tom Torlakson Please visit the following Web page for more Report (v2.a) Generated: February 24, 2016 State Superintendent of Public Instruction information: http://www.cde.ca.gov/snapshot/ Page 2 California Department of Education School Accountability Report Card
Reported Using Data from the 2014-15 School Year Published During 2015-16
North Hollywood Senior High
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school principal or the district office.
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov /dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
About This School
DISTRICT CONTACT INFORMATION
District Name Los Angeles Unified School District
Phone Number 213-241-1000
Superintendent Michelle King
E-mail Address [email protected]
Web Site achieve.lausd.net Top of Page
http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 1 of 22 SCHOOL CONTACT INFORMATION - MOST RECENT YEAR
North Hollywood Senior High School Name North Hollywood Senior High (No Hollywd SH)
Street 5231 COLFAX AVE
City, State, Zip NO HOLLYWOOD, CA 91601
Phone Number 818-753-6200
Principal ROSALES, RICARDO
E-mail Address [email protected]
Web Site www.lausd.k12.ca.us/North_Hollywood_HS
County-District-School (CDS) Code 19 64733 1936350 Top of Page
School Description and Mission Statement
All youth achieving is the overall mission of Los Angeles Unified School District. The District's vision is that every LAUSD student will complete high school college-prepared and career-ready. To achieve our mission and vision, all schools in the District are committed to meeting the five goals listed below:
1. 100% Graduation 2. Academic Proficiency for All Students 3. 100% Attendance 4. Student, Parent, and Community Engagement 5. School Safety
This School Accountability Report Card shows how well our school and students are meeting the District's goals.
STUDENT ENROLLMENT BY GRADE LEVEL (SCHOOL YEAR 2014-15)
Grade Level Number of Students
Kindergarten 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 0
Grade 7 0
Grade 8 0
Ungraded Elementary 0
Grade 9 692
Grade 10 929
Grade 11 513
Grade 12 602
Ungraded Secondary 0
Total Enrollment 2,736 Top of Page http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 2 of 22 STUDENT ENROLLMENT BY STUDENT GROUP (SCHOOL YEAR 2014-15)
Group Percent of Total Enrollment
Black or African American 4.6
American Indian or Alaska Native 0.1
Asian 7.6
Filipino 1.8
Hispanic or Latino 69.6
Native Hawaiian or Pacific Islander 0.0
White 14.8
Two or More Races 1.2
Socioeconomically Disadvantaged 71.2
English Learners 10.4
Students with Disabilities 11.2
Foster Youth 1.1 Top of Page
http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 3 of 22 A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair.
TEACHER CREDENTIALS
School School School District Teachers 2013-14 2014-15 2015-16 2015-16
Teachers With Full Credential 110 105 103 24,549
Teachers Without Full Credential 0 2 1 450
Teachers Teaching Outside Subject Area of 13 9 48 4,246 Competence (with full credential) Top of Page
TEACHER MISASSIGNMENTS AND VACANT TEACHER POSITIONS
Indicator 2013-14 2014-15 2015-16
Misassignments of Teachers of English Learners 20 6 6
Misassignments of Teachers of Physical Education 2 0 9
Total Teacher Misassignments* 66 28 185
Vacant Teacher Positions 0 0 0
Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
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CORE ACADEMIC CLASSES TAUGHT BY HIGHLY QUALIFIED TEACHERS (SCHOOL YEAR 2014-15)
Percent of Classes In Core Academic Subjects
Taught by Not Taught by Location of Classes Highly Qualified Teachers Highly Qualified Teachers
This School 90.20 9.80
All Schools in District 87.65 12.35
High-Poverty Schools in District 93.24 6.76
Low-Poverty Schools in District 45.04 54.96
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 4 of 22 QUALITY, CURRENCY, AVAILABILITY OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS - MOST RECENT YEAR
( MONTH AND YEAR IN WHICH DATA WERE COLLECTED: OCTOBER 2015)
Textbooks and Percent Students Instructional Lacking Materials / Year of From Most Recent Own Assigned Subject Adoption Adoption? Copy
Reading / Language Arts 2002-2003 Yes 0%
Mathematics 2015 Yes 0%
Science 2007 Yes 0%
History-Social Science 2006 Yes 0%
Foreign Language 2004 Yes 0%
Health 2005 Yes 0%
Visual and Performing Arts 2008 Yes 0%
Science Laboratory Equipment N/A N/A 0%* (Grades 9-12)
Note: Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. Senate Bill (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015-16 school year. Note: Cells with N/A values do not require data. * Science Lab equipment sufficiency is per school, not per pupil.
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School Facility Conditions and Planned Improvements - Most Recent Year
The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school.
http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 5 of 22 SCHOOL FACILITY GOOD REPAIR STATUS - MOST RECENT YEAR
( MONTH AND YEAR IN WHICH DATA WERE COLLECTED: JUNE 2015)
Repair Repair Needed and Action Taken or System Inspected Status Planned
Gas Leaks GOOD
Mechanical / HVAC GOOD
Sewer GOOD
Interior Surfaces GOOD
Overall Cleanliness GOOD
Pest / Vermin Infestation GOOD
Electrical (Interior and Exterior) GOOD
Restrooms GOOD
Sinks / Drinking Fountains (Inside and GOOD Outside)
Fire Safety GOOD
Hazardous Materials (Interior and Exterior) GOOD
Structural Damage GOOD
Roofs GOOD
Playground / School Grounds GOOD
Windows / Doors / Gates / Fences GOOD
Overall Rating EXEMPLARY
Note: The cited maintenance deficiencies in the category have not been repaired or mitigated to date, but have been reported via Service Call or identified as a deferred maintenance or bond project and will be completed as soon as funding becomes available.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 6 of 22 B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CALIFORNIA ASSESSMENT OF STUDENT PERFORMANCE AND PROGRESS RESULTS FOR ALL STUDENTS (SCHOOL YEAR 2014-15)
Percent of Students Meeting or Exceeding the State Standards
Subject School District State
English Language Arts / Literacy (Grades 63 33 44 3-8 and 11)
Mathematics (Grades 3-8 and 11) 35 25 33
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 7 of 22 CAASPP ASSESSMENT RESULTS - ENGLISH LANGUAGE ARTS (ELA) DISAGGREGATED BY STUDENT GROUPS, GRADES THREE THROUGH EIGHT AND ELEVEN (SCHOOL YEAR 2014-15)
ELA - GRADE 11
Percent Percent Percent Percent Total Number Percent Achievement Achievement Achievement Achievement Student Groups Enrollment Tested Tested Level 1* Level 2* Level 3* Level 4*
All Students 450 434 96.4 11 25 33 29
Male 450 206 45.8 13 25 34 27
Female 450 228 50.7 9 25 33 32
Black or African 450 10 2.2 ------American
American Indian or 450 1 0.2 ------Alaska Native
Asian 450 39 8.7 0 8 10 82
Filipino 450 13 2.9 0 15 15 69
Hispanic or Latino 450 285 63.3 12 32 41 14
Native Hawaiian or Pacific Islander
White 450 84 18.7 13 10 23 51
Two or More 450 2 0.4 ------Races
Socioeconomically 450 310 68.9 13 30 35 20 Disadvantaged
English Learners 450 23 5.1 61 26 4 0
Students with 450 37 8.2 49 22 14 14 Disabilities
Students Receiving Migrant Education Services
Foster Youth ------
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 8 of 22 CAASPP ASSESSMENT RESULTS - MATHEMATICS DISAGGREGATED BY STUDENT GROUPS, GRADES THREE THROUGH EIGHT AND ELEVEN (SCHOOL YEAR 2014-15)
MATHEMATICS - GRADE 11
Percent Percent Percent Percent Total Number Percent Achievement Achievement Achievement Achievement Student Groups Enrollment Tested Tested Level 1* Level 2* Level 3* Level 4*
All Students 450 434 96.4 34 28 18 18
Male 450 206 45.8 33 24 18 22
Female 450 228 50.7 36 32 18 14
Black or African 450 11 2.4 64 9 9 9 American
American Indian or 450 1 0.2 ------Alaska Native
Asian 450 39 8.7 5 5 15 74
Filipino 450 13 2.9 8 31 15 46
Hispanic or Latino 450 284 63.1 43 33 17 5
Native Hawaiian or Pacific Islander
White 450 84 18.7 20 21 24 31
Two or More 450 2 0.4 ------Races
Socioeconomically 450 310 68.9 39 32 16 11 Disadvantaged
English Learners 450 22 4.9 86 5 0 0
Students with 450 37 8.2 76 11 3 8 Disabilities
Students Receiving Migrant Education Services
Foster Youth ------
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 9 of 22 CALIFORNIA STANDARDS TEST FOR ALL STUDENTS IN SCIENCE - THREE-YEAR COMPARISON
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School District State
Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15
Science (Grades 55 45 42 50 50 46 59 60 56 5, 8, and 10)
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
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CALIFORNIA STANDARDS TEST RESULTS BY STUDENT GROUP IN SCIENCE (SCHOOL YEAR 2014-15)
Percent of Students Scoring at Proficient or Group Advanced
All Students in the LEA 46
All Students at the School 42
Male 46
Female 39
Black or African American 36
American Indian or Alaska Native --
Asian 73
Filipino 66
Hispanic or Latino 35
Native Hawaiian or Pacific Islander
White 69
Two or More Races --
Socioeconomically Disadvantaged 36
English Learners 2
Students with Disabilities 17
Students Receiving Migrant Education Services
Foster Youth --
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 10 of 22 Career Technical Education Programs (School Year 2014-15)
The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) is a Federal act established to improve career-technical education programs, integrate academic and career-technical instruction, serve special populations, and meet gender equity needs. It led to the creation of academic and career technical education (CTE) coursework sequences that:
Incorporate and align secondary and postsecondary education elements Include academic and CTE content in a coordinated, non-duplicative progression of courses Offer the opportunity, where appropriate, for secondary students to acquire postsecondary credits Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. Work-based learning opportunities include internships, job-shadowing, and work-based learning experiences.
The CTE program is delivered through programs of study using a comprehensive and structured approach to prepare students for postsecondary education and career success. Programs/classes that offer workplace preparation include:
CTE programs offered by the district that pupils at the school may participate in and that are aligned to the applicable model curriculum common core standards CTE program sequences offered by the district Select CTE courses that are approved for UC A-G credit
For additional information, contact the district CTE office (213-241-8754) or speak with the school principal.
In 2014-15, LAUSD funded 70 High Schools and over 200 pathways. Pathways include: Arts, Media and Entertainment, Energy, Environment and Utilities, Business and Finance, Engineering Design, Health Science and Medical Technology, Information and Communication Technology and other fields. Schools also have in place certification programs such as Microsoft Office Specialist (MOS), Adobe Certified Associate (ACA), A+ IT certification, Food Safety, OSHA, etc. The students from various schools also participated in Career Technical Student Organizations such as SkillsUSA, DECA, HOSA, FHA Hero, FFA to gain leadership and career readiness skills. They demonstrated their competencies by participating in regional, state and national competitions.
During the 2014-15 academic school year, the LAUSD made available 376 CTE courses that are aligned with the California High School Academic Content Standards, the California Career Technical Education Model Curriculum Standards, Multiple Pathways, and the Science, Technology, Engineering, and Mathematics (STEM) Initiative. The California Department of Education (CDE) certified the courses categorized according to the 15 Industry Sectors set by the California State Board of Education.
http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 11 of 22 I. Agriculture and Natural II. Arts, Media, and III. Building and Construction Resources Entertainment Trades
A. Agricultural Business - A. Design, Visual, and A. Cabinetry, Millwork, and 4 courses Media Arts - 17 courses Woodworking - 8 courses B. Agricultural Mechanics B. Performing Arts B. Engineering and Heavy - 3 courses C. Production and Construction - 1 course C. Agriscience - 8 Managerial Arts - 19 C. Mechanical Systems courses courses Installation and Repair D. Animal Science - 5 D. Game Design and D. Residential and courses Integration Commercial Construction - 4 E. Forestry and Natural courses Resources - 3 courses F. Ornamental Horticulture - 17 courses G. Plant and Soil Science - 1 course
IV. Business and Finance V. Education, Child VI. Energy, Environment, and Development, and Family Utilities A. Business Management Services - 18 courses A. Environmental Resources B. Financial Services - 15 A. Child Development - - 3 courses courses 14 courses B. Energy and Power C. International Business B. Consumer Services - Technology - 7 courses - 5 courses 4 courses C. Telecommunications - 11 C. Education - 4 courses courses D. Family and Human Services - 3 courses
VII. Engineering and VIII. Fashion and Interior IX. Health Science and Medical Architecture Design Technology
A. Architectural Design - A. Fashion Design and A. Biotechnology - 5 courses 13 courses Merchandising - 11 B. Patient Care - 15 courses B. Engineering courses C. Healthcare Administrative Technology - 1 course B. Personal Services - Services - 7 courses C. Engineering Design - 8 11 courses D. Healthcare Operational courses C. Interior Design - 1 Support Services - 2 courses D. Environmental course E. Public and Community Engineering - 1 course Health - 3 courses F. Mental and Behavioral Health
X. Hospitality, Tourism, and XI. Information and XII. Manufacturing and Product Recreation Communication Design Technologies A. Food Science, A. Graphic Production - 8 Dietetics, and Nutrition - A. Information Support courses 2 courses and Services - 8 B. Machining and Forming B. Food Service and courses Technologies - 14 courses Hospitality - 11 courses B. Networking - 4 C. Welding and Materials C. Hospitality, Tourism, courses Joining and Recreation - 8 C. Software and D. Product Innovation and courses Systems Development - Design - 3 courses 13 courses D. Games and Simulation - 1 course
XIII. Marketing Sales and XIV. Public Services XV. Transportation Service A. Emergency A. Operations A. Marketing Response B. Structural Repair and B. Professional Sales - 12 B. Legal Practices - 5 Refinishing - 6 courses courses courses C. Systems Diagnostics and C. Entrepreneurship / Self C. Public Safety - 3 Service - 22 courses Employment - 4 courses courses
http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 12 of 22 CAREER TECHNICAL EDUCATION PARTICIPATION (SCHOOL YEAR 2014-15)
CTE Program Measure Participation
Number of Pupils Participating in CTE 845
Percent of Pupils Completing a CTE Program and Earning a High School 20.4 Diploma
Percent of CTE Courses Sequenced or Articulated Between the School and 57.5 Institutions of Postsecondary Education Top of Page
COURSES FOR UNIVERSITY OF CALIFORNIA AND/OR CALIFORNIA STATE UNIVERSITY ADMISSION
UC/CSU Course Measure Percent
2014-15 Students Enrolled in Courses Required for UC/CSU Admission 99.82
2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 48.45 Top of Page
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):
Pupil outcomes in the subject areas of English, mathematics, and physical education.
CALIFORNIA HIGH SCHOOL EXIT EXAMINATION RESULTS FOR ALL GRADE TEN STUDENTS - THREE-YEAR COMPARISON (IF APPLICABLE)
Percent of Students Scoring at Proficient or Advanced
School District State
Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15
English- Language 62 57 58 49 47 49 57 56 58 Arts
Mathematics 64 61 54 54 56 53 60 62 59
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 13 of 22 CALIFORNIA HIGH SCHOOL EXIT EXAMINATION GRADE TEN RESULTS BY STUDENT GROUP (SCHOOL YEAR 2014-15) (IF APPLICABLE)
English-Language Arts Mathematics
Percent Percent Not Percent Percent Not Percent Percent Group Proficient Proficient Advanced Proficient Proficient Advanced
All Students in the 50 25 25 46 35 18 LEA
All Students at the 42 25 32 46 34 20 School
Male 46 23 31 46 32 22
Female 38 28 34 46 36 18
Black or African 32 25 43 50 27 23 American
American Indian or Alaska Native
Asian 12 10 79 19 9 72
Filipino 15 23 62 17 42 42
Hispanic or Latino 51 27 21 54 36 9
Native Hawaiian or Pacific Islander
White 15 21 64 20 26 54
Two or More Races
Socioeconomically 42 25 33 46 34 20 Disadvantaged
English Learners 96 4 94 6
Students with 85 12 3 85 12 3 Disabilities
Students Receiving Migrant Education Services
Foster Youth
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
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CALIFORNIA PHYSICAL FITNESS TEST RESULTS (SCHOOL YEAR 2014-15)
Level Grade 5 Grade 7 Grade 9
Percent of Students Meeting Four of Six Fitness Standards
Percent of Students Meeting Five of Six Fitness Standards
Percent of Students Meeting Six of Six Fitness Standards 17.4 26.4 40.4
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 14 of 22 C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement - Most Recent Year
To participate with any of the following opportunities, contact the school principal.
PTA School Advisory Governance / Classroom Office Supervision Fund School Year Council Council PTO Volunteer Volunteer Volunteer Raising Beautification Other
2014-15 X X X X X X X X
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety.
SUSPENSIONS AND EXPULSIONS
School District State
Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15
Suspensions 1.09 0.29 0.27 1.72 1.30 0.91 5.07 4.36 3.80
Expulsions 0.00 0.00 0.00 0.02 0.02 0.01 0.13 0.10 0.09 Top of Page
School Safety Plan - Most Recent Year
Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. As required by California Education Code (CEC), Section 35294, the school's Safe School Plan was revised and reviewed with staff on the following dates:
Safe School Plan Date Revised Date Reviewed with Staff
Volume 1 Prevention Programs 2015-09-30 2015-09-30
Volume 2 Emergency Procedures 2015-10-06 2015-10-06
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 16 of 22 D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
On August 6, 2013, the United States Secretary of Education awarded the NCLB Waiver to eight California school districts, including Los Angeles Unified School District, that are part of the California Office to Reform Education (CORE) Consortium. The waiver allows the CORE districts to immediately implement an alternative accountability system, instead of the AYP. This new accountability system, School Quality Improvement System, will give the participating districts more flexibility and accountability in how they measure student performance and raise academic performance at the district level. While the California Department of Education (CDE) continues to publish AYP status for LAUSD schools, beginning in 2013-14 school year, the district will implement the School Quality Improvement System.
The NCLB Waiver awarded to LAUSD allows for several flexibilities from the previous accountability system. While CDE continues to identify LAUSD and certain district schools to be in PI status, the corrective actions and other interventions previously required of PI district and schools are no longer mandatory as the district implements the School Quality Improvement System in 2014-15. Using the School Quality Improvement Index, the district will identify several categories of schools for improvement, including 'Priority', 'Focus', and 'Support'. The School Quality Improvement Index will also identify 'Reward' and 'Collaborative Partner' schools that have made progress, who may be required to partner with a Priority or Focus school to support improvement efforts.
ADEQUATE YEARLY PROGRESS OVERALL AND BY CRITERIA (SCHOOL YEAR 2014-15)
AYP Criteria School District State
Made AYP Overall Yes Yes Yes
Met Participation Rate - English-Language Arts Yes Yes Yes
Met Participation Rate - Mathematics Yes Yes Yes
Met Percent Proficient - English-Language Arts N/A N/A N/A
Met Percent Proficient - Mathematics N/A N/A N/A
Met Attendance Rate N/A Yes Yes
Met Graduation Rate Yes Yes Yes Top of Page
FEDERAL INTERVENTION PROGRAM (SCHOOL YEAR 2015-16)
Indicator School District
Program Improvement Status In PI In PI
First Year of Program Improvement 2009-2010 2004-2005
Year in Program Improvement* Year 5 Year 3
Number of Schools Currently in Program Improvement N/A 652
Percent of Schools Currently in Program Improvement N/A 71.3
Note: Cells with NA values do not require data.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 17 of 22 AVERAGE CLASS SIZE AND CLASS SIZE DISTRIBUTION (ELEMENTARY)
2012-13 2013-14 2014-15 Avg. Number of Classes* Avg. Number of Classes* Avg. Number of Classes* Grade Class Class Class Level Size 1-20 21-32 33+ Size 1-20 21-32 33+ Size 1-20 21-32 33+
K
1
2
3
4
5
6
Other
* Number of classes indicates how many classes fall into each size category (a range of total students per class)
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AVERAGE CLASS SIZE AND CLASS SIZE DISTRIBUTION (SECONDARY)
2012-13 2013-14 2014-15 Number of Number of Number of Avg. Classes* Avg. Classes* Avg. Classes* Class Class Class Material Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+
English 28 36 18 59 27 42 25 54 27 42 22 48
Mathematics 29 30 23 50 28 31 18 54 28 36 14 57
Science 30 22 14 42 29 27 14 50 28 23 29 37
Social 29 22 16 39 30 20 17 40 31 19 12 41 Science
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 18 of 22 ACADEMIC COUNSELORS AND OTHER SUPPORT STAFF (SCHOOL YEAR 2014-15)
Average Number of Number of FTE* Assigned Students per Title to School Academic Counselor
Academic Counselor 10.00 274
Counselor (Social/Behavioral or Career 0.00 N/A Development)
Library Media Teacher (librarian) 1.00 N/A
Library Media Services Staff n/a N/A (paraprofessional)
Psychologist 1.14 N/A
Social Worker 0.00 N/A
Nurse 1.00 N/A
Speech/Language/Hearing Specialist 0.00 N/A
Resource Specialist (non-teaching) 0.00 N/A
Other 0.00 N/A
Note: Cells with N/A values do not require data. * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
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EXPENDITURES PER PUPIL AND SCHOOL SITE TEACHER SALARIES (FISCAL YEAR 2013-14)
Expenditures Per Pupil
Supplemental Average Total / Basic / Teacher Level Expenditures Restricted Unrestricted Salary
School Site $8,046 $2,425 $5,621 $68,613
District N/A N/A $5,729 $68,881
Percent Difference - School Site and N/A N/A -2% 0% District
State N/A N/A $5,348 $72,971
Percent Difference - School Site and N/A N/A 5% -6% State
Note: Cells with N/A values do not require data.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 19 of 22 Types of Services Funded (Fiscal Year 2014-15)
This section provides information about the programs and supplemental services that are available at the school and funded through categorical sources.
Title I funds are used to support effective, research-based educational strategies for students not meeting the state's challenging academic achievement standards. Title I funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, TIER II supplemental instruction and intervention, parental involvement, personalization and support for students with at-risk behaviors.
Title III funds assist English Learners (EL) in acquiring English fluency, gaining access to the curriculum, and achieving grade-level and graduation standards. Funds are distributed to school sites based on the number of EL students enrolled.
Economic Impact Aid-Limited English Proficient (EIA-LEP) is a state categorical program that provides supplemental funds to support programs for English Learners. Use of supplemental EIA funds for English Learners at the school level is administered through the Single School Plan as approved by the School Site Council and the local governing board. Typical examples include funds set aside for professional development, the purchase of supplemental materials and expenses that support paraprofessionals, supplemental resource teachers, and the operation of EL advisory committees.
School Year Title I Title III EIA-LEP
2014-15 X X X
TEACHER AND ADMINISTRATIVE SALARIES (FISCAL YEAR 2014-15)
State Average For Districts Category District Amount In Same Category
Beginning Teacher Salary $39,788 $43,165
Mid-Range Teacher Salary $63,553 $68,574
Highest Teacher Salary $78,906 $89,146
Average Principal Salary (Elementary) $105,723 $111,129
Average Principal Salary (Middle) $115,222 $116,569
Average Principal Salary (High) $116,595 $127,448
Superintendent Salary $350,000 $234,382
Percent of Budget for Teacher Salaries 35 38
Percent of Budget for Administrative Salaries 5 5
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 20 of 22 ADVANCED PLACEMENT COURSES (SCHOOL YEAR 2014-15)
Number of Percent of Students Subject AP Courses Offered* In AP Courses
Computer Science 1 N/A
English 14 N/A
Fine and Performing Arts 1 N/A
Foreign Language 5 N/A
Mathematics 10 N/A
Science 15 N/A
Social Science 20 N/A
All courses 66 0.6
Note: AP means Advanced Placement. Note: Cells with N/A values do not require data. * Where there are student course enrollments.
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http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 21 of 22 Professional Development - Most Recent Three Years
Professional Development
The professional development provided in the 2014-2015 school year was designed to deepen the knowledge of teachers and schools leaders on the implementation of the California Content Standards (aka CCSS) in English/Language Arts, mathematics, science, and literacy in History/Social Studies, Science, and Technical Subjects and other content subjects. The professional development has built upon the phases of implementation of the standards, the Professional Learning and Leadership Development initiatives incorporating the Teaching and Learning and School Leadership frameworks, and targeted instruction for our subgroups. The primary focus of professional development within the District continues to be focused on effective first instruction using the California Content Standards as the foundation for multi-tiered systems of support for both tier I instruction and tier II/III interventions for behavior and academics. The District encourages schools to use a Plan-Deliver-Reflect-Revise model where teachers work collaboratively to construct instructional lessons, analyze student work, and reflect on instructional practices. The specific focus areas have been on the delivery of literacy and language instruction that ensures that all students read, write, speak and listen effectively, accurately, and fluently by the end of 2nd grade; the implementation of the California English Language Development Standards (CA ELD); the transition to the Next Generation Science Standards (NGSS); and the development of the instructional leadership team to collectively build capacity that increases the ability of all educators to make the instructional changes needed for all students to be college- and career-ready.
Time Contractually Allotted for Professional Development for Teachers*
ELEMENTARY SCHOOLS
Academic Year Banked Time (Hours) Pupil Free (Hours)
2014-15 26 Hours 6 Hours
2013-14 26 Hours 6 Hours
2012-13 26 Hours 6 Hours
SECONDARY SCHOOLS
Academic Year Banked Time (Hours) Pupil Free (Hours)
2014-15 21 Hours 6 Hours
2013-14 14 Hours 6 Hours
2012-13 14 Hours 6 Hours
Note: * Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions. Top of Page
http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20142015&which=8786 22 of 22 LOS ANGELES UNIFIED SCHOOL DISTRICT ATTACHMENT A Policy Bulletin
LAUSD Class of 2016 -2019 Graduation Requirements: LAUSD has set the graduation requirements for the Class of 2016 – 2019 to include an “A-G” course sequence that aligns with the “A-G” course sequence requirements for CSU, the CDE course requirements, and other LAUSD course and non-course requirements. Grades of “D” or better will be counted towards meeting LAUSD graduation requirements although for college eligibility a “C” or better is required. LAUSD Subject Comments Non-Negotiable Requirements Validation Requirements World History, US History, Government, and No Validation HISTORY/SOCIAL SCIENCE 3 Years Grades of “D” or better will be counted towards Economics See Table 1 ENGLISH 4 Years meeting LAUSD graduation requirements. See Table 2 No Validation
Validation: An advanced level math class For UC/CSU eligibility a “C” or better is required. Algebra 1 passed in middle school may earn can validate the entire math requirement. Courses may be repeated to improve a “D” or high school graduation credits. Students MATHEMATICS 3 Years For UC, an advanced level math class will “F”. must take 3 years of math in grades 9-11. validate the entire math requirement only if No numerical credit will be earned for repeated See Table 3 courses previously passed. Geometry AB was attempted Must be one year of Physical Science and one Validation: LABORATORY SCIENCE 2 Years “A-G” requirements may also be year of Biological Science See Table 4 Chemistry – CSU only fulfilled through examination. Must be two years of the same language or Validation: Refer to Attachment C for equivalent to the 2nd level high school course different options to meet the language LANGUAGE OTHER THAN ENGLISH 2 Years Refer to Attachment C for details. or demonstrate proficiency by exam requirement Also, refer to UC/CSU approved See Table 5 course list for course classification at: Must be taken in the same discipline No Validation VISUAL & PERFORMING ARTS 1 Year https://hs-articulation.ucop.edu/agcourselist# See Table 6 /list/searchall No Validation: Exception – Advanced level LOTE and mathematics fall under G elective. COLLEGE PREPARATORY ELECTIVE 1 Year See Table 7 Validation rules may apply to meet this requirement. School-sponsored interscholastic athletic sports Cheerleading, Drill Team, Dance, Golf, may be considered for physical education Tennis, Soccer, and other physical ADV PE 1AB & ADV PE 2AB PHYSICAL EDUCATION 2 Years graduation credit. education single-subject courses are See Table 8 elective courses and do not meet the physical education requirement. HEALTH 1 semester See Health section Non-course Requirements SERVICE LEARNING PROJECT Must be completed in grades 9-12 and recorded in MiSiS - http://notebook.lausd.net/portal/page?_pageid=33,179297&_dad=ptl CAREER PATHWAY Must be identified in grades 9-12 and recorded in MiSiS - http://notebook.lausd.net/pls/ptl/ptl_apps.nbk_doc_info.docinfo?p_doc_id=1260434 Numerical Credit Requirement Required credits for promotion: Semester courses earn 5 credits. 10th grade = 50 th 210 TOTAL NUMERICAL CREDITS Yearlong courses earn 10 credits. 11 grade = 105 th Exams and validation do not earn numerical credits. 12 grade = 160 Graduation = 210
BUL-6566.1 Page 1 of 1 January 14, 2016 Division of Instruction
Los Angeles Unified School District Single Plan for Student Achievement Goal Matrix ACADEMIC DOMAIN 100% GRADUATION
LEA Goal: All students will graduate from high school.
Two-Year School Goal:* By June 2016, the four-year graduation rate will increase by 10 % from 76% to 86% as measured by the CAHSEE.
Identify data used to form this goal:5 x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (A-G Report)
x Data Summary Sheet Student Grades Curriculum-Based Measure: Other:
Using the results of the Comprehensive Needs Assessment and the answers Yes, we made our graduation targets for all subgroups. to the questions below, what conclusions can be drawn? Did the school meet schoolwide graduation rate targets? If not, what The graduation change was +2.6%. We will continue to offer the proper academic strategy (ies) will the school use to increase graduation rates? counseling support to ensure graduation. Did the school have graduation rates with less than 5% improvement? If so, what strategy (ies) will the school use to We will continue to offer Saturday CAHSEE classes for all at-risk students, regardless of increase graduation rates to meet graduation rate targets? sub-group How will the school provide differentiated support to subgroups of 20 or more with the lowest proficiency rate on the CAHSEE? NHHS will continue to provide one-on-one tutoring for all students, regardless of subgroup
Key Strategy(ies): Improve teachers’ ability to offer high quality instruction and counselors’ ability to offer high quality counseling services to all students by providing appropriate and proven resources and support to increase the four-year graduation rate.
Turnaround Actions/Tasks to accomplish Strategy(ies)** Projected Annual How will the school Staff Start/ Focus (Actions/Tasks must address subgroup needs.) Costs, monitor the Responsible Completion Expenditures, and actions/tasks? Date Areas*** Funding Sources Effective The Instructional Coach, CPA and Administration Team will collaborate to: Inst. Coach –. Principal will Principal 07/01/2014 Instructional $98,954 (S046) monitor – 6/30/2015 Program Lead grade level and subject level professional development sessions after Instructional (Professional Inst. Coach X/Z Time Coach’s activities school for teachers of all students, including those who teach students with $2,979 (S046)) Learning and disabilities in order to increase the four-year graduation rate. Classroom Instruction) 2, 4, 5 Conduct demonstration English lessons and math lessons and facilitate the Instr. Coach Principal will Principal analysis of data and work that reflects the problem-solving approach. Differential --- monitor Develop and deliver professional development training for staff on strategies to $1,436 (S046) Instructional better implement lesson delivery of math and ELA content strands where Coach’s activities students are not meeting grade-level standards. CPA X-Time $2979 *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p1
Identify targeted students for Saturday intervention and communicate with (S046) parents regarding intervention services. Principal will Coordinate English and math intervention programs. CPA Differential monitor $1439 Instructional Principal Coordinate lesson studies and facilitate debrief sessions with staff. (S046) Work with teachers to manage, interpret, use formative assessment data, Coach’s activities systematically examine student work, and plan and deliver appropriate instruction, intervention and accommodation strategies for all students. Maximizing In order to maximize the instructional time and make sure that our graduation rate Counselors Leadership Team Principal Instructional increases, leadership team (Counselors, CPA, Teachers and Administrators) will 296,862 will monitor the and Time 3 collaborate to: (S046) program Leadership implementation Team Inst. Coach –. Provide lower student to counselor ratio from 560:1 to 350:1. $98,954 (S046) Prepare individual, workable graduation plans. Communicate on a regular basis with students and parents to insure the students are meeting A-G requirements and taking part in Partnership Programs.
Counselor X-Time will provide opportunities for counselors to meet with Counselor X-Time students and their parents to discuss academic progress and goals outside the 100hrs @ $68 = hours of the normal school day $6800 (S046)
Software Licenses -- Provide computer software such as ALEKS for Algebra and Software Licenses – Geometry students. $10,000 (S046)
Interventions In order to provide proper interventions to close the achievement gap and CPA Leadership Team, Principal, to Close increase the four-year graduations rate, the CPA and the rest of the instructional $98,954 including Principal Leadership Achievement team will: (S046) and CPA, will Team, Gaps 2, 3 Create and monitor after school and Saturday intervention programs to insure monitor and Assistant that all students are meeting graduation requirements. evaluate Principals intervention Tutor Tchr X-Time – Tutor Tchr X-Time --Provide after-school tutoring three days a week in all core subjects, program th (S046) 1175 hrs @ $68 CAHSEE Intervention classes on Saturdays, and 7 period intervention classes in all =$100,000 levels of English, History, and Math. Provide the ALEKS program in Algebra I and CPA will create and Geometry. monitor logs for classified support Clerical OT will allow the school to have services in the main office for the duration of the Clerical OT after school and Saturday intervention programs. $2,500 (S046)
Custodial OT – Supports after-school and Saturday intervention with custodial services Custodial OT-- $3,000 (S046) $1000 (E046) *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p2
Los Angeles Unified School District
Single Plan for Student Achievement Goal Matrix ACADEMIC DOMAIN ENGLISH LANGUAGE ARTS
LEA Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.
Two-Year School Goal:* By June 2016, the percentage of Ds and Fs will decrease from 23.4% to 13.4% as measured by the end of the spring semester report cards.
Identify data used to form this goal:5 x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (CST Strand Report)
DIBELS x Student Grades Curriculum-Based Measure: x Data Summary Sheet
Using the results of the Comprehensive Needs Assessment and the answers Yes, we made our graduation targets for all subgroups. to the questions below, what conclusions can be drawn? Based on the assessments, in what strands of the English Language The graduation change was +2.6%. We will continue to offer the proper academic Arts instructional program were subgroups of 20 or more least counseling support to ensure graduation. proficient? What factors explain changes in proficiency levels over time? We will continue to offer Saturday CAHSEE intervention classes for all at-risk students, Were interventions effective in moving students to proficiency? If not, regardless of sub-group what change in intervention(s) does the school propose? What intervention(s) will be used to address the lowest-achieving NHHS will continue to provide one-on-one tutoring for all students, regardless of subgroup subgroups?
Key Strategy(ies): Establish proficiency on the ELA CCSS among all subgroups to answer text-dependent questions and respond to complex text by providing regular practice, incorporating the use of intentional strategies such as Think-Pair-Share and Productive Partners to engage students in discussion and intellectually challenging conversations.
Turnaround Actions/Tasks to accomplish the Strategy(ies)** Projected Annual How will the school Staff Start/ Focus (Actions/Tasks must address subgroup needs.) Costs, monitor the Responsible Completion Expenditures, and actions/tasks? Date Areas*** Funding Sources Effective PD Tchr Reg & PD Teacher X-Time- Provide release time during/after the PD Tchr, Reg – Principal and Principal August Instructional school day for teachers to receive professional development in ELA, lesson $24,260 (S046) Leadership Team and 2014 June Program (Professional study, Writing Strategies, Literary Response, and the Writing Process Prof Dev Tchr will monitor PD Leadershi 2016 Learning and X-Time – activities p Team Classroom $24,800 2, 4, 5 Instruction) (S046))
*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p3
Staff Conference Attendance - will provide opportunities for teachers to Staff Principal will attend conferences and trainings such as CATE and NCTE to improve their Conference meet with staff practices and learn effective classroom strategies. Particularly as they have to Attend. – $3000 planning to attend do with Literary Response, Writing Strategies, and the Writing Process (S046) conferences to evaluate the Principal Day-to-Day subs will allow teachers to meet during the regular school day to: Day-to-Day appropriateness and Review and analyze student data, e.g., CST results, Periodic Subs of the conference Leadershi Assessments, CST and CAHSEE practice materials, etc., particularly $3,140 and to plan the p Team in regard to Writing Strategies, Literary Response and the Writing Title I PD they will Process in order to guide and improve the delivery of instruction in present upon ELA classes return Identify students struggling in ELA, develop common assessments, and monitor student progress
Instructional Coach -- Provide an instructional coach to guide ELA Instructional department members in instruction and assessment, with a focus on Coach differentiation, serving students with disabilities, and the specific skills relating $98,954 to the Writing Process, Writing strategies, and Literary Response (S046) Maximizing Counselors will: Counselor, Sec Principal will Principal August Instructional Complete an Individual Graduation Plan with each student and monitor it. (3) – monitor 2014 June 3 Time They will refer students to tutoring if they become at-risk of a D or Fail. 3 @ 98,954 = counselors 2016 Meet with students to ensure that they are on-track to complete A-G $296,862 (S046) through logs and requirements. updates Provide lower student ratio from 560:1 to 350:1 Communicate with parents on a regular basis with students and parents to Principal, CPA, insure the students score proficient in ELA. and Leadership Team will Curricular Trips will supplement the instructional program for all participating evaluate and Title One students and teachers to deepen their practical knowledge of Curricular Field ensure the curriculum related matters. Will aid Title One students in the development of Trips 25 @ $314 curricular value of oral and written language through the presentation of information gathered on = $8625 (S046) field trip curricular trips. Trips include such destinations as LACMA, The Science Center, The Getty Museum, The Museum of Natural History, The Huntington, Microcomputer Sea World, L.A. Zoo, Museum of Tolerance, The Music Center, Museum of Spt. Ast. and African Art, MOCA, Museum of Latin American Art, and the Central Library. CPA will monitor Maintenance of equipment and Maintenance of Equipment -- Maintain computers, LCD Projectors and other Equipment – send for repair classroom equipment in working order in order to ensure the continuity of $2000 (S046) when needed or instruction feasible *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p4
Interventions Tutor Tchr X-Time provides for after-school tutoring three days a week in all Tutor Tchr X- August to Close core subjects, CAHSEE Intervention classes on Saturdays, and 7th period Time – 2014 June Achievement intervention classes in all levels of English, History, and Math. We provide the $80,000 2016 2, 3 Gaps ALEKS program in Algebra I and Geometry.7th period math and English (S046) classes are provided for special ed. students to increase their skills, with a focus on Writing Strategies, Literary Response, and the Writing Process
Use subject-matter grades, Performance Assessment, CAHSEE, and CST Custodial OT-- results to target appropriate intervention for struggling students $3000 Provide tutoring after-school and on Saturday mornings, with an emphasis (S046) on ELA students at risk of not meeting grade level standards and students with disabilities Provide intervention throughout the year to prepare students to be successful on periodic assessments, CAHSEE, and other state and local assessments Principal and Provide 7th period intervention classes for at-risk students, with a focus on Leadership Team students with disabilities will determine what instructional Contracted Instructional Services – Will provide monies for an organization Contracted Inst. services are like Staff Development to conduct training for faculty and staff on Serv. –$2500 indicated and implementation of the Common Core (S046) $5000, their benefit to (E046) the school
*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p5
Los Angeles Unified School District
Single Plan for Student Achievement Goal Matrix ACADEMIC DOMAIN MATHEMATICS
LEA Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.
Two-Year School Goal:* By June 2016, the percentage of Ds and Fs will decrease from 33% to 23% as measured by the end of the spring semester report cards.
Identify data used to form this goal:5 x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (CST Strand Report)
DIBELS x Student Grades Curriculum-Based Measure: Data Summary Sheet
Using the results of the Comprehensive Needs Assessment and the answers to the Functions and Rational Expressions in Algebra I; Angle Rel. Construction and Lines in questions below, what conclusions can be drawn? Geometry are areas where subgroups are least proficient. Proficiency levels have Based on the assessments, in what strands of the mathematics increased by 10% since 2008. All students schoolwide were offered guided practice on instructional program were subgroups of 20 or more least proficient? released CST questions. Yes, interventions have been effective in moving students to What factors explain changes in proficiency levels over time? proficiency. NHHS will continue to offer after-school tutoring, one-on-one and one on Were interventions effective in moving students to proficiency? If not, small group. Teachers will continue to meet after school to design and refine curriculum what change in intervention(s) does the school propose? tailored to meet the needs of all at-risk students What intervention(s) will be used to address the lowest-achieving subgroups?
Key Strategy(ies): Increase students’ ability in the Math CCSS to construct viable arguments and critique the reasoning of others by increasing teachers’ capacity to plan and teach standards-based projects/assignments that develop the use of academic language and provide opportunities for students to engage in accountable talk with effective question and answer techniques.
Turnaround Actions/Tasks to accomplish the Strategy(ies)** Projected Annual How will the school Staff Start/ Focus (Actions/Tasks must address subgroup needs.) Costs, monitor the Responsible Completion Expenditures, and actions/tasks? Date Areas*** Funding Sources Effective The CPA, Instructional Coach and Instructional Team (X-time )– will provide CPA X-Time Principal, will Principal August Instructional professional development beyond the school day focusing on: Direct (9 days) monitor PD plan 2014 June Program Increasing teaching capacity to plan and teach standards-based $2979 S046 and sing-ins 2016
(Professional projects/assignments that develop the use of academic language. monthly. Learning and Instructional
Classroom Providing opportunities for students to engage in accountable talk with Coach Instruction) 2, 4, 5 effective question and answer techniques. $98,954 (S046) Principal will CPA Differential will allow the coordinator to perform program-related activities monitor CPA outside the regular six-hour work day *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p6
CPA Diff. $1436 activities through (S046) logs and updates.
Maximizing Cat. Prog. Advisor -- provides direct services to at-risk students including CPA Principal will Principal, Instructional teaching, conducting staff development, Title One program evaluation activities, ($98,954)(S04 monitor CSR CPA Time 3 and demonstration lessons. Indirect services provided before or after school 6) through include monitoring Title One program expenditures, distributing program classroom materials, and formulating plans related to the program, including Title One observations and tutoring, CASHEE prep classes, 7th period support classes for students with evaluation disabilities, etc. CSR Tchr process (Math) – CSR Tchr (Math) – Will lower class size and deliver more individualized $93,641 (S046) CPA will create instruction in the needed areas of Functions and Rational Expressions and Angle and monitor logs Rel. Construction and Lines to all students, including those students with for instructional disabilities Day to Day aides Subs – 4 days DSub CSR T Ben Abs – Provides substitute days for CSR teacher benefited @ $331= 1,323 Instructional absences, illness and personal necessity (S046) Coach, CPA and teachers will Ed Aide II (6hr) -- Provides clerical support in the Title One office and the Ed Aide II (6 deliver pre- and Attendance office, such as sorting and filing records. Provides teacher support hr) –$37,474 post- by running copies, calling parents, etc. Under the supervision of the Title One (S046) assessments to coordinator determine Ed. Aide III (8 instructional Ed Aide III (6 hr & 8 hr) -- Will provide reinforcement and support of the hr) –$47,315 materials instructional program to classroom students under the direct supervision of a (S046) appropriate for highly-qualified teacher. Support will include a focus on the areas of need in intervention math – Functions and Rational Expressions in Algebra 1 and Angle Rel. Ed. Aide III (6 activities Construction and Lines in Geometry hr). $39,772 (S046)
CPA will monitor IMA -- provides supplemental instructional materials to aid in the improvement of and maintain logs at-risk student achievement in core areas, including ELs and TLs. Provides for IMA – $63,849 for Ed Resource the purchase of materials to help differentiate instruction and close the (S046) Aide achievement gap of at-risk students not meeting grade level standards, with a
focus on critical skills in math and English. Purchased materials will include but
not be restricted to realia, such as materials from Jackdaw, Maps as History,
ALEKS, math manipulatives, class sets of novels such as The Great Gatsby and
The Road; instructional magazines such as Scholastic “Up Front” , etc. *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p7
Ed Resource Aide --6hr (1 Position) -- Will assist in supporting and extending the focus of the school’s instructional program under the direct supervision of a Ed Resource highly-qualified teacher. Assists in maintaining a safe and nurturing environment, Aide, (6hr) –. and supports and strengthens school-community relations $47,315 (S046)
Interventions Tutor Tchr X-Time Provide after-school tutoring three days a week in all core Tutor Tchr X- The principal will Principal, August to Close subjects, CAHSEE Intervention classes on Saturdays, and 7th period intervention Time – (S046) monitor the CPA 2014 June Achievement classes in all levels of English, History, and Math. Provide the ALEKS program 1175 hrs @ $68 intervention 2016 2, 3 Gaps in Algebra I and Geometry. =$100,000 program weekly.
Instructional Aides, relief will provided monies for aides to offer reinforcement Instructional and support of instruction outside the normal school day in intervention classes Aide, Relief and tutoring for participating students in the classroom under the direct $2000 (S046) supervision of a highly-qualified classroom teacher CPA will monitor Office Tech (4 hrs) Provides clerical services in connection with the Title One Office Tech (4 and maintain logs program hour) for Ed Aide II $35,984 (S046) Clerical Relief -- Performs short-term clerical help and for relief hours directly attributable to the Title One program Clerical OT, Clerical X Time -- Performs short-term clerical help and for work during Clerical X, I CPA will create unassigned hours directly connected to the Title One program Clerical Relief and monitor logs $5500 (S046) for classified Clerical OT -- Performs short-term clerical help and for overtime payments $1000 (E046) support directly attributable to the program
*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix. ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p8
North Hollywood High School
Los Angeles Unified School District
Single Plan for Student Achievement Goal Matrix ACADEMIC DOMAIN ENGLISH LEARNER PROGRAMS English Language Development (ELD) and Access to Core
LEA Goal: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Two-Year School Goal:* The percent of LTELs will decrease by 5% by the end of the 2016 school year.
5 Identify data used to form this goal: x AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (CST Strand Report)
CELDT / AMAOs Student Grades Curriculum-Based Measure: Data Summary Sheet
Using the results of the Comprehensive Needs Assessment and the answers Even though the percentage of ELs who scored Proficient in ELA CST increased from to the questions below, what conclusions can be drawn? 1% in 2012-13 to 3% in 2013-14; because the percentage of ELs who advanced one What factors explain the changes in proficiency levels over time? CELDT level per year decreased from 52% in 2012-13 to 37% in 2013-14 and because Why were interventions effective or ineffective in moving students to the percentage of English Learners who scored Proficient on CELDT decreased from proficient or advanced on the assessment? 70% in 2012-13 to 68% in 2013-14, North Hollywood High School will continue to What factors explain the increase or decrease in the number of Long implement effective daily ELD instruction, focused interactive instructional strategies Term English Learners (LTELs)? and interventions.
The ongoing emphasis on effective ELD and interactive strategies for ELs to negotiate meaning and use academic English reduced the number of LTELs from 126 to 82.
Key Strategy(ies): Enhance English Learner’s and LTELs access to the core curriculum and progress towards reclassification through research-based access to core strategies, targeted intervention and school wide EL progress monitoring.
Focus Areas Actions/Tasks to accomplish the Strategy(ies)** Projected Costs, How will the school Staff Start/ (Actions/Tasks must address English learner needs.) Expenditures, monitor the Responsible Completion and Funding actions/tasks? Date Sources Effective - Provide targeted standards-based ELD instruction based on student’s proficiency level Targeted Student Through My Data Principal August Instructional - Provide 2-hour instructional blocks of daily ELD instruction at the student’s identified Population Program progress monitoring AP 2014 - Program proficiency level for secondary English learners Advisor. (10183) rosters, ELD TSPPA June 2016 (Professional - Provide consistent implementation of effective ELD instruction including: Secondary High $98,954 Portfolios, High Teachers
Learning and Point Curriculum, differentiation, thinking maps, graphic organizers, task-based language Mileage (10183) Point curriculum Classroom teaching, think-pair-share, reciprocal teaching, group work, and manipulatives $300 and assessments, Instruction) Periodic Assessments,
*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p9
North Hollywood High School
EL CPA Differential. CELDT data and $1436 (10183) classroom observations. EL CPA X/Z (10183) $27,200
Maximizing - Utilize Professional Development time to create progress monitoring implements (using Bilingual Teacher Principal, AP and Principal August Instructional released CAHSEE, CST and CELDT materials) to aide and support students in being Assistants .(3) TSPPA will monitor AP 2014 – Time successful in class and on statewide tests, with a focus on ELD students who may also $38,481 (10183) PD activities and Instructiona June 2016 have a learning disability. evaluate the l cabinet Prof Dev TCHR X - Attend follow-up meetings to analyze results and identify areas for re-teaching and effectiveness TSPPA Time -- (10183) strategies to do so effectively $25,000 through results on - Attend department meetings to discuss specific student needs and strategies for fulfilling Portfolios, Periodic the reclassification criteria TCH AUX (5 periods) Assessments and - Support the classroom by providing technology to facilitate instruction, such as (10183) $40,000 CELDT data computers, iPads, laptops, projectors and maintenance contracts to ensure the working order of this equipment. IMA (10183) $10,000 - Provide access to teacher conferences such as CABE, NABE, TESOL, and CATESOL, Equipment, other – and District workshops and trainings 6 @ $2000 = $12000 (10183) TSPPA will keep an updated inventory Curricular Field of all equipment Trips (5 trips @ $345 valued at over $500 = $1725) 10183 and other equipment of Day to Day Subs: interest (10183) ( 5 days @ $314 = $1570)
Interventions -Provide intervention programs including after-school tutoring, Saturday school and a Local Teacher X/Z Time. Principal and Principal August to Close Design Summer Program targeting reclassification criteria (10183) $25000 TSPPA will AP 2014 – Achievement - Implement Attendance Recovery program for students who have been identified as at-risk and determine what TSPPA June 2016 (7S176) $4,380 Gaps because of habitual tardiness and/or absence instructional
- Encourage students to get to class on time by teachers standing in doorways to move the Maintenance of services are students along promptly Equipment indicated and their - Provide incentives for students to get to class on time, such as positive reinforcement $780 (10183) benefit to the - Provide counseling by the PSA Counselor on the importance of good attendance in school. relation to classroom achievement General Supplies They will monitor $21,000 (10183) through My Data rosters, ELD Custodial OT . Portfolios, High $1500 (10183) Point Curriculum and assessments, Periodic *School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p10
North Hollywood High School
Clerical OT –$2000 Assessments and (10183) CELDT data
*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p11
North Hollywood High School
Los Angeles Unified School District
Single Plan for Student Achievement Goal Matrix CULTURE and CLIMATE DOMAIN PARENT AND COMMUNITY ENGAGEMENT
LEA Goal: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics.
Two-Year School Goal:* Provide parents with opportunities to acquire necessary information, knowledge, and skills to support their children’s education at home and at school. Increase parent access to information about their students by 5% by providing technology, software, and parent workshops.
5 Identify data used to form this goal: AYP Report/CAHSEE CORE Waiver Data Report (if applicable) MyData (CST Strand Report)
Student Grades x School Experience Survey Data Summary Sheet Other:
Using the results of the Comprehensive Needs Assessment and the answers 79% of parents felt welcome at the school from 2011-2013, with a .5% increase, basically no to the questions below, what conclusions can be drawn? change. The Parent Center offers many opportunities for parents to participate in the life of What factors explain changes in parents feeling welcomed at school the school, from coffee with the principal and coffee with the counselor to English and over the last two years? computer classes and workshops dealing with topics such as raising adolescents in the 21st What factors explain changes in parents having opportunities for century. There are also parent committees such as ELAC and opportunities for parents to involvement at school over the last two years? serve on the SSC and the Local Governance Council. The Highly Gifted Magnet, Zoo What factors explain the changes in parents talking with their child’s Magnet, and SAS all have parent advisories. Also, all parents are encouraged to attend teacher about schoolwork over the last two years? Back to School, Open House, and parent conference nights.
A 40% increase in parents feeling better informed about their child’s progress. Teachers use Blackboard Connect, the phone, the internet, and notes home to inform the parents.
Key Strategy(ies): Use the Family Engagement Team (FEAT) to support consistent and active parent involvement. Develop a calendar of parent trainings aligned to parent needs, and provide classes, workshops, and meetings with principal, counselors and teachers who will volunteer to extend parents’ understanding of and participation in the school community
Turnaround Actions/Tasks to accomplish the Strategy(ies)** Projected Annual How will the school Staff Start/ Costs, monitor the Responsible Completion Focus Areas*** Expenditures, and actions/tasks? Date Funding Sources Parent Itinerant Counselor PSA (5 Days) -- Works with at-risk students, the home, PSA Principal and Principal August Engagement 7 and the school to increase attendance rates and thereby close the Counselor – Leadership Team and 2014 June achievement gap. Will advise parents and students on a case-by-case basis (S046) (5 days) will monitor Leadershi 2016 and through workshops of the importance of attendance and being on time. $104,401 activities of PSA p Team Counselor
*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p12
North Hollywood High School
Parent Community Representatives -- act as liaison between the school, Community Assistant Assistant Communication 7 community, and the neighborhood. Facilitate activities such as classes and Representativ Principal and Principal workshops in the parent center to increase parent involvement. Act as es-- (S046 2 @ CPA will monitor and CPA resource advisor to principal, parents, teachers, and project personnel on 11,369 = activities of school-community relations. $22,738) Community Reps. 15,768 (E 046) through the use of logs Parent Training 7 Parent Training Allowance -- Reimbursements for meals, child care, and Parent CPA will monitor Assistant mileage to parents attending training sessions related to the parental Training expenses through Principal involvement activities supporting student achievement Allowance the use of logs and CPA $750 (E046)
*School Goals should be: measurable, focused on identified student learning needs, and prioritized (if more than one School Goal is identified). **Schools may use the Resource Guide for completing the SPSA for additional information and assistance in completing the Goal Matrix ***Applicable section number(s) of the “Seven Turnaround Principles” are listed in the table above, i.e., 1, 2, 3, 4, 5, 6, or 7. Single Plan for Student Achievement p13
North Hollywood High School
Los Angeles Unified School District
Single Plan for Student Achievement Goal Matrix SOCIAL/EMOTIONAL DOMAIN 100% ATTENDANCE, SUSPENSION/EXPULSION and NON-COGNITIVE SKILLS
Two-Year School Goal:* By June 2016, students with 96% or higher attendance will increase from 58.3% to 68.3% as measured by the performance meter.
Identify data used to form this goal:5 x AYP Report/CAHSEE MyData (Early Warning/At-Risk Report) Student Grades
x Data Summary Sheet School Experience Survey Curriculum-Based Measure: Other:
Using the results of the Comprehensive Needs Assessment and the answers -- Results for 2013-14 are not published. to the questions below, what conclusions can be drawn? Did the school meet its 2013-2014 attendance targets? What factors explain changes in student attendance rates over the -.6% increase in student attendance. Having a full-time PSA counselor and having a full-time last two years? office technician and an Ed Aide II to assist under the direct supervision of an Assistant -- How many instructional days were lost to suspension over the last Principal all contribute to increased attendance two years? - 44 days were lost to suspension in the 2012-13 year, compared to 111 days the year What factors explain the changes that occurred in the suspension before. NHHS has instituted a Positive Behavior Support Plan rates over the last two years? What factors explain the changes that occurred in instructional days - 14% drop between 2011-12 and 2012-13 in the percentage of students who feel safe of lost to suspension over the last two years? school grounds was caused by a decrease in the number of people doing security on a large What factors explain the changes that occurred in student responses and somewhat porous campus. to school safety?
Key Strategy(ies): The school will continue to implement the school attendance plan and monitor student attendance monthly.
Turnaround Actions/Tasks to accomplish the Strategy(ies)** Projected Annual How will the school Staff Start/ Focus Costs, monitor the Responsible Completion Expenditures, and actions/tasks? Date Areas*** Funding Sources Social / Itinerant Nurse will work with the instructional team to: Nurse – (S046 Principal and Principal August Emotional Provide continuity of nursing services for all students throughout the 3.5 days Leadership Team and 2014 June 6 Interventions school year, services which may include but not be limited to health @$69,286) will monitor the Leadership 2016 counseling, illness/injury follow-up, parent in-service training and home itinerant positions Team
(Nurse, contact, and staff development. Provide health counseling for students with health conditions that affect Psychologist, and attendance and learning such as childhood obesity, dental health, PSA) monthly to Principal asthma, diabetes and hypertension. ensure that and Participate in multidisciplinary teams such as Student Success Team to students receive Leadership identify necessary support services. services Team
14
North Hollywood High School
Itinerant Psychologist will work with the instructional team to: School supplemental Counsel students individually or in groups for the following: Psych.— services. o Academic problems, potential dropouts, at- risk of failing, (S046) (1 day underachieving and potentially gifted. @$20,880) Provide consultative services for parents and staff Provides consultation in the development of intervention programs PSA Assists in the design of and development of intervention programs Counselor $104401 (S046) PSA Counselor will work with the instructional team to: Assess schools’ data trends related to student enrollment, attendance, adjustment, academic achievement, and graduation. Implement strategies and activities to increase student attendance rates among identified, targeted student groups and monitor individual student attendance plans. Conduct parent education groups and workshops and provide referrals to school and community services.
15
NORTH HOLLYWOOD SENIOR HIGH UPDATED - 01/22/16
Public school | 2726 students CDS code: 19647331936350 SD: 67% AA: 5% FI: 2% LAUSD-NE EL: 17% AI/AN :0% PI: 0% 5231 Colfax Avenue SWD: 11% AS: 8% WH: 15% North Hollywood, CA, 91601-3002 H/L: 70% Two+: 1%
Change in Metric Change in Index Performance from Level from 2014 Metric result 2014 Metric result 2015 2014 to 2015 Index Level 2015 to 2015
ACADEMIC DOMAIN (see pages 12 & 13 for metric descriptions)
Academic Performance % - 64 - /10 - English Language Arts MEET OR EXCEED 9 STANDARDS
Growth English Language Arts Coming Fall 2016
% Academic Performance Math - 37 - /10 - MEET OR EXCEED 10 STANDARDS
Growth Math Coming Fall 2016
% % Four Year Cohort Graduation Rate 87 85 % /10 GRADUATED GRADUATED -2 7 0 CLASS OF 2013 CLASS OF 2014
% % Five Year Cohort Graduation Rate 89 90 % /10 GRADUATED GRADUATED +1 8 0 CLASS OF 2012 CLASS OF 2013
% % Six Year Cohort Graduation Rate 89 89 % /10 GRADUATED GRADUATED 0 8 0 CLASS OF 2011 CLASS OF 2012
SOCIAL-EMOTIONAL & CULTURE-CLIMATE DOMAIN (see pages 12 & 13 for metric descriptions)
Chronic Absenteeism 12% 6% % /10 CHRONICALLY ABSENT CHRONICALLY ABSENT -6 10 2
Suspension Rates (includes students % % 0 0 % /10 suspended and/or expelled) SUSPENDED SUSPENDED 0 10 0 (AND/OR EXPELLED) (AND/OR EXPELLED)
English Learner Re-designation 43% 21% % /10 RE-DESIGNATED RE-DESIGNATED -22 10 0
Social-Emotional Skills Coming Fall 2016
Culture and Climate Coming Fall 2016
Green = above average (Index Levels 8, 9 and 10) Orange = average (Index Levels 4, 5, 6, 7) Red = below average (Index Levels 1, 2, 3)
SD = Socio-Economically Disadvantaged; EL = English Learner; SWD = Students with Disabilities; AA = African-American; AI/AN = American Indian/Alaska Native; AS = Asian; H/L = Hispanic/Latino; FI = Filipino; PI = Pacific Islander; WH = White; Two+/MR = Multiple Races 1 NORTH HOLLYWOOD SENIOR HIGH UPDATED - 01/22/16 Amount of Improvement Needed to Advance Index Levels
Change needed to Change needed to Change needed to Metric Result in improve 1 Index improve 2 Index improve 3 Index Index Level 2015 2015 Level Levels Levels
ACADEMIC DOMAIN (see pages 12 & 13 for metric descriptions)
Academic Performance % /10 64 % English Language Arts 9 MEET OR EXCEED +5 STANDARDS
Growth English Language Arts Coming Fall 2016
% Academic Performance Math /10 37 10 MEET OR EXCEED STANDARDS
Growth Math Coming Fall 2016
% Four Year Cohort Graduation Rate /10 85 % % % 7 GRADUATED +3 +7 +10 CLASS OF 2014
% Five Year Cohort Graduation Rate /10 90 % % 8 GRADUATED +2 +5 CLASS OF 2013
% Six Year Cohort Graduation Rate /10 89 % % 8 GRADUATED +3 +6 CLASS OF 2012
SOCIAL-EMOTIONAL & CULTURE-CLIMATE DOMAIN (see pages 12 & 13 for metric descriptions)
Chronic Absenteeism /10 6% 10 CHRONICALLY ABSENT
Suspension Rates (includes students % /10 0 suspended and/or expelled) 10 SUSPENDED (AND/OR EXPELLED)
English Learner Re-designation /10 21% 10 RE-DESIGNATED
Social-Emotional Skills Coming Fall 2016
Culture and Climate Coming Fall 2016
Green = above average (Index Levels 8, 9 and 10) Orange = average (Index Levels 4, 5, 6, 7) Red = below average (Index Levels 1, 2, 3)
SD = Socio-Economically Disadvantaged; EL = English Learner; SWD = Students with Disabilities; AA = African-American; AI/AN = American Indian/Alaska Native; AS = Asian; H/L = Hispanic/Latino; FI = Filipino; PI = Pacific Islander; WH = White; Two+/MR = Multiple Races 2 NORTH HOLLYWOOD SENIOR HIGH UPDATED - 01/22/16 2015 Performance on the Index Metrics for All Students and Each Subgroup Category Overall Index results are generally evenly weighted between the all students group and subgroup performance (for subgroups with 20 or more students).
Lowest Performing Socio-Economoic Racial/Ethnic Students with ally Disadvantaged All Students Subgroup English Learners Disabilities Students
ACADEMIC DOMAIN (see pages 12 & 13 for metric descriptions)
Academic Performance 64% 55% (H/L) 18% 28% 57% English Language Arts MEET OR EXCEED MEET OR EXCEED MEET OR EXCEED MEET OR EXCEED MEET OR EXCEED STANDARDS STANDARDS STANDARDS STANDARDS STANDARDS
Growth English Language Arts Coming Fall 2016
37% 23% (H/L) 10% 11% 29% Academic Performance Math MEET OR EXCEED MEET OR EXCEED MEET OR EXCEED MEET OR EXCEED MEET OR EXCEED STANDARDS STANDARDS STANDARDS STANDARDS STANDARDS
Growth Math Coming Fall 2016
85% 82% (H/L) 62% 66% 84% Four Year Cohort Graduation Rate GRADUATED GRADUATED GRADUATED GRADUATED GRADUATED CLASS OF 2014 CLASS OF 2014 CLASS OF 2014 CLASS OF 2014 CLASS OF 2014
90% 88% (H/L) 76% 82% 90% Five Year Cohort Graduation Rate GRADUATED GRADUATED GRADUATED GRADUATED GRADUATED CLASS OF 2013 CLASS OF 2013 CLASS OF 2013 CLASS OF 2013 CLASS OF 2013
89% 89% (H/L) 75% 74% 88% Six Year Cohort Graduation Rate GRADUATED GRADUATED GRADUATED GRADUATED GRADUATED CLASS OF 2012 CLASS OF 2012 CLASS OF 2012 CLASS OF 2012 CLASS OF 2012
SOCIAL-EMOTIONAL & CULTURE-CLIMATE DOMAIN (see pages 12 & 13 for metric descriptions)
Chronic Absenteeism 6% 11% (AA) 9% 10% 5% CHRONICALLY ABSENT CHRONICALLY ABSENT CHRONICALLY ABSENT CHRONICALLY ABSENT CHRONICALLY ABSENT
Suspension Rates (includes students 0% 1% (AA) 1% 0% 0% suspended and/or expelled) SUSPENDED (AND/OR SUSPENDED (AND/OR SUSPENDED (AND/OR SUSPENDED (AND/OR SUSPENDED (AND/OR EXPELLED) EXPELLED) EXPELLED) EXPELLED) EXPELLED)
English Learner Re-designation 21% (N/A) (N/A) (N/A) (N/A) RE-DESIGNATED
Social-Emotional Skills Coming Fall 2016
Culture and Climate Coming Fall 2016
Green = above average (Index Levels 8, 9 and 10) Orange = average (Index Levels 4, 5, 6, 7) Red = below average (Index Levels 1, 2, 3)
SD = Socio-Economically Disadvantaged; EL = English Learner; SWD = Students with Disabilities; AA = African-American; AI/AN = American Indian/Alaska Native; AS = Asian; H/L = Hispanic/Latino; FI = Filipino; PI = Pacific Islander; WH = White; Two+/MR = Multiple Races 3 NORTH HOLLYWOOD SENIOR HIGH UPDATED - 01/22/16 2015 Performance on the Index Metrics for Each Racial/Ethnic Subgroup Category Results provided for subgroups with 20 or more students.
American Indian/ African- Alaskan Hispanic/ Pacific Two or More American Native Asian Latino Filipino Islander White Races (AA) (AI/AN) (AS) (H/L) (FI) (PI) (WH) (Two+)
ACADEMIC DOMAIN (see pages 12 & 13 for metric descriptions)
92% 55% 77% Academic Performance MEET OR MEET OR MEET OR English Language Arts EXCEED EXCEED EXCEED STANDARDS STANDARDS STANDARDS
Growth English Language Coming Fall 2016 Arts
90% 23% 57% Academic Performance MEET OR MEET OR MEET OR Math EXCEED EXCEED EXCEED STANDARDS STANDARDS STANDARDS
Growth Math Coming Fall 2016
Four Year Cohort 100% 82% 88% Graduation Rate GRADUATED GRADUATED GRADUATED CLASS OF 2014 CLASS OF 2014 CLASS OF 2014
Five Year Cohort 88% 93% Graduation Rate GRADUATED GRADUATED CLASS OF 2013 CLASS OF 2013
Six Year Cohort 95% 89% 93% Graduation Rate GRADUATED GRADUATED GRADUATED CLASS OF 2012 CLASS OF 2012 CLASS OF 2012
SOCIAL-EMOTIONAL & CULTURE-CLIMATE DOMAIN (see pages 12 & 13 for metric descriptions)
11% 2% 5% 2% 9% 6% Chronic Absenteeism CHRONICALLY CHRONICALLY CHRONICALLY CHRONICALLY CHRONICALLY CHRONICALLY ABSENT ABSENT ABSENT ABSENT ABSENT ABSENT
Suspension Rates 1% 0% 0% 0% 0% 0% (includes students SUSPENDED SUSPENDED SUSPENDED SUSPENDED SUSPENDED SUSPENDED suspended and/or (AND/OR (AND/OR (AND/OR (AND/OR (AND/OR (AND/OR expelled) EXPELLED) EXPELLED) EXPELLED) EXPELLED) EXPELLED) EXPELLED)
English Learner (N/A) (N/A) (N/A) (N/A) (N/A) (N/A) (N/A) (N/A) Re-designation
Social-Emotional Skills Coming Fall 2016
Culture and Climate Coming Fall 2016
Green = above average (Index Levels 8, 9 and 10) Orange = average (Index Levels 4, 5, 6, 7) Red = below average (Index Levels 1, 2, 3)
SD = Socio-Economically Disadvantaged; EL = English Learner; SWD = Students with Disabilities; AA = African-American; AI/AN = American Indian/Alaska Native; AS = Asian; H/L = Hispanic/Latino; FI = Filipino; PI = Pacific Islander; WH = White; Two+/MR = Multiple Races 4 NORTH HOLLYWOOD SENIOR HIGH UPDATED - 01/22/16 Summary of School Quality Improvement Index points
80/100 - /100 - /100 80/100 Overall index ratio Elementary School Index Rating Middle School Index Rating High School Index Rating (2726 Students) (0 Students) (0 Students) (2726 Students)
Academic domain: 41/60 Socio-emotional/Culture climate domain: 39/40
Lowest Socio- Performing Economoically Racial/Ethnic Students with Disadvantaged All Students Subgroup English Learners Disabilities Students Total Points
ACADEMIC DOMAIN (see pages 12 & 13 for metric descriptions)
Academic Performance Level 9 x 7.5% x Level 7 x 1.88% x Level 2 x 1.88% x Level 3 x 1.88% x Level 8 x 1.88% x 10.51 out of 15 English Language Arts 10 = 6.75 10 = 1.32 (H/L) 10 = 0.38 10 = 0.56 10 = 1.5
Growth English Coming Fall 2016 Language Arts
Academic Performance Level 10 x 7.5% x Level 7 x 1.88% x Level 4 x 1.88% x Level 4 x 1.88% x Level 9 x 1.88% x 12.01 out of 15 Math 10 = 7.5 10 = 1.32 (H/L) 10 = 0.75 10 = 0.75 10 = 1.69
Growth Math Coming Fall 2016
Four Year Cohort Level 7 x 10% x Level 6 x 2.5% x Level 2 x 2.5% x Level 3 x 2.5% x Level 6 x 2.5% x 11.25 out of 20 Graduation Rate 10 = 7 10 = 1.5 (H/L) 10 = 0.5 10 = 0.75 10 = 1.5
Five Year Cohort Level 8 x 2.5% x Level 8 x 0.63% x Level 5 x 0.63% x Level 6 x 0.63% x Level 8 x 0.63% x 3.7 out of 5 Graduation Rate 10 = 2 10 = 0.5 (H/L) 10 = 0.31 10 = 0.38 10 = 0.5
Six Year Cohort Level 8 x 2.5% x Level 8 x 0.63% x Level 4 x 0.63% x Level 4 x 0.63% x Level 8 x 0.63% x 3.51 out of 5 Graduation Rate 10 = 2 10 = 0.5 (H/L) 10 = 0.25 10 = 0.25 10 = 0.5
SOCIAL-EMOTIONAL & CULTURE-CLIMATE DOMAIN (see pages 12 & 13 for metric descriptions)
Level 10 x 6.67% Level 8 x 1.67% x Level 9 x 1.67% x Level 9 x 1.67% x Level 10 x 1.67% Chronic Absenteeism 12.68 out of 13.33 x 10 = 6.67 10 = 1.34 (AA) 10 = 1.5 10 = 1.5 x 10 = 1.67
Suspension Rates (includes students Level 10 x 6.67% Level 10 x 1.67% Level 10 x 1.67% Level 10 x 1.67% Level 10 x 1.67% 13.35 out of 13.33 suspended and/or x 10 = 6.67 x 10 = 1.67 (AA) x 10 = 1.67 x 10 = 1.67 x 10 = 1.67 expelled)
English Learner Level 10 x 13. (N/A) (N/A) (N/A) (N/A) 13.33 out of 13.33 Re-designation 33% x 10 = 13.33
Social-Emotional Skills Coming Fall 2016
Culture and Climate Coming Fall 2016
Green = above average (Index Levels 8, 9 and 10) Orange = average (Index Levels 4, 5, 6, 7) Red = below average (Index Levels 1, 2, 3)
SD = Socio-Economically Disadvantaged; EL = English Learner; SWD = Students with Disabilities; AA = African-American; AI/AN = American Indian/Alaska Native; AS = Asian; H/L = Hispanic/Latino; FI = Filipino; PI = Pacific Islander; WH = White; Two+/MR = Multiple Races 5