SAN DIEGO PLAN for RACIAL and SOCIO-ECONOMIC INTEGRATION

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SAN DIEGO PLAN FOR RACIAL and SOCIO-ECONOMIC INTEGRATION

2016

SAN DIEGO UNIFIED SCHOOL DISTRICT San Diego, California

BOARD OF EDUCATION

John Evans, President Kevin BeiserMichael McQuary, President Richard Barrera, Vice President Richard Barrera, Member Marne Foster, Member Kevin Beiser, Member John Evans, Member Sharon Whitehurst-Payne, Member VacantScott Barnett,, Member

William Kowba, Superintendent of Schools Cindy Marten, Superintendent Designate of SchoolsPublic Education

Presented to Board of Education June 25, 2013

TABLE OF CONTENTS

Introduction ...... 11 Summary Of Revisions To The San Diego Plan For Racial Integration Revised 2013 ...... 22 Advancement Via Individual Determination (AVID) ...... 664664 Closing The Achievement Gap Among Major Racial/Ethnic Groups ...... 775775 Equity In Student Placement Practices ...... 1212812129 Equity In Student Identification Practices Within The Gifted & and Talented Education (GATE) Program ...... 151512 Magnet Programs ...... 161613 Mandarin Chinese Language Magnet ...... 232318 Achievement Through Communication Magnet ...... 252519 International Studies Magnet ...... 272721 Junior Music Academy Magnet ...... 282822 Science, Technology, Engineering, Arts And Math Magnet ...... 292923 Arts & and Culture Magnet ...... 303024 Academics And Athletics Magnet ...... 313125 IB & Science, Technology, Engineering, Arts And Mathematics (STEAM) Magnet ...... 333326 Science, Technology, Engineering And Mathematics (STEM) Magnet ...... 343427 Language Academy Magnet ...... 363625 Micro Society Magnet ...... 353528 Spanish And French Language Immersion Magnet ...... 363629 Service Learning Magnet ...... 383830 Spanish Language Immersion Magnet...... 393931 Music Conservatory With Enriched Studies Magnet...... 404032 Bilingual Studies Magnet ...... 424233 Academics, Drama,Science, Technology, Engineering, Arts And DanceMath Magnet .. 434331434334 Science, Technology, Engineering, Arts And Math Magnet ...... 444435 Academy Of Science And Research ...... 454536 Fine Arts Magnet ...... 474737 Creative, Performing, And Media Arts Middle SchoolMagnet ...... 484838 Kearny High Educational Complex ...... 505036 Millennial Tech Middle School ...... Error! Bookmark not defined.Error! Bookmark not defined.39 Science, Technology, Engineering, Arts and Math ...... 505039 Science, Technology. Engineering, Arts and Math ...... 545442

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International Baccalaureate Diploma Programme And Global Studies And Technology (GS&T) . 565643 School For Global Citizenship/Paideia ...... 575744 International Baccalaureate Middle Years Program/STREAMSTEAM Magnet ...... 595945 San Diego High School Complex Magnet Schools ...... 616147 San Diego School Of Creative And Performing Arts Magnet ...... 646449 Parent Outreach And Engagement Department ...... 666651 Programs For English Learners ...... 686853 Race Human Relations & and Advocacy Programs...... 707055 Voluntary Enrollment Exchange Program (Veep) ...... 767659VEEP) ...... 767661

San Diego Plan for Racial Integration 2016

INTRODUCTION

San Diego Unified School District (“District”) is committed to promoting academic success for all students with both quality neighborhood schools and options for families who wish to exercise choice. The District's integration programs are designed to provide equal educational opportunities and to stress both excellence and equity.

The programs' emphasis on the elimination of discriminatory, attitudinal, and behavioral practices, which foster racial/ethnic* and/or socio-economic isolation is a fundamental component of all district activities. The goal of the integration effort is to create a system "where all children perceive themselves and their schoolmates as having equal status, recognition, and power, and the ethnic and racial groups are represented at all economic levels."**

The District’s Board of Education believes and expects that integration programs and support activities reflect a system of high standards, increased achievement, integrated learning environments, and positive race/human relations for all students. The integration policy was adopted on May 11, 1993, and the four goals for integration appear below:

The Board of Education believes that children and staff of all races and ethnicities benefit socially, politically, and economically from integration programs. The District's integration programs promote positive race/human relations, solicit the exchange of ideas, and respect diversity of opinion and culture. All students have the right to a quality education that ensures excellence in academic achievement and full participation in the democratic process. Quality in education demands equity in outcome where race, ethnicity, and gender are not distinguishing variables of student success.

The board believes we have an obligation to treat all children in an equitable manner (just, impartial, and fair). In order to ensure equity for all students the board has adopted the following:

GOALS FOR INTEGRATION

• Improve student achievement and ensure equitable outcomes among students of all racial and ethnic groups.

• Integrate students to reflect the racial/ethnic balance of the District's student population.

• Provide equitable access to education programs and services for all students.

• Demonstrate positive race/human relations among students and staff of all racial and ethnic groups.

The board also approved other policies, which will more effectively guide the District’s integration program practices, including Racial/Ethnic Balance, Accountability, Facilities, Transportation, and Leadership Expectations.

* As a result of board action on March 22, 1988, the terms "majority" and "minority" are no longer used in official District documents. Accordingly, this policy is adhered to in this document. ** California State Board of Education.

San Diego Plan for Racial Integration 2016

SUMMARY OF REVISIONS TO THE SAN DIEGO PLAN FOR RACIAL INTEGRATION REVISED 2013

As the District moves into the 36th39th year of integration programs, several programmatic changes have or will taketaken place. The changes are listed below.

District Organizational Structure

The District has reorganizedis organized into six (6) Areas, with several clusters (articulation patterns) within each area. Areas are leadled by an Area Superintendent, who is responsible for all aspects of academics within the Area. The six Area Superintendents and the now report to the Deputy SuperintendentChief of AcademicsStaff, who in turn reports directly to the Superintendent. The Charter Office reports directly to the Deputy Superintendent. An Assistant Superintendent for Instructional Support Services oversees all curriculum areas of study, Language Acquisition, Early Childhood, Special Education, Gifted and Talented Education, Title I, and all

All aspects of School Choice inclusive of Magnet, Voluntary Enrollment Exchange Program (VEEP), Program Improvement School Choice (PISC), Open Enrollment (Choice) and Charter Schools reports directly to the Chief, of Facilities Planning and Construction.

An Executive Director, of Leadership and Learning oversees all curriculum areas of study, including School Innovations and Magnet, Language Acquisition, Early Childhood, and Gifted and Talented Education. The purpose is to ensure that every school has a fully enriched and competitive curriculum – one that recognizes the importance of meeting Common Core State Standards – and hold all schools accountable for expanding their partnerships with parents, community, business and higher education, and increasing the involvement of parents and teachers in decision-making. The Assistant Superintendent for Instructional Support Services reports directly to the Deputy Superintendent of Academics.

Closing the Achievement Gap The newly designed work of content area specialists, led by the Director, of Teaching and Learning in support of Common Core State Standards is detailed.

Updates to California accountability processes under the Public Schools Accountability Act (PSAA) are described, with explanation of the new California Assessment of Student Performance and Progress (CAASPP) assessment system.

Gifted and Talented Education (GATE)Application Deadline

To improve equity and balance in the GATE program, a multiple eligibility matrix for identification of GATE seminar and GATE cluster students has been developed and implemented. Universal testing at Grade 2 using the Cognitive Abilities Test is supported by multiple criteria including teacher rating, parent rating, socio-economic status, special education needs, second language needs and students who have had to relocate multiple times due to homelessness or foster care. All are considered part of the identification process.

San Diego Plan for Racial Integration 2016

High School Clusters The priority application window for School Choice options (Voluntary Enrollment Exchange Program (VEEP), Magnet, Program Improvement School Choice), is from November 1 to February 15. Applications received after the February 15 deadline is added to school placement lists in date- and time- order after all priority applicants. Families complete only one application per child, listing up to three (3) school choices in priority order (first, second, third.). Families now have one offer of enrollment other than the neighborhood school. Only students new to the district and families that move can apply after February 15.

Magnet applications are also sorted by high school cluster. A student’s high school cluster is determined by the address of residence, regardless of grade level. Magnet schools with a resident population of 30% or more accepted students in the high school cluster order that best targetedtarget the district’s magnet goals. This is in cluster order 1, 2, 3 or 3, 2, 1. Magnet schools that are dedicated (no resident population) and those schools with limited resident populations (less than 30%) acceptedaccept students in cluster percentages to reflect the demographics of the district. Examination of the high school clusters by academic success and economic status lead to a redistribution of high school areas and percentage of students within a cluster. The revised clusters are:

Cluster 1 - 23%: Clairemont, 15%: Henry, La Jolla, Point Loma, Scripps Ranch, and University City Cluster 2 - 32%: 31%: Clairemont, Kearny, Madison, Mira Mesa, Mission Bay, Morse Point Loma, and Serra Cluster 3 - 4554%: Crawford, Hoover, Lincoln, Morse, and San Diego

On December 2, 2010, in an effort to balance the budget at a time of severe reductions of funds, the District’s three Off-Campus Integrated Learning Experiences (OCILE) programs were eliminated.

Magnet Schools

Roosevelt Middle Franklin STEAM Magnet School, Jefferson IB STEAM Magnet School, and Mission Bay High Washington STEAM Magnet School are newly added, currently supported by the 2010-2013-2016 MSAP grant. WithEach site is building an innovative STEAM teaching and learning environment for the purpose of diversification and theme continuity.

Valencia Park STEAM Magnet School was transitioned from a performing arts magnet to a STEAM magnet through support from the 2013-16 MSAP grant support, Roosevelt has expanded its IB MYP program and added a STREAM component. The site has added to and strengthened its extensive partnerships with Balboa Park museums and as a response to community input.

The San Diego Zoo. Extensive professional development has been brought to the site, resulting in pedagogical changes, which are translating High Educational Complex of Small Schools has shifted from five small schools to updated curricular design. These efforts are resulting in increased enrollmentthree small schools. The options for students at San Diego High now include Business and Leadership, International Studies, and Science and Technology.

San Diego Plan for Racial Integration 2016

Race Human Relations and Advocacy

The Mission Bay High School is expanding its IB DP program and is adding an MYP program for all students. Mission Bay is in the process of developing a Marine Biology course as part of a broader STREAM curriculum that includes Project Lead the Way, IB Design Technology, Bio-Engineering, Information Communications, and Multi-Media Visual Arts courses.

Transportation:

Transportation guidelines for all School Choice programs with transportation have added modifications due to the ongoing budget crises. Ridership and scheduling criteria now includes:

MinimumRace Human Relations and Advocacy department is supporting the District’s transition to Restorative Justice as a means of empowering students to resolve conflicts on their own. The Restorative Justice process involves a range of strategies focused on strengthening campus and classroom communities, bridging differences, preventing bullying, and reducing student conflicts.

 The pilot of 25 riders per bus;  One or two designated stops the gender specific program at or near neighborhood schools per High School Region (Super Express);  Routes may enter multiple high school regions to pick up students. Trip length may exceed 60 minutes;  Student must reside outside the high school attendance boundary in which the school site is located and more than five miles from chosen Magnet School; Service will beBell Middle School was discontinued at the closedue to lack of the school year when ridership drops below 25conclusive data regarding academic gains.

A “Fee for Transportation” structure has been developed. Students who require transportation for Special Education purposes as part of an IEP, students eligible for transportation in Free or Reduced Lunch status, and students receiving transportation under Program Improvement status are exempt from fees.

San Diego Plan for Racial Integration 2016

ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)

Location: Most middle and high schools and some elementary schools.

Grade Levels: 6–12

Participants: All students at secondary schools are potentially eligible. Students are identified at each site and a commitment by the student is made for participation in the program.

Description of Program

AVID is a systemic instructional system for students in kindergarten all the way through higher education (K-16). Students must choose to participate and selection focuses on students in the middle (2.0 to 3.5 G.P.A. as one indicator), who would benefit from support to improve their academic record and begin college preparation. Students are enrolled in college preparatory coursework and the AVID elective support course. The elective course develops students as readers and writers, teaches strategies for critical thinking and higher-level inquiry, and provides support so students can meet high expectations. Schools use AVID to support students (Magnet, VEEP, PISC, Open Enrollment) in closing the achievement gap.

The mission of AVID is to close the achievement gap by preparing all students for college readiness and success in a global society. The mission is accomplished by ensuring that identified students succeed in a rigorous academic curriculum. Accordingly, the AVID College Readiness System is a catalyst for developing a school culture that closes the expectation and opportunity gaps many students face, and prepares all students to enroll and succeed in higher education. AVID has several initiatives focused on addressing the factors that have kept various groups of students from going to college. These include the English Learner College Readiness System (AVID Excel), the Culturally Relevant Teaching framework that infuses the culture of all students into the curriculum, and the African American Males Initiative that aims to increase the number of African American males going toAVID School-wide which supports college. readiness for all students within an AVID school.

San Diego Plan for Racial Integration 2016

CLOSING THE ACHIEVEMENT GAP AMONG MAJOR RACIAL/ETHNIC GROUPS

Location: All schools

Grade Level: All grades

Participants: All students

Description of Program

In May 1989, the court ordered the District to take steps to close the achievement gap among major racial/ethnic groups. The District was directed to close the identified gap with programmatic and instructional interventions to improve student achievement, and to provide an annual analysis of student performance results. The annual analysis of student performance results are reported separately and can be found online at www.sandi.net.www.sandiegounified.org.

The District has reorganized into six (6) Areas, with several clusters (articulation patterns) within each area. Areas are leadled by an Area Superintendent, who is responsible for all aspects of academics within the Area. The six Area Superintendents report toand the Deputy SuperintendentChief of AcademicsStaff, who in turn reports directly to the Superintendent. The Charter Office reports directly to the Deputy Superintendent.Chief, of Facilities, Planning and Construction, who reports to the Chief of Staff. An Assistant Superintendent for Instructional Support ServicesExecutive Director, of Leadership and Learning oversees all curriculum areas of study and Language Acquisition, Title I, School Choice (Magnet, Voluntary Enrollment Exchange Program (VEEP), Program Improvement School Choice (PISC), Open Enrollment (Choice), Standards and Accountability, and Gifted and Talented. The purpose is to ensure that every school has a fully enriched and competitive curriculum – one that recognizes the importance of meeting Common Core State Standards – and hold all schools accountable for expanding their partnerships with parents, community, business and higher education, and increasing the involvement of parents and teachers in decision-making. The Assistant Superintendent for Instructional Support ServicesExecutive Director, of Leadership and Learning reports directly to the Deputy Superintendent of AcademicsChief of Staff.

In 2009, the Board adopted Vision 2020. Vision 2020 provides a broad outline for district goals to create quality schools in every neighborhood in the followingthrough a focus on five key areas:

 Focus on Student Achievement  Schools as Neighborhood Learning Centers  Parents and Volunteers Engaged with Learning  Effective Teachers in Active Learning Communities  A Supportive DistrictCreating improved and broader measures of student achievement  Developing schools as neighborhood learning centers  Ensuring effective teaching in the classroom  Engaging parents and community volunteers in the educational process  Facilitating communication and support across the district

San Diego Plan for Racial Integration 2016

Towards this end, school sites are developing and implementing Professional Learning Communities focused on utilizing information gleaned from formative and summative assessments, using the data to drive professional study of best practices, and the design of instructional supports for all students.

In early 2011, the Board of Education directed the superintendent to initiate a process to translate the Vision 2020 into a collaborative plan to create a quality school in every neighborhood. This resulted in the 2012 adoption of “A Strategic Process for Creating Quality Schools in Every Neighborhood”. The Strategic Process outlines twelve (12) Quality Indicators which will lead to the level of expectations, leadership, instruction, community, and support necessary to build quality programs in all neighborhood schools, enabling all students to achieve.

The twelve (12) Quality Indicators are as follows:

1. Quality Teaching 2. Quality Leadership 3. Professional Learning for All Staff 1. Access to a Broadbroad and Challenging Curriculumchallenging curriculum 2. Quality teaching 3. Quality leadership 4. Professional learning for all staff 5. Closing the Achievement Gapachievement gap with High Expectations For All 6. Parent/Community Engagement around Student Achievement 7. Quality Support Staff Integrated and Focused on Student Achievement 8. Valuing Diversity in the Service of Students 9. High Enrollment of Neighborhood Students 10. Digital Literacy 11. Neighborhood Center with Services Depending on Neighborhood Needs 12. Supportive Environment, Safe and Well-Maintained Facilities

13.5. It is the belief of the Board that quality neighborhood schools exist only through a coordinated approach to meet these objectives. Towards this end, West Ed is supporting a team of Instructional Leaders, leading focused conversation around an agreed upon subset of Quality Indicators. This team meets monthly, with support of the Deputy Superintendent, the Assistant Superintendent of Instructional Support Services, and the six Area Superintendents, to define and clearly communicatehigh expectations for the Quality Indicators directly related to instruction.all 6. Parent/community engagement around student achievement 7. Quality support staff integrated and focused on student achievement 8. Supportive environment that values diversity in the service of students 9. High enrollment of neighborhood students 10. Digital literacy 11. Neighborhood center with services depending on neighborhood needs 12. Safe and well-maintained facilities

San Diego Plan for Racial Integration 2016

Content area managers and a cadre of teacher leaders are implementing a Rigorous Curriculum Design process to developspecialists, led by the Director, of Teaching and Learning, have been developing Units of Study, pacing guides, and demonstration lessons that are aligned to Common Core State Standards in Mathematics and, Language Arts. Embedded in these units, and History. A cadre of teacher leaders uses these resources to work directly with school sites to support the implementation of curriculum and practices that are aligned with the common core standards.

Formative assessments that work towards meeting the level of challenge indicated by sample assessments coming from the Smarter Balanced Assessment Consortium. These units will be implemented in all schoolsare embedded in all subject areas to monitor student progress and to inform a process of re-teaching or enriching student learning as needed. Through this process of continuous improvement, all students have the opportunity to lift the level of instruction for all students, offeringaccess the broad and challenging curriculum necessary to make continuous progress towards closing the achievement gap.

A statewide accountability process was initiated in California as the Public Schools Accountability Act (PSAA) of 1999. The mandatory statewide accountability process annually ranks all schools in the state. Beginning with the 2002-03 school year, the state accountability program was expanded to include the California Standards Test.

The No Child Left Behind Act of 2001 (NCLB) mandates accountability requirements for schools and districts receiving federal funds under Title I, Part A. The California Department of Education (CDE) annually reviews the performance of each local educational agency (LEA) that receives Title I funds (an LEA can be a school district, like SDUSD, or a county office of education). An LEA receiving Title I funds is identified for Program Improvement (PI) if it does not meet Academic Yearly Progress (AYP) goals for two consecutive years within specific areas, focused primarily on English language arts (ELA) and mathematics.

Schools are required to make Adequate Yearly Progress (AYP) each year as reported by the State Educational Agency. For those schools that do not make AYP for two consecutive years, a series of additional requirements, including School Choice and Supplemental Educational Services, are mandated as schools enter into Program Improvement (PI) status. A school can only exit PI status when it makes AYP two consecutive years.

NCLB Requirements for schools in Program Improvement (PI) by Year Required Actions Year 1 Year 2 Year 3 Year 4 Year 5 Provide school choice X X X X X Provide supplemental services (tutoring) X X X X Comply with District-prescribed corrective X X X action Develop a plan for school X X restructuring/alternative governance Implement restructuring/alternative X governance plan

San Diego Plan for Racial Integration 2016

The State of California has incorporated the federal guidelines for Program Improvement into the State Accountability Plan. In doing so, the State annually releases the Accountability Progress Report indicating AYP status for all schools within a district andas well as for the District as an LEA. This report also includes and provides for the official notice of the requirements under NCLB for schools that are in various stages of PI. The District implements all relevant requirements for Title I schools including schools that entered or advanced in PI status, ranging from Year 1 to Year 5.

The District provides technical assistance to schools in PI-4 status in the development of school restructuring proposals and plans around the district-identified 12 quality indicators. District staff reviews the proposals and provides operational change recommendations. In addition, the District provides:

 Continuing supports to schools in Year 5 in accordance with their restructuring plans.  Targeted intervention to schools in PI Years 1- 5 on an individual basis and group basis. These supports include but are not limited to: specialized after-school programs at middle level schools, Parent Academic Liaisons (certificated teachers who support parent involvement), California High School Exit Examination preparation courses for high school students, educational technology hardware and software intervention programs at designated elementary and middle levels, consultant expertise.

The Elementary and Secondary Education Act (ESEA)NCLB requires that school districts provide parents of students in schools identified for Program Improvement (PI) with the option to transfer their students to another public school not identified for PI. The law specifies that low-achieving students from low-income families are to be given priority for admission to a non-PI school and that school districts are to provide transportation for students who transfer under the provisions of the law. The law also states that school districts must provide supplemental educational services to eligible students in schools with PI status for two or more years. The District provides priority to students from PI schools in the high-achieving Voluntary Enrollment Exchange Program (VEEP) and Magnet schools.

The District will remain a Program Improvement Year 3 school district (LEA) for the 2015-16 school year. The LEA was granted a one year determination waiver due to the 2013–14 Smarter Balanced Assessment Consortia field test. This waiver allows schools or LEAs that were Title I- funded during the 2013–14 year, but not identified as a high school or high school LEA for 2014 AYP determinations, to maintain their 2013–14 PI status and placement for the 2014–15 year. Title I schools and LEAs that were in PI in 2014–15 and failed to make all AYP criteria in 2015 will advance in PI for 2015–16 and be required to immediately implement the applicable Elementary and Secondary Education Act (ESEA) requirements.

The ESEA/NCLB requires that the California State Board of Education (SBE) determine a corrective action for each PI Year 3 LEA. Corrective action is the collective name given to the steps an LEA must take that substantially and directly respond to instructional, managerial, and organizational issues in the LEA and that will lead to students achieving proficiency in the core academic subjects of ELA and mathematics. As a continuing PI Year 3+ Corrective Action LEA, the District must also continue to implement the following corrective action(s):

San Diego Plan for Racial Integration 2016

 Institute and fully implement an SBE-adopted/standards-aligned curriculum in ELA and mathematics.  Revise the LEA Plan, as necessary, to document steps to fully implement the SBE-assigned corrective action. The district must consult with parent/guardians and school staff when revising and implementing the LEA Plan, which will include information on how it plans to use Title I and other funds to improve student achievement. The district will continue to post the approved LEA Plan on its LEA Web site at: https://www.sandiegounified.org/elementary-and-secondary-education-act-esea.  Continue to demonstrate progress of LEA Plan implementation and monitoring by submitting an annual report describing the LEA’s progress towards implementation of the strategies and actions in the LEA plan through annual electronic submission of local evidence to the CDE.

The rules applied in determining the PI status and placement year for 2015–16 differ from former years due to California’s transition from the Standardized Testing and Reporting (STAR) Program to the California Assessment of Student Performance and Progress (CAASPP) assessment system, which includes the new Smarter Balanced Assessments in English language arts (ELA) and mathematics. California Education Code (EC) Section 52052(e)(2)(F) prohibits the comparison of Smarter Balanced Summative Assessments results to STAR Program results. Therefore, safe harbor (a growth measure) cannot be used as an alternative method for meeting the Annual Measureable Objective (AMO) targets (100 percent proficiency targets). Without safe harbor, schools and LEAs will not have an opportunity to meet the AMO targets. Because of this consequence, the U.S. Department of Education approved a one-year waiver allowing California to exclude ELA and mathematics percent proficient or AMOs from AYP determinations for 2015. Instead, PI determinations will be made using only the ELA and mathematics participation rates, attendance rate, and graduation rate for the 2015–16 school year. Because only high schools and high school districts received an AYP report in 2014, the years of AYP data that will be used for PI identification for schools and LEAs that were not in PI last year depends on the years of Title I funding received and the years the school or LEA had an AYP report.

San Diego Plan for Racial Integration 2016

EQUITY IN STUDENT PLACEMENT PRACTICES

Location: All schools

Grade Levels: K–12

Participants: All students

Description of Program

The District equity policy and procedure were adopted by the Board of Education on March 12, 1985. The policy covers definition, goals, ethnic balance in classes, curriculum, and establishment of an equity oversight committee.

Equity in student placement is defined as equal access to the highest degree of quality education for all students. Access refers here to entrance to courses based on meeting established criteria. In addition, all factors of equity that affect the quality of education and programs offered are subject to this policy.

Goals

1. To treat students fairly; 2. To provide each student with access to a common core of knowledge, preparation to higher education, employment, and personal interests; 3. To raise standards and to provide all students access to a curriculum, which logically leads to the acquisition of skills and concepts of increasing difficulty in each required academic discipline and elective subject; 4. To provide placement practices that allow movement within and between instructional groups; 5. To programprovide students into courses that are appropriate to their respective levels of preparation, motivation, and ability/achievement; and to promote and encourage grouping practices which legitimately serve students' with special needs, such as special education, gifted, advanced, and limited-English proficiency, supportive placements with priority scheduling considerations; 6. To expect all students to work at or above grade level, to remove any limits placed on student achievement, and to provide strategies to bring students experiencing difficulties to grade level as soon as possible; 7. To assure that no student be denied admission to a class for which he/she is qualified and for which there is space available, and to assure that ethnic balance goals not be used as quotas in disregard of other placement factors; 8. To support each student's mastery of skills and concepts with a systematic diagnosis of individual student achievement using multiple criteria including student goals and aspirations; standardized and criterion-referenced test results; grades; parent, teacher, and counselor observation and judgment; and skills assessment techniques such as writing assessment;

San Diego Plan for Racial Integration 2016

9. To support staff development and instructional strategies that assist students who have different learning styles, who learn at different rates, or are not achieving (fulfilling) their potential so that they may realize the access that equity in placement offers; and 10. To support parental programs that assist the District in carrying out the intent and purpose of this policy.

Equity in student placement DOES NOT MEAN the undermining of excellence, the lowering of standards in any classes, the elimination of gifted or advanced classes, the dilution of the curriculum, or the locking of students into lower level courses and strands that isolate them from and do not advance them toward higher standards and higher levels of achievement.

Equity in student placement does not forbid ability/achievement grouping for instruction, nor does it require the elimination of valid courses due to the inability to achieve ethnic balance. Further, it does not preclude the establishment of advanced classes, motivational classes, or remedial or bridging classes and activities.

Ethnic Balance in Classes

1. While the academic needs of students is the key factor in class placement, commitment to an integrated learning environment prescribes that classes reflect the diversity of race and gender of all those students who meet the criteria for placement in such classes. 2. The 1984 board-approved agreement with the Office for Civil Rights seeks no more than a 20 percent plus/minus deviation in class balance of the proportion of White students in the school. It is expected that this agreement can be sensibly implemented; however, it is not intended that the goal be considered a quota that disregards other placement factors. 3. Students shall be placed in classes in such a way and at such times as to eliminate harmful disruption of instruction.

Curriculum

1. Each student shall be provided a challenging curriculum and exposure to course content that logically leads to and prepares the student for success at more advanced levels of learning in each discipline. Such a sequence will be flexible and designed to enable all students to move as far and as fast as they can. 2. Regular courses will maintain high quality and standards and will provide a common core of knowledge that leads to fulfillment of grade level requirements, mastery of course proficiencies, admission to college, and pursuit of career goals. 3. In order to encourage and facilitate student preparation for post- secondary education, college admission requirements will be clearly delineated and communicated to all students. Course descriptions also will indicate fulfillment or non-fulfillment of graduation and college admission requirements. 4. Courses of the same title and description will cover the same content and skills and will have expectations, instruction, and learning activities of comparable quality.

San Diego Plan for Racial Integration 2016

5. Refresher courses, learning assistance, and other bridging practices will be implemented for students who need extra help to succeed in current courses or to move with more ease to higher level courses. Such activities will emphasize critical-thinking skills and will provide the flexibility for students to move as rapidly as possible to higher levels. 6. Cluster classes will be included at all levels, including Grades 7, 8, and 9 English and social studies. 7. Designated advanced classes will continue to be awarded additional grade weight for high school graduation and/or college admission. 8. Course prerequisites will be standard throughout the District and will be reviewed periodically to ensure that they are appropriate for the academic level of the courses offered.

Principals shall work to achieve such balance and shall monitor each class in the school to assess compliance. Where there are advanced course offerings that are seriously imbalanced, principals and staffs shall identify qualified students and encourage and work with other students of underrepresented groups to qualify for admission to such classes and to succeed in them. Allowable exceptions are identified by the Board of Education policy.

San Diego Plan for Racial Integration 2016

EQUITY IN STUDENT IDENTIFICATION PRACTICES WITHIN THE GIFTED & AND TALENTED EDUCATION (GATE) PROGRAM

Location: GATE testing in all district schools, Grades 2-5

Grade Levels: 2–5

Description of Program

In line with the district’s commitment to provide equal access for all qualified students, the Gifted and Talented Education (GATE) team will continue efforts to improve ethnic balance in the GATE program. These concentrated efforts have increased the number of identified non-White students. utilizes a multiple eligibility matrix for identification of GATE seminar and GATE cluster students.

A key element in GATE identification is universal testing at Grade 2 using the Raven Progressive Matrices.Cognitive Abilities Test (CogAT). The Ravenmulti-criterion matrix includes an ability test, achievement data, teacher/parent rating scales, and additional factors (English Language Learners, IEP/504 students, and Free/Reduced lunch status). All students are universally tested for ability in Grade 2 using the CogAT. The CogAT is considered a culturally fair as a test can be constructed. Ittest with a non-verbal component to eliminate a heavy verbal demand when assessing abilities. The non-verbal component does not require reading, assesses general mental ability, and is not based on achievement. All Grade 2 students are tested. All newcomers

Students new to the district are tested when they enter the system, Grades 2-5. All students are then reviewed in have the opportunity to be identified through the multiple matrix process or through a panel review at the individual school site depending on their Ggrade 5 to determine whether retesting would be appropriate. Alllevel.

In addition to universal testing, multiple criteria including teacher rating, parent rating, economic status, special education needs, second language needs and students who have not been previously tested are tested at Grade 5. The philosophy of the district is that all students will have at least one opportunity to qualify for GATEhad to relocate multiple times due to homelessness or foster care are considered in the identification, Grades 2-5. process. An appeal process is in place to evaluate placement decisions for students who may not currently fit into either GATE Cluster or GATE Seminar programs.

Due to budget cuts, testing for grade 7 was suspended. However, a guide for evaluation for placement into either GATE Cluster or GATE Seminar by the school site was devised by the GATE office to ensure proper placement and review of students.

San Diego Plan for Racial Integration 2016

MAGNET PROGRAMS

Location: District-wide

Grade Level: K-12

Participants: Applications for Magnet schools are accepted from students city-wide and county- wide. District students receive first priority to attend.wide. Applications that are received between November 1 and February 15 of each year will receive priority. Families complete one application per child, listing up to three (3) school choices in priority order (first, second, third.). Only new students to Student racial/ethnic background has not been used as criteria for admission since 1999. The applications will be ranked by the Magnet high school cluster in which a student residesdistrict and given a computer- generated random number. A rank-order, grade level list will be provided electronically to each magnet school. Applications submittedfamilies that move can apply after the February 15 are added to subsequent lists by the date and time the application is received. Students are offered enrollment in order of the list. The District will provide priority to students from Program Improvement schoolsdeadline.

Families complete only one application per child, listing up to three (3) school choices in priority order (first, second, third.). Applications are ranked by the Magnet high school cluster, and then assigned a computer-generated random number. Magnet high school clusters are formed using academic success and socio-economic data to support racial and socio-economic diversity.

Families have one offer of enrollment other than the neighborhood school. Only new students to the district and families that move can apply after the February 15 deadline.

Magnet applications are also sorted by high school cluster. A student’s high school cluster is determined by the address of residence, regardless of grade level. Magnet schools with a resident population of 30% or more acceptedaccept students in the high school cluster order that best targetedtarget the district’s magnet goals. This is in cluster order 1, 2, 3 or 3, 2, 1. Magnet schools that are dedicated (no resident population) and those schools with limited resident populations (less than 30%) accepted students in cluster percentages to reflect the demographics of the district. Examination of the high school clusters by academic success and economic status lead to a redistribution of high school areas and percentage of students within a cluster. The current clusters are:

Cluster 1 - 23%: Clairemont, 15%: Henry, La Jolla, Point Loma, Scripps Ranch, and University City Cluster 2 - 32%: 31% Clairemont, Kearny, Madison, Mira Mesa, Mission Bay, Morse Point Loma, and Serra Cluster 3 - 45%: 54% Crawford, Hoover, Lincoln, Morse, and San Diego

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The District provides priority to students from Program Improvement schools. Student racial/ethnic background has not been used as criteria for admission since 1999.

A rank-order, grade level list is provided electronically to each magnet school. Applications submitted after February 15, are added to subsequent lists by the date and time the application is received. Students are offered enrollment in the order of the list. Families have one offer of enrollment other than the neighborhood school.

Description of Program

Each Magnet program has a theme or focus offering instruction in a particular field of study in addition to a strong core curriculum. Magnet programs are designed to attract nonresident students (on a voluntary basis) to take advantage of the subject area emphasis and specialized course offerings generally not available at other schools. Limited transportation is provided for qualified students who attend a magnet program outside their neighborhood school following transportation guidelines.

In all Magnet schools, classroom teachers and site leadership work together to provide students with a motivating, comprehensive academic program that is focused and enriched. Magnet themes and curriculum are revised on a regular basis to support student motivation and learning. Magnet curriculum that integrates core curriculum, technology, and the development of career skills has been written at the District magnet sites. Magnet schools will be supported by the District to continue to evaluate, develop and implement magnet curriculum that draws student interest and meets high state standards.

The Magnet Schools Office, in concert with the Assistant Superintendent of Instructional Support Services and Area Superintendents and the principals and staffs of these schools, are committed to pursuing the following objectives in the growth and implementation of magnets across the District.

StrengthenMagnet Schools and the District are committed to:

 Strengthening programs already in place  DevelopDeveloping K-12 continuity throughout themes  OfferOffering high quality appealing, engaging and sustainable programs  SustainSustaining quality leadership by thethrough selection and development of quality staff  ProvideProviding access to programs while distributing enrollment throughout the District  Develop a marketing plan while cultivating community resources

Program Organization

All District Magnet schools operate as total school Magnets, meaning the Magnet programs are designed to serve all students. School staff, families, and community stakeholders are made aware of any thematic or pedagogy changes or the closing of the magnet program at the school.. Capacity to seat students from outside a school’s resident attendance area is studied and recommendations are made by the Instructional Facilities Planning Department and the MagnetNeighborhood Schools and Enrollment Options Office.

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Program Theme Continuity

Magnet schools are organized into continuity patterns inclusive of Communications and Community Leadership; Creative, Visual and Performing Arts; International Baccalaureate/International Students and Global Citizenship; Language Enrichment and Immersion, and STEM/STEAM. Students who have made a commitment to a Magnet theme are given top priority to continue in that Magnet theme when articulating to the next level (from elementary to middle to high school). To receive this priority, the School Choice application must be completed during the application priority period of November 1 through February 15. For example, students in the elementary Music Conservatory magnets have priority to attend the middle school Visual and Performing Arts magnets when applications are filed by February 15.

In some cases, families attending a resident Magnet school choose to follow the school’s regular high school cluster feeder pattern rather than the magnet theme continuity pattern (from elementary to middle to high school.) District students may continue in a high school cluster feeder pattern or return to their neighborhood school without a School Choice application.

Other school choice options are also available to our district families and require application to attend. These include Voluntary Enrollment Exchange Program (VEEP), Public School Choice, and Open Enrollment. Some families choose yet other options such as middle college programs, home schooling, charter schools, and private. District Magnet program continuity is listed at the end of this section.

Expectations

A magnet schools’ success is considered through attention to six common elements.. : 1) Capacity: A magnet school must have the capacity to offer enrollment to a large number of nonresident students; allowing the school to attract and enroll a diverse student population. 2) Demographics and Parent Involvement: All magnet schools are intended to attract diverse student populations. The enrollment map for each school identifies all students’ residences in relation to the magnet school location. Parent involvement is critical to the success of the program and the school. 3) Academic success: Magnet schools work towards closing the achievement gap by preparing all students for college and successful careers. Families’ top reason for choosing a school outside their neighborhood is academic success. Academic success is determined by Academic Performance Index (API) scores, similar schools ranking, Program Improvement status, and graduation rate. 4) Dosage of theme or pedagogy: Parents expect a magnet program to offer a specific theme or teaching style integrated into the student’s educational program beyond what is offered at the neighborhood school. Dosage refers to the amount of time a student participates in the program offered at the school; from a once- or twice-a-week special class time or lab (low quality), to the rigor and relevance of the theme embedded throughout the school day (high quality). Honors, Advanced Placement/International Baccalaureate, and capstone specific courses related to the theme are expected at the high school level as well as embedded throughout all course work.

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5) Extent magnet programtheme is evident: Magnet school themes are evident from the moment a family walks onto the campus. Authentic student work, inquiry projects, events, fairs, displays, county/national competitions, partnerships and parent/community outreach are related to the theme or pedagogy. 6) Extent staff receivesengages in professional development: Magnet schools build a culture of high quality teaching and provide high quality professional development to reach that goal. Teachers and staff are encouraged and expected to make meaningful, theme related connections to real world applications and experiences.

Recruitment

While eachEach school is responsible for its own recruitment. The District develops and studentdistributes a yearly Enrollment Guide, listing all magnet options, and providing enrollment, the Magnet Schools and support. The Neighborhood Schools and Enrollment Options Office assists site resource teachersis open daily and principals with the development of individual school recruitment plans. Additionally, District Magnet programs are promoted centrally in a variety of ways including: the District’s Neighborhood and School Choice Catalog, development of individual Magnet brochures, production and dissemination of the District brochures (elementary and secondary, English and Spanish), presentations at parent and community meetings relatedfully staffed to Magnet options, publicity/press releases, and production of public service announcements and a variety of other marketing and recruitment activities. support parents.

2013 Elementary Magnet Programs Academy of International Studies at Birney (K-5) Academics and Athletics at Green (K-5) Academics, Drama, and Dance at Valencia Park* (K-5) Academy of Science and Research at Webster*( (K-6) Achievement through Communication at Benchley-Weinberger (K-5) Bilingual Studies at Spreckels (K-5) Enhanced Literacy through Arts and Culture at Freese (K-5) Fine Arts at Zamorano* (K-5) Junior Music Academy at Crown Point (K-5) Language Academy* (K-8) Mandarin Chinese at Barnard (K-65) MicroSociety at Joyner (K-5) Music Conservatory with Enriched Studies at Oak Park (K-5) School for Global Citizenship at Muir (K-12) Science, Technology, Engineering, Art and Mathematics at Franklin (K-5) Science, Technology, Engineering, Art and Mathematics and International Baccalaureate at Jefferson (K-5) Science, Technology, Engineering and Mathematics at Johnson (K-5) Science, Technology, Engineering, Art and Mathematics at Valencia Park (K-5) Science, Technology, Engineering, Art and Mathematics at Washington (K-5) Spanish and French Language Immersion at Language Academy (K-8) Spanish Language Immersion at Longfellow (K-8)

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Service LearningWriting and Multimedia Publishing at Lindbergh/Schweitzer (K-65)

2013 Secondary Magnet Programs International Baccalaureate Middle Years Program at Roosevelt (6-8) International Baccalaureate Middle years and Diploma Program at Mission Bay (9-12) Creative, Performing, and Media Arts (CPMA) (6-8) Science, Technology, Engineering, Art and Mathematics at Millennial Tech (MTM) (6-8) Kearny Educational Complex (9-12) School of International Business School of Science, Connections and Technology School of Digital Media and Design Stanley E. Foster Construction Tech AcademyFoster School of Engineering, Innovation, and Design (EID) San Diego High Complex (9-12) School of International Studies LEADS High School (Lead, Explore, Achieve, Discover & Serve) School of the Arts (Media, Visual & Performing) School of Business and Leadership School of Science and Technology (Sci TechSciTech) San Diego School for Creative and Performing Arts (SCPA) (6-12) School for Global Citizenship at John Muir (K-12)

*year-round schools

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MANDARIN CHINESE LANGUAGE MAGNET

Location: Barnard Elementary School Grade Levels: K–6 5 Participants: The program includes allresident and nonresident students with priority given to. The school enrolled students residing in the high school cluster order of 1, 2, and 3. The Mandarin Chinese LanguageAsian Pacific Language Academy program began its Mandarin Chinese immersion program with kKindergarten and first grade in 2010- 11.

Magnet Program Description

The Mandarin Chinese LanguageAsian Pacific Language Academy Magnet will focusfocuses on strategies to further develop student capabilities in the areas of speaking, reading, listening, writing, and observing in a second language. Barnard offers students the unique opportunity to learn the Mandarin Chinese language through art, music, dance and drama activities. Children gain knowledge and an appreciation of the Chinese culture and history. All students are immersed in mandarin Mandarin Chinese during a daily language lesson, while maintaining a rigorous academic program in English. Kindergarten through 2nd grade students us Neo Boards; third through fifth grade student use laptop computers, document cameras, Promethean Boards andStudents engage in video conferencing with sister schools in China as learning tools and demonstrate their learning through multi-media presentations. Our goal is to prepare students for successful careers in the global economy of the 21st century.

Program Continuity

Students enrolled in the Achievement through CommunicationsMandarin Chinese Language Asian Pacific Language Academy Magnet have the option and are given priority to continue in the related magnet program at CorreiaPacific Beach Middle Years Program for Grade 7School.

Program Organization

Barnard offers students an opportunity to fully emerge in the Chinese culture and language. Chinese language instruction begins in Kindergarten (K) and continues through 6th grade. K classes follow an immersion model where 80% of the instructional day is in Mandarin and 20% in English. 1st, 2nd, and 3rd graders experience 50% of the instructional day in Mandarin and 50% of the instructional day in English. Currently, 4th, 5th and 6th graders spend 45 minutes a day with a Mandarin Chinese teacher and experience the language and culture in classroom art, drama, dance, and physical education. Each year, one more grade level will become a 50/50 immersion classroom (4th, then 5th, then 6th) until the entire site is Chinese immersion.

The school will be moving to a new site, Bayview Terrace in 2013-14,Barnard Mandarin Chinese Language SchoolAsian Pacific Language Academy currently operates as a total K-5 school

San Diego Plan for Racial Integration 2016 magnet. All classes, programs, and activities of the school are available equally to resident and nonresident students.

San Diego Plan for Racial Integration 2016

ACHIEVEMENT THROUGH COMMUNICATION MAGNET

Location: Benchley/Weinberger Elementary School Grade Levels: K– 5 Participants: The program includes all resident and nonresident students. The school will enroll students in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The Achievement through Communication Magnet will focus on strategies to further develop student capabilities in the areas of speaking, reading, listening, writing, and observing. The school continues to upgrade its technology to include the use of computers and video to enhance the communication. The school provides Internet access in all classrooms, enabling students to classrooms Skype and email students in other countries.

A grade level continuum of activities will ensure that all students, Grades K-5, are exposed to varying types of communication including print, television, art, and dance. These activities form an experiential base that will enable students to develop essential skills in the areas of reading, thinking, listening, and writing. Three communications based thematic units form the basis of much of the developmentally appropriate curriculum. The themes are Interpersonal Communication, Global/Media Communication, and Alternative/Artistic Communication. Benchley/Weinberger will continue to provide a program that promotes academic excellence and self-esteem, utilizing a collaborative school/community approach to develop lifelong learners through:

 a focus on literacy  learning opportunities for highly capable students program  a respect for cultural diversity  teacher collaboration and team teaching  a strong parent involvement orientation  a program with San Diego State University’s student teachers to lower/pupil adult ratio in rooms assigned a student teacher  a Media lab, Library, Art and Music  an academic support resource teacher to support closing the achievement gap in the area of literacy

The library directly supports the literacy program; students use the library to research types of communication and reflect on literature. Communication technology is provided in the Media Lab and the instruction is connected to the curriculum. Computers are used to assist students in comprehending literature and are an important part of reading and writing experiences. Parents are able to access school information via the website. In the classroom, 21st century technologies are used to enrich literacy and provide the social networking skills necessary for communicating in today’s global world.

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Program Continuity

Students enrolled in the Achievement through Communications Magnet have the option and are given priority to continue in the related magnet program at the Roosevelt International Baccalaureate Middle Years Program for Grade 6.

Program Organization

Benchley/Weinberger Elementary operates as a total school magnet. All classes, programs, and activities of the school are available equally to resident and nonresident students. The school operates on a traditional calendar.

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INTERNATIONAL STUDIES MAGNET

Location: Birney Elementary School Grade Levels: K–5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

“Think globally, learn locally!” At Alice Birney Elementary, an International Studies magnet school, students are expected to be active, compassionate, inquisitive learners. Birney offers a trans-disciplinary thematic curriculum that addresses California State Standards in academics through inquiry-based learning. At the same time, the development of the whole child is addressed in such areas as the arts, movement, Spanish language and garden/wellness. Specialist led classes are offered to all students on a weekly basis.

Incorporating explicit character education through all 36 units of study, the Birney K-5 Program of Inquiry focuses on developing tolerance and global understanding both inside and outside the classroom. The student gains knowledge in a second language other than the mother language.

Birney is currently authorized as an International Baccalaureate Primary Years Program, and will be revaluated during the 2012-2013 school year. All teachers are either GATE or IB trained. Birney is a 2010 California Distinguished School.

Program Continuity

The International Studies Magnet is waiting for International Baccalaureate Primary Years Program authorization. Birney students receive continuity priority to families who want to participate in the IB Programme at Roosevelt Middle, or Pacific Beach Middle, Mission Bay High Schools and the San Diego School of International Studies Diploma Programme.

Program Organization

Alice Birney Elementary operates as a total school magnet. All classes, programs, and activities are available equally to all resident and nonresident students. The school operates on a year-round calendar.

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JUNIOR MUSIC ACADEMY MAGNET

Location: Crown Point Elementary School Grade Levels: K–5 Participants: The school is moving towards a neighborhood magnet in 2013-14. The program will includeincludes all resident students and nonresident students with priority given to students residing in the high school cluster order of 3, 2 and 1.

Magnet Program Description

Crown Point Junior Music Academy features a dedicated program that allows student the opportunity to acquire a strong background in music, with an emphasis in Suzuki violin. Two options for music instruction are available:

 The Suzuki method of music study (K-5) incorporates nine elements: Expectation of Success, Early Beginning, listening, Nurturing, Social Environment, Parent Teacher, Repetition, Performance, Review and natural Reading. Suzuki parents continuously encourage their child’s musical effort and are involved in the semi-private and group lessons that take place two times per week. Parents’ attendance at all music lessons is mandatory for K-2 students new to the program. Regular group classes (thirty-minute lessons twice per week) and daily listening to recordings of the repertoire being studied are keys to the success of the program.  All students at Crown Point participate in a specialized instruction based on the Orff method of music instruction, a sequential, standards based music program.

Engaging and in-depth music instruction taught by highly qualified music instructors is fully integrated into a rigorous academic program. Classroom teachers enhance the academic program through the integration of music into social studies, literature, geography, science, and other art disciplines. Literacy in the content areas is enhanced with a variety of writing and research projects. Music performances, concerts and off-campus activities are developed in collaboration with professional music organizations including the San Diego Symphony and Classics for Kids. All students are provided the opportunity to audition for the annual Elementary Honor Orchestra beginning in Grade 4.

Program Continuity

Students enrolled in the Crown Point Junior Music Academy are automatically enrolled at Pacific Beach Middle School or have the option and are given priority to continue in the related magnet program at the San Diego School of Creative and Performing Arts (SCPA) or the Creative, Performing, and Media Arts Middle School (CPMA) at Grade 6.

Program Organization

Crown Point Elementary operates as a neighborhood school magnet program. Nonresident students must apply. All students participate in all aspects of the school. Students who enroll in this program are placed in age-graded, self-contained classrooms. The school operates on a traditional calendar.

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SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATH MAGNET

Location: Franklin Elementary School Grade Levels: K–5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The Science, Technology, Engineering, Arts and Math (STEAM) Magnet offers all students an opportunity to engage in real and relevant learning through curriculum designed to draw from a range of disciplines in a hands-on, collaborative learning environment. Students learn to problem-see and problem-solve, applying design thinking as an integral part of their process. The site has an interactive maker space open to all students to extend the learning through projects too large to be contained within the classroom.

Franklin has developed extensive garden space, and is in the process of developing STEAM curriculum connected to the gardens and issues surrounding food in a local and global context.

Program Continuity Students enrolled in the Franklin STEAM Magnet School have the option and are given top priority to continue in the related magnet program at Millennial Tech Middle STEAM Magnet (6- 8).

Program Organization

Franklin Elementary operates as a total school magnet. All classes, programs, and activities are available equally to all resident and nonresident students.

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ARTS & AND CULTURE MAGNET

Location: Freese Elementary School Grade Levels: K–5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The Arts and Culture Magnet offeroffers all students an opportunity to experience the arts and culture of San Diego through a historical perspective. Using Language Arts, Social Studies, and Visual and Performing Arts standards as a framework, students will take advantage of the many cultural and arts- based resources available in our city. In-class artist residencies, field trips, assemblies, and family workshops, in collaboration with San Diego arts organizations and the “arts” departments of local universities and colleges, help students understand the importance of music, dance, theater, and visual arts throughout history. A part time magnet resource teacher with a strong background in the arts coordinates the program and links the school with the many resources available in San Diego.

Program Continuity Students enrolled in the Freese Arts and Culture Magnet School have the option and are given top priority to continue in the related magnet program at the San Diego School of Creative and Performing Arts (SCPA) or the Creative, Performing, and Media Arts Middle School (CPMA) at Grade 6.

Program Organization

Freese Elementary operates as a total school magnet. All classes, programs, and activities are available equally to all resident and nonresident students. The school operates on a traditional calendar.

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ACADEMICS AND ATHLETICS MAGNET

Location: Green Elementary School Grade Levels: K–5 Participants: The program includes all resident and nonresident students. The program includes all resident and nonresident students. The school will enroll students in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The Academics and Athletics Magnet is recognized throughout the city and state as an outstanding K-5 program where students actively engage in physical education instruction aimed at skill development, increased stamina, positive social interactions, and a generalized understanding of sports as outlined in the state framework and standards.

The academic day is tailored to meet the individual needs of all students providing them a rich and rigorous course of study in literacy, math, science, history, and the arts. All teachers are trained in GATE strategies and all students in all classes (K-5) benefit from GATE instruction. Music is provided for all students K-5. Adult to student ratios are lowered through the support of community and parent volunteers in each classroom. Technology is evident in all classrooms through the use of computers, digital cameras, and iPads. A school website is updated weekly to showcase the enriching opportunities available to families at Green.

Students receive daily instruction with two physical education teachers. The program offers vigorous physical activity that develops the students’ fitness, social skills, gross motor skills, sports skills, coordination, strength, and flexibility. Gymnastics, track and field, and participation in team sports provide unique opportunities to build individual pride in accomplishments along with good sportsmanship and team spirit. Annual Junior Olympic-style games combine academic efforts, cultural dance, rhythms, and physical fitness in a weeklong event that highlights student success. The physical education teachers are active professional developers. To remain current and effective the physical education teachers participate in professional development activities, locally and statewide, as participants and presenters.

Program Continuity

No related magnet program at the middle or high school level is available for students enrolled in the Academic and Athletics Magnet at Green.

Program Organization

Green Elementary operates as a total school magnet. All students participate in all aspects of the program. Nonresident and resident students are assigned to regular age-graded classes for academic instruction. The physical education classes are flexible in organization, size, duration, and composition. The school operates on a traditional calendar.

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IB &AND SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHEMATICS (STEAM) MAGNET

Location: Jefferson IB STEAM School Grade Levels: K–5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The IB and Science, Technology, Engineering, Arts and Math (STEAM) Magnet offers all students an opportunity to engage in real and relevant learning with a global frame. Curriculum is designed to draw from a range of disciplines in a hands-on, collaborative learning environment. Students learn to problem-see and problem-solve, applying design thinking as an integral part of their process. The site has an interactive maker space open to all students to extend the learning through projects too large to be contained within the classroom.

Jefferson IB STEAM School is authorized as an International Baccalaureate Primary Years Program.

Program Continuity Students enrolled in Jefferson IB STEAM Magnet School have the option and are given top priority to continue in the related magnet program at Roosevelt IB STEAM Magnet (6-8).

Program Organization

Jefferson Elementary operates as a total school magnet. All classes, programs, and activities are available equally to all resident and nonresident students.

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SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) MAGNET

Location: Johnson Elementary School Grade Levels: K-5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

Johnson Science, Technology, Engineering and Mathematics (STEM) Magnet was named a NASA Explorer School in 2006. Johnson integrates the concepts of space exploration and technology into a rigorous STEM academic program. Teachers use an innovative, inquiry -based curriculum to involve the children in asking questions and finding answers to real world issues.

Technology is a strong tool used in all of Johnson’s K-5 digital classrooms and in the Project Resource Lab to assist student learning and presentation of findings. Students creatively design and build engineering projects—putting into practice their math, science, reading and communications skills. Going beyond district science adoption of The Full Option Science System (FOSS), equipped with a star planetarium and staffed by a science resource teacher, the Science Lab is a unique learning center for scientific experiments and robotics. Students present personal learning projects each year through special events such as Stargazing, STEM Fair and Curriculum Family Nights. Before and after-school clubs include running/walking, robotics, and Girls Science club.

A Gifted and Talented Education (GATE) program (cluster) and Seminar program, a counseling/guidance program, and a strong discipline code includes student uniforms and home/school contracts which enhance the school-wide educational program at Johnson.

Program Continuity

Johnson receives continuity to Millennial Tech Middle STEAM School (6-8) at grade 6. ).

Program Organization

Johnson Elementary operates as a total school magnet. All classes, programs, and activities are available to every student. Students are assigned to classrooms with careful attention to the ethnic and gender mix within each class. The school operates on a single-track year-round calendar.

San Diego Plan for Racial Integration 2016

MICRO SOCIETY MAGNET

Location: Joyner Elementary School Grade Levels: K-5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

Joyner students create a microcosm of the real world within the school’s rigorous academic program. Each student has a role: young entrepreneurs produce goods and services; elected officials establish laws; peace keepers oversee and monitor safety; judges arbitrate disputes; and reporters track down stories. All citizens earn wages; invest in product ideas; deposit and borrow money; pay taxes, tuition, and rent; and use technology to advertise and communicate. Joyner’s students are prepared for college and career-readiness in this global society.

Program Continuity

Students return to their cluster middle school in Grade 6.

Program Organization

Joyner Elementary operates as a total school magnet. All classes, programs, and activities are available to every student.

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SPANISH AND FRENCH LANGUAGE ACADEMYIMMERSION MAGNET

Location: Language Academy Grade Levels: K-8 Participants: The program includes all nonresident students as a dedicated magnet school. The school will enroll students in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The Language Academy offers students the unique opportunity to become bilingual and bi-literate in French or Spanish and English through the French One Way Immersion Program and the Dual- Language Immersion Program.

Students learn French through an immersion method that starts with K-2 children receiving academic instruction in French only. Beginning in Grade 3, formal English instruction is introduced through language arts instruction by another credentialed teacher. In grades 7-8 students continue with Humanities instruction in French.

Students learn Spanish in Grades K-5 by participating in the Dual-Language Immersion Program. Classrooms are made up of 50% English and 50% Spanish speakers. Beginning in Kindergarten, 90% of instruction is in Spanish and 10% is in English. Instruction in English gradually increases by Grade 4, 50% is in English and 50% in Spanish. In Grades 7-8, students continue with Humanities instruction in Spanish. English language development is provided for all English learners beginning in Kindergarten.

In both the French and Spanish experiences, students develop knowledge and understanding of the history and cultures related to French, Spanish, and English speaking countries in an integrated setting. They also develop fluency in speaking, reading, and writing at their respective levels of learning. There is a strong focus on professional development to promote classroom instructional practices that foster learning at high levels in the primary and second languages.

Program Continuity

Students enrolled in the French immersion or the Spanish immersion program through Grade 8 at the Language Academy have the option and are given top priority to continue in a related magnet program at the International Studies School at the San Diego High School Complex, Kearny High School Complex or to Mission Bay Global Studies or to Kearny International Business.

Program Organization

San Diego Plan for Racial Integration 2016

The Language Academy operates as a total school magnet. All students participate in all aspects of the school program. The school operates on a single-track year-round calendar.

San Diego Plan for Racial Integration 2016

SERVICE LEARNING MAGNET

Location: Lindbergh/Schweitzer Elementary Grade Levels: K–65 Participants: The program includes resident students and nonresident students with priority given to students residing in the high school cluster order of 3, 2, and 1. Special education students are mainstreamed into the overall learning community at Lindbergh/Schweitzer.

Magnet Program Description

The guiding vision for our Service Learning Magnet’s diverse population is that all students have enriched classroom environments that promote real world 21st century dialogs that help students become critical thinkers, problem solvers, investigators, writers, artists and “mission driven” visionaries who will be empowered to use their voices for the greater good, both locally and globally. A broad challenging curriculum in all areas, including language arts, mathematics, science, social studies, art, and music will foster collaboration and help students brainstorm the notion of community.

Students are involved in one or more of the following activities:

 Student driven Service Learning projects of personal or classroom interests.  School wide Service Learning projects will be learned about, investigated, researched and acted on and will enrich academic learning.  Displays at annual exhibitions will be open to families and the community and support students in becoming empathetic global citizens.  Membership in the Madison Community of Schools will provide engagement opportunities for community action based Service Learning efforts that benefit those beyond the walls of elementary school.

A research teacher will support classroom teachers to close the achievement gap in the area of literacy and have “tutorials available for underperforming students.”

Program Continuity

Students enrolled in the Service Learning Magnet at Lindbergh/Schweitzer have the option and are given top priority to continue in the related magnet at Innovation Middle School and Roosevelt Middle School grade 7CPMA for Media Ffilm at Grade 6.

Program Organization

Lindbergh Schweitzer Elementary operates as a total school magnet. All classes, programs, and activities are available equally to resident and nonresident students. When possible, special education students are mainstreamed. Low incident programs are teamed with regular education classrooms. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

SPANISH LANGUAGE IMMERSION MAGNET

Location: Longfellow School Grade Levels: K–8 Participants: The program includes all nonresident students as a dedicated magnet program. The school will enroll students in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The Spanish Language Immersion Magnet operates as a Grades K-8 program. Students develop bilingual and biliterate proficiency in both Spanish and English. Beginning in Kindergarten and continuing in first grade, all instruction is conducted in Spanish. In second grade students begin receiving 90 minutes of informal English instruction a week. Students in third to fifth grades receive 90 minutes a day of English with an English-only teacher. The remainder of the day is spent in a Spanish immersion setting in which the students are instructed in Spanish for all academic areas. Grades 6-8 students follow a six-period schedule, which includes two classes in Spanish (Spanish Language Arts and Social Studies) and four classes in English (English Language Arts, Mathematics, Science and Physical Education).

The magnet program features opportunities for enriched studies through a study skills program, instrumental music, and gifted cluster classes (Grades 3-8). The program is designed to increase multicultural awareness in an integrated setting. Opportunities are also provided for parent involvement.

Program Continuity

Students enrolled in the Spanish immersion program through Grade 8 at Longfellow have the option and are given top priority to continue in the related magnet program at the International School at the San Diego High Complex or Mission Bay High School or Kearny International Business in Grade 9.

Program Organization

Longfellow operates as a dedicated school magnet, all students must apply. Students participate in all aspects of the school program. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

MUSIC CONSERVATORY WITH ENRICHED STUDIES MAGNET

Location: Oak Park Elementary School Grade Levels: K–5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The philosophy of the Music Conservatory with Enriched Studies Magnet is to create a positive school climate where all students can learn in a quality, integrated environment and be recognized for excellence in academic achievement and music.

The K-3 Music Conservatory with Enriched Studies Magnet features a program that allows students the opportunity to experience a rigorous instructional program aligned to the state standards and acquire a strong background in music. Students attend small group music lessons once a week where they learn to play keyboards linked with computers in a MIDI Lab, violin, xylophone, recorder, and they attend a music fundamental class (Orff Schulwerk) that includes learning rhythmic patterns and melody line and developing music appreciation. Students also receive voice training with a vocal specialist. Students participate in a musical production once a year.Music instruction begins for students in transitional kindergarten and builds through 5th grade, with music integration throughout the academic curriculum. In TK-3, students study music fundamentals and rhythmic patterns through the Oriff-Schulwerk process. Students in Ggrade 3 learn to read music by playing the recorder. In Ggrades 4-5 students receive weekly instrumental instruction and participate in the orchestra, band, chorus or guitar ensemble.

Students in Grades 4 and 5 chose a music group and instrument to study for two years. Oak Park offers a performing beginning and advanced band, beginning and advanced orchestra, chorus, midi lab, and guitar ensemble taught by full time vocal and instrument teachers and professional musicians. All Grades 4 and 5 students receive weekly small group, semi-private music instruction on an instrument of choice that they play in the music group or that supports the instruction in their music group. The instruments belong to the school, but can be checked out for practice at home, or students can supply their own instrument. Music theory strengthens math concepts. Classroom instruction supports the music classes through the study of composers, listening to a variety of music styles, and tying music to the humanities. Computer use in the classroom provides an additional vehicle for the study of instruments, composers, and styles and for research projects around music topics. It also provides interested students the opportunity to compose music.

Oak Park has many special events related to the magnet theme. Concerts and, including concerts, recitals are presented by the music performing groups, as well as special presentations by professional musicians. The younger students present and musical productions.

The school provides for a range of student achievement and ability offering gifted seminar classes (Grades 3-5), and gifted cluster groups (Grades 3-5), in addition to the regular instructional program.

San Diego Plan for Racial Integration 2016

Program Continuity

Students enrolled in the Music Conservatory with Enriched Studies Magnet at Oak Park have the option and are given top priority to continue in the related magnet program at the San Diego School of Creative and Performing Arts (SCPA) or the Creative, Performing, and Media Arts (CPMA) Middle School at Grade 6.

Program Organization

Oak Park Elementary operates as a total school magnet program. Nonresident and resident students participate in all aspects of the school. Students who enroll in this program are placed in age-graded, self-contained classrooms. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

BILINGUAL STUDIES MAGNET

Location: Spreckels Elementary School Grade Levels: K–5 Participants: The program includes resident students and nonresident students with priority given to Spanish speaking students residing in the high school cluster order of 3, 2, and 1.

Magnet Program Description

The Bilingual Studies Magnet provides all students in Grades K-5 with an opportunity to gain exposure to the Spanish language. All students will participate in appropriate grade level Spanish language development program 30 minutes daily. A scope and sequence developed by teachers for Spanish instruction outlines the Spanish language concepts and vocabulary taught at each grade level.

All students (English speakers, English learners, gifted and special education students) are instructed in integrated classrooms using a challenging academic program. Students will receive literacy, math/science, social studies, art, and music in English. Spanish language development is also taught in culturally integrated settings.

The school continues to seek additional partners who can support the magnet. Current partners support the multi-cultural events by their attendance, involvement, and contributions at these events. Students are awarded certificates, ribbons, and given public recognition at Super Star Assemblies.

Program Continuity

Students enrolled in the Bilingual Studies Magnet at Spreckels may apply to continue the program at the Language Academy or Longfellow School at Grade 6. Spreckels students must demonstrate a successful level of bilingual skills to be accepted at Language Academy or Longfellow School at Grade 6.

Program Organization

Spreckels Elementary operates as a total school magnet. All students in Grades K-5 participate in the Spanish Language Development Program. All classes, programs, and activities of the school are available equally to resident and non-resident students. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

ACADEMICS, DRAMA, AND DANCESCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATH MAGNET

Location: Valencia Park Elementary School Grade Levels: K–5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3. Magnet Program Description

The Academics, Drama, and Dance Magnet offers a performing arts emphasis and an academic emphasis through computers, which accompanies the strong and structured basic skills instructional program. The Science, Technology, Engineering, Arts and Math (STEAM) Magnet offers all students an opportunity to engage in real and relevant learning through curriculum designed to draw from this range of disciplines in a hands-on, collaborative learning environment. Students learn to problem-see and problem-solve, applying design thinking as an integral part of their process. The site is developing an interactive maker space open to all students to extend the learning through projects too large to be contained within the classroom.

Program Continuity

Children who attend the Academics, Drama, and DanceSTEAM Magnet at Valencia Park have the option and are given top priority to continue in the related magnet program at the San Diego School of Creative and Performing Arts (SCPA) or the Creative, Performing, and Media Arts (CPMA) Middle School at Grade 6Millennial Tech (MTM) STEAM Magnet.

Program Organization

All students benefit from opportunities to experience and learn through the arts. Valencia Park offers Elementary operates as a total school magnet with all classes, programs, and activities available equally to resident and nonresident students.

San Diego Plan for Racial Integration 2016

SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATH MAGNET

Location: Washington Elementary School Grade Levels: K-–5 Participants: The program includes all resident students a challenging, standards-based and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3. Magnet Program Description

The Science, Technology, Engineering, Arts and Math (STEAM) Magnet offers all students an opportunity to engage in real and relevant learning through curriculum with addeddesigned to draw from the range of disciplines in a hands-on, collaborative learning environment. Students learn to problem-see and problem-solve, applying design thinking as an integral part of their process. The site is developing an interactive maker space open to all students to extend the learning through projects too large to be contained within the classroom. Located in the heart of Little Italy, Washington draws from the wealth of artistic talent in the community to strengthen arts enrichment to support achievementinstruction for all students.

Program Continuity Students enrolled in the Washington STEAM Magnet School have the option and are given top priority to continue in the related magnet program at Roosevelt IB STEAM Magnet (6-8).

Program Organization

Washington Elementary operates as a total school magnet with all classes, programs, and activities available equally to resident and nonresident students.

San Diego Plan for Racial Integration 2016

ACADEMY OF SCIENCE AND RESEARCH

Location: Webster Elementary School Grade Levels: K–6 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

At the Academy of Science and Research Magnet each student participates in a strong academic program enriched by a life, earth, and physical science magnet curriculum. The grade-level classroom teachers and magnet lab teachers collaborate to ensure academic coherence and relevancy to the magnet curriculum. All classrooms are networked to provide technology in theThe curriculum, wireless Internet access, and regular use of the laptop carts. For example, Webster students have the opportunity to offers life, earth, physical and environmental science integrated with academics. Students complete in-depth and hands-on studies of aquatic and terrestrial plant and animal species in one of the two science labs,, chemical reactions, and earth materials while simultaneously learning the necessary academicresearch skills critical to success by utilizingembedded with reading, writing and math. Science research labs support classroom technology for data analysis, additional online inquiries, and report writingscience instruction with hands-on, inquiry based problem-solving experiences.

Every student at Webster receives hands-on, problem-solving experiences in earth, life, and physical science both in the labs and in the classroom. The Full Option Science System (FOSS) science program and science trade books are implemented in all classrooms, kindergarten through sixth grade. A scope and sequence of science has been written and implemented to connect the labs with the classroom science curriculum.

Students who participate in this program will have academic skills that will enable them to be successful in middle school STEM or STEAM programs. The science emphasis will also assist students in the application of scientific principles to daily living and the development of career awareness in the field of science.

Program Continuity

Students who attend Webster Academy of Science and Research have priority to Millennial Tech Middle School in grades 6 andGgrade 7.

Program Organization

Webster Elementary operates as a total school magnet. All classes, programs, and activities of the school are available equally to resident and nonresident students. The school operates on a single-track year round calendar. 45

San Diego Plan for Racial Integration 2016

FINE ARTS MAGNET

Location: Zamorano Elementary School Grade Levels: K–5 Participants: The program includes all resident students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The Visual Arts program provides the opportunity and encouragement for students to develop artistic knowledge, skills and art appreciation, specifically in the visual arts. Staff develops student interest in learning by integrating the arts throughout the curriculum. Students are exposed to a formalized art program which includes the learning of different art mediums, art history, and an extensive Art Scope and Sequence that delineates magnet curriculum by grade level for classroom and art studio instruction.

The program includes all forms of visual arts: photography, textile art, ceramics, art history, painting, drawing, architecture, pottery wheels, computer graphics, and more. Classroom teachers utilize various art mediums to promote appreciation of literature. When art is integrated into the basic skills, it enhances visual awareness and manipulation of abstract concepts. Art used across the curriculum provides a stimulating environment for students. An emphasis is placed on art appreciation and art history.

An emphasis is placed on art appreciation and art history. Zamorano is proud to have student artwork exhibited throughout the school, in the community and at local museums. Zamorano has received multiple academic awards including California Distinguished School Award and the California Business for Education 2008 and 2011 Honor Roll. Zamorano has the gifted cluster program (3-5) and seminar classes (3-5).

Program Continuity

Students enrolled in the Fine Arts Magnet at Zamorano have the option and are given top priority to continue in the related magnet program at the San Diego School of Creative and Performing Arts (SCPA) or the Creative, Performing, and Media Arts (CPMA) Middle School at Grade 6.

Program Organization

Zamorano Elementary operates as a total school magnet. All classes and programs are available equally to resident and nonresident students. All classrooms are scheduled time in the art studios. The school operates on a single track year round calendar.

San Diego Plan for Racial Integration 2016

CREATIVE, PERFORMING, AND MEDIA ARTS MIDDLE SCHOOLMAGNET

Location: Creative, Performing, and Media Arts SchoolMagnet Grade Levels: 6-8 Participants: The program includes allresident and nonresident students. The school will enroll students in the high school cluster order of 1, 2, and 3. Continuing students will be given priority.

Magnet Program Description

The Creative, Performing, and Media Arts Middle School provides a challenging, standard-based instructional program coupled with specialized training in the creative and performing arts. The integrated curriculum approach allows students to develop technical skills while meeting rigorous academic standards. This curriculum blend is implemented by interdepartmental team-teaching in a block schedule, seven-period day.

The students utilize six studios:

 Dance Studio allows students to explore various forms and stylesengage in a range of artistic studio options that incorporate dance. Students learn, drama, fine arts, graphic design, music inclusive of band and orchestra, and practice basics in dance safety, technical strength, motor skill development and proper body alignment, dance vocabulary, history, careers, and related arts. Drama Studio allows students to participate in the video production of live shows and performances, create storyboards, and shoot and edit video “shorts”. Students use technology in all aspects of drama from script writing to non-linear editing and are exposed to a variety of methods for drama and performance.  Fine Arts Studio develops fundamental skills and knowledge of drama as well as set design and construction. Students learn basic skills of art, art expression, principals of design, fundamentals of drawing, costume design, and stagecraft.  Graphics Design Studio features students using a variety of multimedia technologies including digital tablets, digital imaging, and desktop publishing software to integrate technology into various visual and performing arts media and to create dynamic and collaborative publications.  Music Studio features students using computers, midi-keyboards, audio mixing boards, and post- production editing equipment to listen and discern patterns of the elements of music. Students compose and perform to demonstrate their understanding of musical principals.  Band and Orchestra features students learning a variety of percussion, brass, and string instruments and showcasing talents both at site-based performances as well as throughout the county and state at competitions and festivals.  Video Studio features the use of digital cameras and non-linear video editing equipment to study video production, CCTV, and filmmaking and learn the principles of writing, producing, directing, performing, and post-production. Advanced study continues as students create, direct, and produce a video news show which covers important events on campus.

San Diego Plan for Racial Integration 2016

Program Continuity

Students enrolled at Creative, Performing, and Media Arts Middle School have the option to continue with top priority in the related magnet program at the Digital Media and Design School at the Kearny Complex and the School of the Arts at San Diego High School Complex at Grade 9. The students may also audition to the San Diego School of Creative and Performing Arts (SCPA) at Grade 9 and receive priority.

Program Organization

The Creative, Performing, and Media Arts Middle School operates as a dedicated magnet, all students must apply. All classes and activities are available equally to all students. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATH

Location: Kearny High Educational Complex Grade Levels: 9–12 Kearny High has been transformed into an educational complex based on the small schools model of the District’s High School Renewal initiative. The complex houses four smaller, autonomous schools, each with its own career theme. The four schools are:  Digital Media and Design  International Business  Science, Connections and Technology  Engineering, Innovation and Design Features of all four schools include:  4 by 4 schedule  Student access to Mesa College Fast Track program where students may concurrently enroll in Mesa College while completing high school requirements  Rigorous college preparatory curriculum in a personalized learning environment  Real world connections in each of Kearny’s small schools:

Participants: The program at each of the four small schools includes all resident students, then continuing students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

STANLEY E. FOSTER CONSTRUCTION TECH ACADEMYSCHOOL OF ENGINEERING, INNOVATION AND DESIGN (EID)

Magnet Program Description

Students interested in building and designing can explore careers in construction, architecture and engineering at the Stanley E. Foster Construction Tech AcademySchool of Engineering, Innovation and Design. The academy provides students with an opportunity to explore these fields through contextual, hands-on, rigorous curriculum that prepares students, upon graduation, for direct entry into colleges, apprentices or careers.

The Stanley E. Foster Construction Tech AcademySchool of Engineering, Innovation and Design includes several unique features:

 Provide students an opportunity to learn in the context of engineering, architecture and construction careers .  Provide students hands-on course work that reinforces academic skills, builds technical skills, and allows the opportunity for attaining skills needed in the workforce, as determined by the

San Diego Plan for Racial Integration 2016

Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) https://wdr.doleta.gov/SCANS/.  Provide a nurturing smaller learning community where teachers know students well  Provide students with a progression of workplace learning experiences including tours, job shadowing and internships.

 Provide rigorous academic course work leading to the attainment of skills and competencies to pass the California High School Exit Examination (CAHSEE), and meet college and/or apprenticeship entrance requirements.

 Provide students with a year of college course work while in high school.  Involve students in real, authentic problem-solving activities where results are equal to those required for adults.  Provide students with college level materials and outcomes.

SCHOOL OF SCIENCE, CONNECTIONS AND TECHNOLOGY

Magnet Program Description

This small school will focus on science and technology, with students being provided real world scientific learning experiences to prepare them for success in post-secondary education and/or skilled employment in a science-based economy. Our sStudents will develop a deep understanding of significant science concepts in rich cross curriculum approach, which actively utilizes scientific methods, analytical, and creative thinking.

The School of Science, Connections and Technology includes several unique features:  Students will be valued as individuals, and have a sense of ownership in which they feel they can make a difference;  Advanced classes will be offered in many disciplines with a strong college preparation;  An Advisory Period that supports the educational, social and career goals of our students;  Students will be connected to business and industry through, job shadows, internship programs and guest speakers.

SCHOOL OF INTERNATIONAL BUSINESS

Magnet Program Description

This School of International Business is designed to produce innovative, principled, culturally aware and insightful leaders of business, government and non-profit organizations. Students will have the opportunity to develop fluency in world languages, while studying finance, marketing, management and international diplomacy. It will facilitate learning with students who are interested in how our increasingly interconnected business world, both local and internationally influences, personal, national, and world growth.

San Diego Plan for Racial Integration 2016

The School of International Business includes several unique features:

 Students will have the opportunity to study abroad.  Students will develop strong cultural awareness and effective leadership skills.  Students will utilize management skills to work on real-world projects organized around their personal interest.  Advisory Periods where students are connected with an adult staff member who know them and can support them throughout their academic year.  Students' class schedules will allow more time to enroll in elective classes.  An established college transition program which allows students to take college courses while still in high school and earn college credit.

San Diego Plan for Racial Integration 2016

SCHOOL OF DIGITAL MEDIA AND DESIGN

Magnet Program Description

The School of Digital Media and Design focuses on creating an environment where students interested in multimedia, visual arts and production will master high-level communication, technological and critical thinking skills. Classes will emphasize multimedia and collaborative projects to prepare students for lifelong learning, a fulfilling career, and a successful future.

The School of Digital Media and Design incorporates several unique features:  Students will be divided into two "institutes." Ninth and tenth graders will encompass the Junior Institute and eleventh and twelfth grade students will encompass the Senior Institute to ensure increased personalization.  Advisory Periods that support the educational, social and career goals of our students  Students will utilize management skills to work on real-world projects organized around their personal interest.  Technology will be used across curriculum.

Program Continuity at the Kearny High School Complex

Students enrolled in the Creative, Performing, and Media Arts Middle School and in the School of Creative and Performing Arts, and Milllenial Tech middle schools have the option and are given top priority to continue at the Digital Media and Design School at Grade 9. Language Academy, Longfellow, Pacific Beach Middle, and Roosevelt middle schools have been given top priority to continue atThere is no continuity for the Kearny International Business School at grade 9. Millennial Tech Middle are given top priority to Science Connections and Technology and to Contruction Tech at grade 9other small schools.

Program Organization at the Kearny High School Complex

Kearny High School Complex small schools operate as total school magnets. The complex operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

SCIENCE, TECHNOLOGY. ENGINEERING, ARTS AND MATH

Location: Millennial Tech Middle School Grade Levels: 6-8 Participants: The program includes both resident and nonresident students. The school will enroll students in the high school cluster order of 1, 2, and 3. Continuing students will be given priority.

Magnet Program Description

Millennial Tech Middle (MTM) School offers a dynamic, 21st Century learning environment for students who love technology and have a growing interest in science, engineering or math. The dedicated magnet’s focus on science, technology, engineering and mathematics (STEM) joins a nationwide movement. Courses are designed to prepare aspiring scientists, engineers and mathematicians for success in high school and beyond.

MTM utilizes teaching and learning strategies that are inquiry-focused, project-based, and hands-on, as well as advanced technology tools. Students receive an enriched education, a greater understanding of applications in mathematics and science, and extensive college and career exploration. Through rigorous curricula such as Project Lead the Way’s Pre-Engineering Program, the Jason Project, MIND Mathematics, PASCO’s SPARK science technology, SEPUP Lab-AIDS environmental science curricula, MOUSE Squad training, and other extension opportunities, MTM’s STEM program adds relevance to the California standards in Science, Mathematics and Language Arts.

Students have the opportunity to broaden their academic horizons through 81 minute block classes offered in Conservation Science, Gateway to Technology, MESA, Robotics, Digital Photography, Electronic Journalism, Digital Music, MOUSE Squad, Broadcasting, and Exploring Computers.

The Advancement via Individual Determination (AVID) model is infused school wide – preparing students for high school and college through daily goal setting and organizational strategies, career exploration, college visits, and community service.

Program Continuity

Students enrolled at Millennial Tech Middle School have the option to continue with top priority in the related magnet program at the Digital Media and DesignDMD School, SC&T, and CTAEID at the Kearny Complex, Mission Bay High School and SciTech at the San Diego High School Complex at Grade 9.

Program Organization

San Diego Plan for Racial Integration 2016

Millennial Tech Middle School operates as a totaldedicated school magnet; all students apply and are included in all courses. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME AND GLOBAL STUDIES AND TECHNOLOGY (GS&T)

Location: Mission Bay High School Grade Levels: 9–12 Participants: This program is a total school magnet that includes both resident and non-resident students. The school will enroll students in the high school cluster order of 1, 2, and 3. Continuing students will be given priority.

Magnet Program Description

With the authorization to open an International Baccalaureate Diploma Programme, beginning with the 2006-07 school year, Mission Bay High School is working to lift its magnet focus to serve Magnet Program Description

Mission Bay High School serves students interested in a rigorous academic program, which will prepare them for a variety of challenging post-secondary school options.

The school is situated directly along the edge of a saltwater estuary, close to the Pacific Ocean and Mission Bay. Mission Bay High School offers; a unique instructional setting with an ideal location to engage in coastal and environmental studies and offers one of the main marine science courses in the District. .

With a 4X4 schedule, all Mission Bay students take four classes each quarter (two quarters in a term), for a total of sixteen semester courses each school year. This schedule allows students to choose from a rich assortment of electives to enhance the courses required for high school graduation and entrance to colleges and universities.

Diploma level courses include IB psychology, IB business, IB film, and IB French. A strong extracurricular program is offered to all student including athletics, clubs, and Associated Student Body (ASB). Gifted cluster and advanced placement classes are provided to qualified students.

Program Continuity

Students enrolled in the International Baccalaureate Middle Years Program at Roosevelt, Pacific Beach IB Middle, Language Academy, Millennial Tech Middle and Longfellow have the option and are given top priority to continue at Mission Bay High School.

Program Organization

Students attend this magnet on a full time basis. All students may participate in any career path. Specific gradeIB at the Middle Years level suggestions are made to assist students in planning a sequenced career path. Some students in Grades 11 and 12 are given an option to enroll in two-hour Career Technical Education (CTE) capstone classes. Mission Bay High operates as a total school magnet. The school operates on a traditional calendar..

San Diego Plan for Racial Integration 2016

SCHOOL FOR GLOBAL CITIZENSHIP/PAIDEIA

Location: John Muir School Grade Levels: K–12 Participants: The program includes all nonresident students. The school will enroll students in the high school cluster order of 1, 2, and 3. Continuing students will be given priority.

Magnet Program Description

The School for Global Citizenship is a total magnet for Grades K-12 and is committed to offering a challenging curriculum that encourages all students to achieve academically.

Named a California Distinguished School in 2008-09, John Muir is a unique, total-school Magnet that offers a curriculum designed to build responsible and productive global citizens. The K-12 grade span and smaller class sizes promote a family atmosphere with a high quality education in a personalized learning environment. The school is structured to create innovative, principled, and insightful people who will be prepared to contribute to the leadership of their communities. Cultural awareness takes shape through an expanded social science program, communication and collaboration with students in other countiescountries, and school wide programs that address the skills and knowledge needed to better understand worldwide traditions.

All students participate in a strong core curriculum that encourages discourse and self-reflection. Paideia learning strategies challenge students during coached projects and school-wide seminars to analyze, to question, and to think critically.

All 4-6th graders take part in our instrumental music program and all students have opportunities to participate in arts-related activities. True to our True to its name, John Muir Magnet School also addresses the challenges of protecting and enhancing the environment.

Features include:  Fine arts program (K-12)  Technology emphasis (K-12)  Online classes  Multiple AP courses for 9-12 grade students  Partnerships in Education with: Global Schoolnet; Marine Aviation Logistics Squadron #16; UCSD, Muir College

Program Continuity

Students enrolled in the School for Global Citizenship at Muir have the option to continue in the program from Grades K through 12.

Program Organization

San Diego Plan for Racial Integration 2016

Muir operates as a total school magnet. Muir is a dedicated magnet school with no boundary. All students must apply. All students are eligible to participate in all aspects of the school program. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM/STREAMSTEAM MAGNET

Location: Roosevelt Middle School Grade Levels: 6-8 Participants: The program includes all resident students, then continuing students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3.

Magnet Program Description

The International Baccalaureate Middle Years Magnet (IB MYP) evaluation visit took place in November 2009 after the first three years of authorization. Both curriculum and professional development are now designed to meet the expectations and rigor of the IB organization. The International Baccalaureate Organization philosophy for the middle school student promotes international awareness and concern with an appreciation for the arts, world languages, music, and design. It also encourages compassion for humanity and instills a sense of student responsibility for community and service. Students will demonstrate their learning and reflections at the end of eighth grade, preparing them for the rigorous standards set by the IB Diploma Program.

The Science Technology, Reading, English, Arts, Math (STREAMSTEAM) theme is integrated across all subjects as students engage in interdisciplinary inquiry units. The science program is based upon a scope and sequence of curriculum that spans all areas of earth, life and physical science that develops students’ sense of curiosity through inquiry. Humanities classes provide opportunities for students to explore history, culture and values through four key concepts including change, time/place/space, global interactions, and systems. The physical education curriculum is designed to give students a chance to take risks in a safe environment, develop integrity, honesty and a sense of fairness, and reflect on their physical and mental development. Many of the MYP units require students to acquire technology skills as they engage in a unit of study. IB assessments throughout the curriculum allow students to apply knowledge, communicate their ideas, display compassion and caring toward others, and take an active role in their school and community. Extended day literacy and math tutoring programs support students in Grades 6-8.

Roosevelt also utilizes the enriching resources available in Balboa Park to enhance instruction for students. From the many world-renowned museums to the San Diego Zoo, students make real world connections through hands-on experiences obtained from Balboa Park.

Program Continuity

Students who have been enrolled in the International Baccalaureate Middle Years Magnet at Roosevelt will have priority to attend the School of International Studies at the San Diego High Complex and Mission Bay High School in Grade 9.

Program Organization

San Diego Plan for Racial Integration 2016

Roosevelt Middle School operates as a total school magnet. All classes and activities are available to all students, resident and nonresident. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

SAN DIEGO HIGH SCHOOL COMPLEX MAGNET SCHOOLS

Location: San Diego High Educational Complex Grade Levels: 9-12 Participants: The program at each of the small schools includes all resident students, then continuing students and nonresident students with priority given to students residing in the high school cluster order of 1, 2, and 3 San Diego High School has been transformed into an educational complex based on the small schools model of the District’s High School Renewal. The complex houses five smaller autonomous schools. Below is a description of each of the six small schools. In 2013-14 there will be fourthree smaller schools.

INTERNATIONAL BACCALAUREATE (IB) & LANGUAGE IMMERSION MAGNET AT THE INTERNATIONS STUDIES SCHOOL

Magnet Program Description

Listed for the past three years onRecognized as a National Blue Ribbon School and a Newsweek’s Top 100Transformative U.S. High SchoolsSchool, The School of International Studies includes the International Baccalaureate Diploma Program and the Language Immersion program. The International Baccalaureate (IB) is an exceptionally rigorous international, pre-college curriculum. It is recognized for admission and advanced standing by colleges and universities in over 60 countries. The college level courses feature a global perspective and an interdisciplinary approach to learning. Subject areas include foreign language (stressing fluency), culture and literature (featuring world-based literary analysis), mathematics (through pre and post calculus), sciences (emphasizing lab work), comparative world history, the fine arts, psychology, economics, and computing. Grades 9 and 10 curriculum is taught at the pre-IB level; Grades 11 and 12 follow the rigorous IB curriculum, which leads to a single- subject certificate or to the IB diploma (six subject-area exams and other requirements). As a result of exceptionally high IB exam scores and because it is an urban public school, The School of International Studies is recognized in the IB world and hosts many educational visitors.

San Diego High School has always provided exceptional programs in several languages. This program is continuing as part of the School of International Studies. The Language Immersion students are enrolled in an IB Spanish or French Literature course, and a Spanish or French immersion course. Examples of immersion courses are Biology – taught totally in Spanish, or Drama – taught totally in French.

LEADS HIGH SCHOOL (LEAD EXPLORE, ACHIEVE, DISCOVER AND SERVE)

Magnet Program Description

The LEADS School will focus on preparing students for post-secondary education, the world of work, and for their roles as leaders within their communities. Students will use the city as their classroom as they explore the options they will have as responsible, knowledgeable, and skilled community members.

San Diego Plan for Racial Integration 2016

Their learning experiences may take many forms: interdisciplinary and inquiry-based projects, service learning, job shadows, and internships. This school will be combined with the School of Business in 2013-14.

SCHOOL OF BUSINESS andAND LEADERSHIP

Magnet Program Description

The San Diego High School Complex School of Business will focus on preparation for careers and/or further study in a variety of "business-related" fields pertinent to the San Diego business community. Students in this small school will have an interest in business in general and one or more majors within the school. In order to match student interest and curriculum, the School of Business ultimately will be divided into three or more "strands;" students will complete core courses required for graduation and meet UC/CSU "a-g" requirements, plus electives in the strand of their choice (e.g. Finance).

SCHOOL OF SCIENCE AND TECHNOLOGY (SCITECH)

Magnet Program Description

The Science Technology School will focus on preparing students for career/college paths that embrace the many uses of technology in our global economy. We believe it is our job as parents, students, teachers, and community/business members to create an environment in our classrooms that engage students in academic work that results in a high level of achievement toward becoming self-sufficient in life. We are confident that with our support and help, students can master challenging curricula with a technology focus, and we expect them to do so. We are prepared and committed to work collaboratively with all our participants to achieve this shared educational purpose. The School of Communications was combined with SciTech in 2012-13.

SCHOOL OF THE ARTS (MEDIA, VISUAL AND PERFORMING (MVP) Magnet Program Description

The School of Media, Visual and Performing Arts will engage students in artistic studies ranging from vocal and instrumental, to drawing, painting, computer graphics, and sculpture; from designing, producing, directing, and delivering broadcast public service announcements to sets, costumes, and performances on stage for audiences of varying ages and interests. Students will understand how art is an ever-present part of their everyday lives.

Program Continuity at the San Diego High School Complex

The School of International Studies offers a continuing Language Immersion program and pre-IB program for Grades 9-12. Language Immersion students from Longfellow and the Language Academy have the options and receive top priority to continue at the School of International Studies at Grade 9. Students enrolled in the Creative, Performing, and Media Arts Middle School and at the School of Creative and Performing Arts school have the option and are given top priority to continue at School of the Arts at Grade 9. Students from Millennial Tech Middle are given priority to attend SciTech at grade 9. Roosevelt International Baccalaureate Middle Years Program students have the option and are given top priority to continue at any of the complex schools at Grade 9.

San Diego Plan for Racial Integration 2016

Program Organization at the San Diego High School Complex

The San Diego High School Complex sixthree small schools operate as total school magnets. All classes, programs, and activities are available equally to resident and nonresident students. The school operates on a traditional calendar. Some of the small schools offer a four by four schedule.

San Diego Plan for Racial Integration 2016

SAN DIEGO SCHOOL OF CREATIVE AND PERFORMING ARTS MAGNET

Location: San Diego School of Creative and Performing Arts

Grade Levels: 6 -12

Participants: The program includes all nonresident students. The school will enroll students in the high school cluster order of 1, 2, and 3. Continuing students will be given priority for Middle School. High School students must audition.

Magnet Program Description

The San Diego School of Creative and Performing Arts (SCPA) is a total magnet program for Grades 6- 12. The arts program offers comprehensive study in the visual and performing arts with classes in dance, drama, musical theater, technical theater, vocal and instrumental music, video production, photography, graphic arts, color, design, three-dimensional design, ceramics, and commercial art. In addition, SCPA offers a strong academic program that is highlighted by advanced placement classes in American History, Art History, English Literature, Chemistry, Spanish, Calculus, Biology, Harmony, and Art Studio. SCPA’s Gifted and Talented Education (GATE) program offers seminar and cluster classes. In addition to the core subject areas, SCPA offers courses in physical education (including martial arts), computers, and journalism. A rigorous academic program with an emphasis on literacy and mathematics instruction, coupled with a high-powered artistic program, supports the student’s educational development. Multicultural education is integrated through the academic and arts curriculum enabling students to develop the values of acceptance, respect, and tolerance.

All Grade 8 students interested in the creative and performing arts must apply to attend the high school program and receive a passing rubric score. SCPA is the premier arts high school for the SDUSD. It is devoted to fostering excellence and interest in the arts. The audition process for entering SCPA at the high school level ensures that students enrolled are genuinely interested in the arts and have the opportunity to make the most of the school’s unique training, encouragement, and support. The SCPA Audition Guidelines and Rubrics are printed in English and Spanish and are also available online at the SCPA and Enrollment Options website.

SCPA boasts of active community partnerships with the Starlight Musical Theatre, California Ballet, the Old Globe Theatre, and ConAm.

Program Continuity

Students enrolled in Freese, Crown Point,the Music Conservatory with Enriched Studies Magnet at Oak Park, and Valencia Park and Zamorano have the option and are given top priority to continue in the related magnet program at San Diego School of Creative and Performing Arts (SCPA) at Grade 6. Students enrolled in the Fine Arts Magnet at Zamorano have the option and are given top priority for enrollment at SCPA at Grade 6. Students enrolled in the Creative, Performing, and Media Arts Middle School have the option and are given top priority to continue at SCPA at Grade 9 through the

San Diego Plan for Racial Integration 2016 audition process. All students at SCPA have the option to continue this program through the twelfth grade through the audition process.

Program Organization

San Diego SCPA operates as a total school magnet. A seven-period day provides students the opportunity to participate in at least one elective in the area of creative and performing arts. The school operates on a traditional calendar.

San Diego Plan for Racial Integration 2016

PARENT OUTREACH AND ENGAGEMENT DEPARTMENT

Location: All School Sites Grade Levels: K–12 Participants: Students, parents, staff, caregivers, and community members

Description of Program

The goal of the districtThe Ddepartment provides ongoing services to schools so they can use parent involvement is to establish collaborative partnerships with parents/caregivers and communityengagement as a strategy to ensure the academic success for all students and eliminate the achievement gap.

District schools are encouraged to implement research-based parent involvementengagement strategies and programs which includethat support the following vision statement and three supportive components:

Comprehensive parent involvement includes the participation of parents/caregivers in all aspects of their children’s education resulting in improved, supportive relationships among students, parents, and teachers, and in significant academic and social growth for students.

1. Capacity building and preparation for school staff to work effectively with parents/caregivers. 2. Partnership development to plan and implement comprehensive parent engagement programs at schools. 3. Follow-up and support to sustain ongoing parent engagement.

The mission of the Parent Outreach and Engagement Department is to accelerate student achievement by assisting schools with the development and implementation of comprehensive home-school-community partnerships. The Department department provides a variety of materials, training, and resources including, but not limited to the following:

 Partner with schools to strengthen parent engagement and support student goals in the Single Plan for Student Achievement by providing specific ways to engage families in the education of their children.  Help staff to implement strategies to make schools more welcoming to parents, particularly poor or racially/culturally diverse groups of parents, who may require special outreach efforts in order to feel invited and comfortable working with the school.  Assist schools with planning outreach and recruitment efforts aimed at involving all groups of parents whose students attend district schools.

San Diego Plan for Racial Integration 2016

 Provide parent leadership training to encourage parents to assume leadership roles in decision-making and advisory groups, and ensure effective parent representation on school teams.  Help schools and teachers increase the level of information parents/caregivers receive and increase opportunities for parent education linked to student learning.  Expand “Parent University” to provide ongoingProvide a variety of opportunities for parents to participate in high quality training/seminars to strengthen academic support for students and to improve parenting skills and parent-child relationships. Title 1I schools can schedule free parent classes provided by Parent University, Project Ujima, Raising a Reader, Southeast Asian/African Parent Education, etc. and other programs offered by the Ddepartment.  ExpandOffer “Computers on the Go Lab” training to help parents learn basic computer skills to bridge the digital divide and to increase communication with schools via email and use ParentConnectthe Parent Portal to monitor student attendance, class assignments and other pertinent student information.  Expand outreach/recruitment for “Project Ujima” aimed at increasing the participation of African American parents in the education of their children.  At schools,Provide technical support the Parent Academic Liaison positionsto Principals and/or other staff responsible for family engagement by providing coaching, training, and follow -up support.

The overall implementation of programs and services to support the parent involvement policy is assigned to the Parent Outreach and Engagement Department.

San Diego Plan for Racial Integration 2016

PROGRAMS FOR ENGLISH LEARNERS

Location: All schools (Biliteracy offered at schools with parent requests.)

Grade Levels: K-12

Participants: English Learners

Description of Program

District programs for English learners (ELs) are designed to promote the acquisition of high levels of English language proficiency as well as access to grade-level core curriculum. A program of English Language Development (ELD) is considered part of the core curriculum, therefore, a part of each ELs instructional program. Additionally, access to core curriculum is provided through Specially Designed Academic Instruction in English (SDAIE),Integrated and Designated ELD and (for some students) primary language instruction and/or instructional support.

Program Models

Depending on factors including student levels of English language proficiency and parent choice, ELs are placed in one of the instructional programs outlined below. Students will receive ELD and access to core curriculum in each program model.

 Structured English Immersion: This model is designed for students whose English language proficiency is between the Beginning and Intermediate levels. Instruction is provided primarily in English. (An option is to also provide primary language support.)  Mainstream English Cluster: This model is designed for students whose English language proficiency level is between Early Advanced and Advanced. Instruction is provided in English and students are grouped with native and fluent speakers of English.  Biliteracy: This instructional model is designed for students whose primary home language is Spanishother than English, and in most cases, are also identified as English learners. Parents choosing this option must submit a waiver request. Schools are required to implement a biliteracy instructional program when 20 or more waivers at a specific grade level are submitted. The goal of the district’s instructional model is biliteracy, that is, highlevelshigh levels of academic achievement and language proficiency in both English and Spanishthe primary language.

 Dual-Immersion: This instructional program is designed for two groups of students: those whose primary home language is Spanishother than English and those whose primary home language is English. A typical classroom is comprised of both groups of students, ideally, with a 50/50 balance of both language groups. The goal of this instructional program is also biliteracy, attaining high levels of academic achievement and language proficiency in both Spanish and English and the primary language.

San Diego Plan for Racial Integration 2016

The instructional models defined above provide the instructional framework for ELs. Within each model, a strong link has been established between developing English language proficiency and achievement through attaining grade appropriate content standards.

San Diego Plan for Racial Integration 2016

RACE HUMAN RELATIONS & AND ADVOCACY PROGRAMS

Location: All elementary and secondary schools, child development centers, divisions, departments, and district offices. Grade Levels: K–12 Participants: All students and all district employees (4 hours or more per day) of the San Diego City SchoolsUnified School District.

Description of Program

In 2012/2013, Race Human Relations & and Advocacy Department consists of four Race Human Relations counselors, three Advocacy Program Pupil Advocates, and two Education Assistants. This team advocates for the improved well-being of all students, K-12, in order to accomplish the district's mission of advocacy and cultural proficiency through integrated services based on collaborative leadership. The staff will continue to collaborate with community agencies and other district departments to improve school outcomes for students.

The core principles include:  The belief that prevention and early intervention are key aspects in meeting the district goals.  Target resources are needed to effect institutional change.  A commitment to be responsive to and inclusive of ethnic, racial, and cultural diversity in all aspects of the design, delivery, and governance of programs, services and supports.

The Race Human Relations & and Advocacy Program encourages positive relationships and attitudes, understanding, and acceptance among students and district employees of diverse races and cultures. The purpose is to assist students and staff in demonstrating positive attitudes and behaviors through involvement in program activities designed to create a receptive atmosphere for all races in all schools and district offices. Activities and experiences enable participants to enhance feelings of self-worth, acceptance, and respect; develop an appreciation of the similarities and differences of others; and acknowledge the roles and contributions of diverse cultural groups in this country.

In an effort to deal proactively with racial and other conflicts, the Race Human Relations & and Advocacy Program will continue to focus on cultural proficiency, constructive conflict resolution strategies, and advocacy during 2012-2013... The Race Human Relations & and Advocacy counseling and pupil advocate teams will participate in the training of trainers, in addition to training administrators, counselors, teachers, and other key staff in successful methods for dealing positively with conflict, racial equality and closing the achievement gap for African American and Latino students. The team will work collaboratively with counselors at school sites. The ultimate goal is to provide students with ways to deal with anger and frustration.

San Diego Plan for Racial Integration 2016

Team members also work with groups across the district to strengthen and enhance successful support systems that value cultural diversity and promote positive interpersonal and intercultural relationships. Race Human Relations & and Advocacy training stresses that all students have a right to the knowledge valued by society. This requires that district staff:

 widely disseminate information on options to assist students and parents in making educational choices;  apply fair and consistent entry requirements to all;  utilize teaching and learning practices that address individual and cultural differences;  offer challenging courses and encourage all students to enroll;  expect high levels of achievement from all students; and  empower students to have a mutual respect and reverence for one another.

Staff Program

The Race Human Relations & and Advocacy Program is composed of six concept clusters, integrating personal, professional, and institutional areas within each cluster. Staff throughout the district continue to assume a higher level of responsibility for their race and human relations concepts Race Human Relations Program and will continue to receive support from the Race Human Relations & and Advocacy Program staff.

Staff development activities are centered on one or more of the following Concept Clusters:

Instructional Issues: Provide the classroom practitioner with the knowledge and skills necessary to foster positive and equitable instructional practices and promote academic success for all students.

Equity: Address issues and practices that promote equitable educational, leadership, extracurricular, and professional opportunities for staff and students. Sites are asked to examine methods for ensuring equal status, treatment, and opportunity for all students and employees. Emphasis is placed on the effects of prejudice and discrimination on equity.

Team Building/Climate: Focus on the processes and practices that enhance the race and human relations’ climate and promote effective site/department management.

Respect/Awareness of Cultural Diversity: Provide fundamental knowledge and awareness of our multicultural worlds and issues and practices affecting it. It focuses on awareness of one’s self as an ethnic person and an awareness of the characteristics, contributions, cultures, and contemporary issues of diverse groups.

Interactional Skills for a Culturally Diverse Society: Provide the skills and background necessary for participants to interact successfully in a culturally diverse society. This includes conflict resolution, student leadership training, and dialogue techniques.

Home/School/Community Partnerships: Focus on the important educational connection among home, school, and the community. It promotes practices that nurtures the involvement of all parties and provides greater understanding of the diversity of parents and community members.

San Diego Plan for Racial Integration 2016

K-12 Student Program

During the 1982-83 school year, the student K-12 Race Human Relations Program became a fifth strand of the district's history-social science program. Materials were produced that support the teaching of race/human relations’ concepts in the history-social science curriculum. The Race Human Relations Program for students has been completely infused into the K-12 curriculum. Schools may request Project Inclusion materials to enrich existing curriculum.

Project Inclusion, a component of culturally relevant instructional strategies is a unique and innovative multicultural history-based educational program that began implementation in the 1993- 94 school year. This program incorporates race/human relation goals and the contributions of various ethnic groups and women into the social studies curriculum. It introduces multiple perspectives into the study of race/human relations and history while directly building upon the content of the history-social science program.

Race Human Relations & Advocacy, as a result of the 2012 central office and board trainings and district 20/20 strategic goal participation, will be offering culturally responsive curriculum to school sites. This curriculum will include Project Inclusion and additional identified standards based curriculum.

Race Human Relations & and Advocacy counselors and advocates also provide a limited amount of additional race human relations’ experiences to students. These activities might include: demonstration and enrichment lessons that support the five concept goals of the student program, peer counseling, conflict resolution workshops, and student leadership groups.

The Race Human Relations & and Advocacy Concept Goals are being incorporated into all instructional lessons. These areas of study are listed as:

I. Identity: To develop awareness of self-acceptance and self-worth that are based upon awareness of factors influencing self-definition, including ethnic ancestry and cultural heritage.

II. Diversity: To become aware of and value the many similarities and differences among individuals, and among diverse racial, ethnic, and cultural groups within the community, the United States, and the world.

III. Culture: To develop awareness of what "culture" is and the ways cultures are alike and different.

IV. Conflict: To demonstrate interpersonal skills for positive relations and/or constructive response to conflict between individuals and among groups.

San Diego Plan for Racial Integration 2016

V. Prejudice and Discrimination: To develop sensitivity to stereotyping, prejudice, and discrimination in its many forms.

Off-Campus Integrated Learning Experiences (OCILE)

Race Human Relations & and Advocacy concept goals, training, and support are provided to the new Race Human Relations & and Advocacy OCILE Legacy follow up program.SDUSD Heritage Program. School sites will participate in one day abbreviated programs at the Old Town and Mission Trails Park. These programs are in collaboration with community sponsored grants.

Race/Human Relations and Advocacy Inservices, Workshops, and Seminars

The Strategic Plan for Integration states that, "All administrators must receive training to improve the educational opportunities for all students, demonstrate cultural sensitivity (implement their knowledge of culture), and resolve conflict among staff and students." The Race Human Relations & and Advocacy Program makes the training available through workshops and seminars such as Team Building, Bullying and Name Calling, Mediation Training, Conflict Resolution, Crisis Management, Safe Schools/Safe Classrooms, Dismantling Racism & and Collusion, LGBTQ Awareness, African American Ascending Scholars Program, Hombre Noble, Race for Achievement, Closing the Achievement/Implementation Gap and Cultural Proficiency training.

The workshops and seminars are open to all administrators, teachers, counselors, nurses, and other staff in an effort to offer training in skill-building in conflict resolution, mediation, and problem- solving, as well as cultural sensitivity and improving the educational opportunities for all students.

Race Human Relations Advocacy in partnership with the Harold Ballard Center Parent Involvement provides Family Friendly training for school sites and departments. The focus of the training is to assist schools in welcoming, honoring and connecting diverse families to engage positively with the educational practices that will lead to student improvement in the areas of academic and social achievement. The SDUSD is ever changing with many languages and customs. Schools that receive training will have a better understanding about the multicultural populations that comprise the demographics in this district. The Race Human Relations & Advocacy Programs will continue to champion the family friendly super service commendation recognition program. Restorative Practice

The Race Human Relations &and Advocacy counselors/advocates in partnership with Placement and Appeals will assist in implementing the 3 Tiers of School Based Restorative Practices providing training and student services.

TIER 1 uses restorative conversations and classroom circles to build strong relationships, create shared values and guidelines for classroom behavior, and promote a sense of belonging in the school community and ownership over individual actions. The goal of these communication tools is to build an intentional, equitable, and safe classroom environment for teachers and students that are conducive to learning.

San Diego Plan for Racial Integration 2016

TIER 2 uses restorative processes such as harm circles, mediation, and restorative conferencing to respond to disciplinary issues such as assault drug use, disorderly conduct, truancy, etc. These processes bring those affected by harm together to address the root causes of the incident, support accountability for the student responsible, and promote healing for impacted community members such as teachers, other students, staff, administrators, and school police. All parties develop an accountability plan for the student to support them in making better decisions and nor re-offend.

TIER 3 supports the successful re-entry of students following suspensions, truancy, expulsion, or incarceration. The goal is to welcome students back to school in a way that provides wrap- around support and promotes student accountability and achievement.

The Our Village Program is a comprehensive race-relations program offered to all high schools and middle schools on a voluntary basis. The curriculum is twelve weeks of pre/post lesson plans and a 2 two-day/1 one-night camp. The primary objective of this program is to improve school climate through building strong student leaders. Students become responsible citizens and assist school communities by seeking ways to value and respect diversity and reverence one another. Race Human Relations & and Advocacy also offers a one day in school abbreviated program for sites.

The Advocacy Program was established in 1989. In 2000, the IAAAAS (Improving the Academic Achievement of African American Students) Program and the LLAMA (Latinas/Latinos Achieving More Academically) combined to form the Student Advocacy Program. The Student Advocacy Program provides additional opportunities for program expansion as well as a more effective use of resources.

The African American Advocacy Program has collaboration with the Association of African American Educators (AAAE) Blueprint to assist the district in reaching its goals for African American Students. The African American Advocacy Program assists and collaborates with the district pilot gender specific program at Bell Middle School.

The Latino Advocacy has partnered with the Latino Advisory Committee to assist the district to reach its goals for Latino students. Latino Advocacy has piloted a Chicano Studies course at Crawford High School. This pilot has met district certification and other schools are now eligible to establish curriculum courses throughout the district.

During 2009-2010, Student Advocacy focused on the expansion and implementation of strategies to serve other under-performing students, thus assuring that a more comprehensive system serves all underperforming students.

Currently the Advocacy Program offers the following services, programs, and activities:

 Literacy enhancements that include recruitment of volunteers, book purchase and distribution, read-along, literacy activities in classrooms, and in-school tutoring.  Resource materials available through the Student Advocacy Program.  Classroom presentations using culturally appropriate curriculum and teaching strategies.  Career and college articulation utilizing culturally appropriate recruitment and information. 74

San Diego Plan for Racial Integration 2016

 Individual student services such as early intervention, peer counseling and coaching, and linking with community resource.  Maintenance and support of the Advocate Network.  Staff workshops on such topics as multi-cultural approaches, student empowerment strategies, and resource for culturally relevant content.  Involvement of students in site presentations and consultations on cultural competence.  Support for community organizations and efforts on improving educational opportunities and human services for students and their families.  Increased opportunities for student participation in learning outside of the normal school curriculum.  Distribution of information including program and community resources to local, state, regional, and national volunteer and educational organizations.  Volunteer projects, which recruit and utilize community volunteers as mentors, role models, tutors, and speakers.  Projects that utilize community resources to assist students with the skills needed for academic excellence.  Parent information and involvement through workshops, individual consultations, and parent/school information.

Suspension Program

Race/Human Relations counselors assist the district in seeking ways to reduce student suspensions. The department works in collaboration with school administrators, school personnel and other departments to assist with intervention strategies. Schools identify students who need interventions and assistance. The counselors and advocates visit schools to provide resources and guidance for students who are being suspended.

Cultural Crisis Intervention

Race Human Relations & and Advocacy provides racial crisis intervention to all departments and school sites. In the event of racial crisis, Race Human Relations & and Advocacy teams are available to deploy to sites to assist in the deconstruction of racial crisis occurrences. The Race Human Relations & and Advocacy teams work in conjunction with school police, city police and community advocacy organizations.

San Diego Plan for Racial Integration 2016

VOLUNTARY ENROLLMENT EXCHANGE PROGRAM (VEEP)

Location: Various school sites in the District.

Grade Levels: 6K–12

Participants: Students that choose to attend an allied school other than the geographic school of residence. Students enrolling at a Voluntary Enrollment Exchange Program (VEEP) site are generally of an underrepresented racial/ethnic and/or socio-economic group at the receiving school. Student racial/ethnic background has not been used as criteria for admission since 1999.

Description of Program

This program provides for the assignment of each participating school to an allied school pattern. A student residing in the geographic boundaries of a VEEP school may enroll in another school of the appropriate level within the allied school pattern. The program is implemented in secondary schools within established allied school patterns that promote student integration.

Student recruitment activities include letters and presentations to parents providing information about the program and the enrollment procedures. VEEP students articulate through the VEEP school feeder pattern as long as the student continues to reside in the pattern. Applications submitted to attend a VEEP school between November 1 and February 15 are randomized and receive priority over applications submitted after February 15. Only students new to the district and those that move can apply after the deadline. VEEP students have the same rights and responsibilities as resident students of the school they attend. VEEP students matriculate through the VEEP school feeder pattern. Students from Program Improvement (PI) schools receive priority enrollment to attend non-Program Improvement receiving sites.

Each VEEP site is responsible for the academic achievement of VEEP students. Schools will work to ensure that all students meet or exceed District standards. VEEP receiving schools implement programs and activities that assist VEEP students in achieving academically. Such programs may include additional guidance, parent involvement activities, or any learning activity that will boost the achievement of VEEP students.