San Pedro High School Appendix A: Assurances and Certification 45 San Pedro High School Appendix B: SLC Pyramid of Interventions San Pedro High School Business Academy Intervention Tier 3: 5% of Students in Communication House COST – SST – 504 Plan – Diploma+ Program LET-UP Program, PSW, IMPACT, SMART Tier 2: 15% of Students in Communication House SLC CPT - Department CPT – Informal Partnerships AVID electives offered, SLC Lead Teacher, SLC Counselor and Volunteer Teachers offer Mentoring Tier 1: 80-85% of Students in Boys & Girls Club Tutoring – After School Tutoring – Differentiated Classroom Instruction – Consistent Learning Strategies Employed by All Teachers in House: Daily Agendas, Use of Cornell Notes, Collaborative Groups. 46 San Pedro High School San Pedro High Communication House Intervention Plan Tier 3: (5% of the Students in the Business SLC) COST Tier 2: (15% of the Students in the Business SLC) Counselor: Milena Rasic Teacher Mentoring Program in which each teacher is assigned 2 students. Tier 1: (80-85% of the Students in the Business SLC) 1. Student Teacher Compact 2. Multimodal Instruction 3. Scaffolding Instruction 4. Referral to Tutoring 5. Bridge/Link “Summer Program” 47 San Pedro High School San Pedro High Creative Expression House Intervention Plan Tier 3: 5% of Students in Creative Expression COST – SST – 504 Plan – Diploma+ Program LET-UP Program, PSW, IMPACT Tier 2: 15% of Students in Creative Expression SLC CPT - Department CPT – Informal Partnerships [send to another class for the day] – Mentoring – Everyone adopts “2” Tier 1: 85% of Students in Creative Expression Advisory – Saturday Detention – Boys & Girls Club Tutoring – After School Tutoring – Planners/Notebooks in all Classes The percentages above represent approximations of the number of students in the Creative Expression House that we expect may need varying degrees of intervention. 48 San Pedro High School San Pedro High Global Environment House Intervention Plan Tier 3: 5% of Students in Global Environment COST Tier 2: 15% of Students in Global Environment Teacher Mentoring Tier 1: 80-85% of Students in Global Environment Student-Teacher Compact – Scaffolding Classroom Instruction – Referrals to Tutoring – Possible Advisory 2 days per week within classes in an extended period. The percentages above represent approximations of the number of students in the Creative Expression House that we expect may need varying degrees of intervention. 49 San Pedro High School San Pedro High Pirate Health and Fitness (PiFi) House Intervention Plan Tier 3: 5% of Students in PiFi SST, PSW, 504, IEP Referral, Diploma Plus Program, Let-Up, TUPE, Impact Tier 2: 15% of Students in PiFi Personalization through CPT Individual student plans Instructional support, tutoring Documentation and monitoring Tier 1: 80-85% of Students in PiFi As a House we design a Mentoring intervention program. The program targets in coming 9th graders it includes, Parent The percentages above represent approximations of the number of students in the Pirate Health and Fitness House meetings, weekly progress reports, tutoring that we expect may need varying degrees of intervention. and any tools that will help the students 50 San Pedro High School San Pedro High Pedro Action League House Intervention Plan Tier 3: 5% of Students in Pedro Action League COST – 5 students from PAL House Tier 2: 15% of Students in Pedro Action League Student Success Team (SST) Teacher Mentoring Program – Adopt two students Tier 1: 80-85% of Students in Pedro Action League Student-Teacher Compact Multi-Modality Instruction – Scaffolding Referral to Tutoring Bridge/Link ‘summer program’ w/Middle School Advisory during Professional Development Days The percentages above represent approximations of the number o students in the Pedro Action League House that we expect may need varying degrees of intervention. 51 San Pedro High School Appendix C: Single Plan for Student Achievement Accountability Matrix Educational Goals and Metrics The Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines. PI Corrective Action: Annual Measurable Achievement Objective (AMAO) Goal: School Organization and Support Structure Goals: • The school institutes and fully implements the • 70%+ of English learners will score in the appropriate • All schools will be organized to support the core curriculum that is based on State academic performance range on the CST for English/language arts academic needs of students. content standards, including providing according to the District Progress Benchmarks for English • All schools will have effective support structures appropriate professional development based on learners. to address student needs that impact learning. scientifically-based research for all relevant staff, • 70%+ of English learners will progress one ELD level per year. that offers substantial promise of improving • 70%+ of English learners will score an overall ELD level of 4 or educational achievement for high priority pupils. 5 on the CELDT after 4-5 years of instruction. Participation Rate Proficiency Rate Safe Schools • The school will achieve a 95% English/Language Arts Mathematics • School must implement LAUSD Discipline Policy. participation rate for all state Elementary and Middle Schools: Elementary and Middle Schools: • Staff and students must meet 95% attendance target assessments. • The percentage of students • The percentage of students each month. API scoring proficient or above on the scoring proficient or above on the • All schools will meet the API goal of California Standards Test (CST) California Standards Test (CST) Personalization/College Career Ready 680 for the 2009-10 school year or and the California Alternate and the California Alternate • Counseling provided to meet the A-G requirement increase by 1 point from the previous Performance Assessment Performance Assessment (CAPA) opportunities year. The API goal for 2010-2011 is (CAPA) in English/ language arts in Mathematics 2009-10 will equal • Students are aware of college careers 710 or show a 1 point growth from the 2009-10 will equal or exceed or exceed 58.0% and for 2010-11 • School identified one of the following models: previous year. 56.8% and for 2010-11 will equal will equal or exceed 68.5%. -Small Learning Community or exceed 67.6%. High Schools: -Personalized Learning Environment High Schools: • The percentage of students -Professional Learning Community Graduation Rate High Schools: • The percentage of students scoring proficient or above on the Parent Engagement scoring proficient or above on the 10th grade administration of the • All schools will meet the Graduation • School demonstrates increased and improved 10th grade administration of the CAHSEE and the California Rate Criteria by meeting one of the parent partnerships and welcoming environments CAHSEE and the California Alternate Performance following options: • School provided meaningful training and learning for Alternate Performance Assessment (CAPA) in o Option 1: Have a graduation rate of at least parents on how to support the academic Assessment (CAPA) in English/ Mathematics for 2009-10 will be 83.2% for 2009-10. achievement in the home. language arts for 2009-10 will be equal or exceed 54.8% and for o Option 2: Show improvement in the rate from • School offers parents the opportunity to participate equal or exceed 55.6% and for 2010-11 will equal or exceed 2008-09 of at least 0.1%. in councils, committees, and parent organizations. 2010-11 will equal or exceed 66.1%. o Option 3: Show improvement in the average • School provides information in a language that 66.7%. two-year graduation rate of a least 0.2%. parents can understand. 1 High Schools only: List which Expected Schoolwide Learning Results (ESLRs) support the goals (if applicable): ESLRs 1. Students will be effective communicators who demonstrate personal, social, and civic responsibility. 2. Students will be self-directed, 52 San Pedro High School inventive thinkers. 3. Students will be proficient in digital-age literacy. 4. Students will demonstrate high productivity, creating high-quality work. List the WASC Recommendations that correspond with the Key Findings in the data page (if applicable). 1. Implement and monitor effective assessment practices in all core content areas. Includes: systematic analysis of data and common expectations for performance to drive instructional decisions, course offerings, and professional development. 2. Implement a system of accountability for attendance, minutes, and scheduling of staff, department, and SLC meetings. 3. Evaluate the expectations of students and the rigor of curriculum in all classes against the requirements of the content standards and frameworks. Improve the correlation between grading practices and standards mastery. 4. Develop a school wide culture of high learning expectations within the classroom through challenging learning experiences and higher order thinking skills. 5. Clarify the role of leadership groups. 6. Follow up, professional development, and monitoring should occur to ensure that the Uniform Classroom Procedures will impact effective classroom instruction, rigor, and expectations, and especially student learning. The Uniform Classroom Procedures need to support and stem from the school’s purpose and vision. 7. Develop a site based system of academic interventions and preventions