Visiting Committee Chairs s5

JAMES MONROE HIGH SCHOOL MID-CYCLE PROGRESS REPORT9229 Haskell Avenue North Hills, CA 91343 Los Angeles Unified School DistrictApril 21, 2016Accrediting Commission for Schools Western Association of Schools and CollegesMid-cycle Progress Report Rev. 3/15 James Monroe High School - ACS WASC Mid-cycle Progress ReportCONTENTSI: Student/Community Profile Data...... 1II: Significant Changes and Developments...... 27III: Ongoing School Improvement...... 31IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan...... 32V: Schoolwide Action Plan Refinements...... 38 ii James Monroe High School - ACS WASC Mid-cycle Progress ReportI: Student/Community Profile Data Include the following:  An updated student/community profile that includes the following: a brief, general description of the school and its programs; the school’s vision, mission, and learner outcomes; student and faculty/staff demographics; and student achievement data for a three-year period.  An updated summary of data with implications, identified critical learner needs, and important questions for staff discussion. Note: Use the current student/community profile and summary that has been updated annually since the last full visit and other annual progress reports. (See Task 1 of the Focus on Learning manual.)SCHOOL MISSION, VISION, AND PROFILE DESCRIPTIONSchool Mission:Monroe HS will educate its diverse student population with a rigorous, relevant, curriculum, where students are continuously engaged in analysis are empowered to express personal histories and to build meaningful connections to the outside world, and are encouraged to reflect on and access their levels of learning. Monroe’s staff is committed to: Establishing a CULTURE that promotes autonomy and a strong inclusive community built through relationships that value diversity and provide a safe environment where student, staff and parents feel welcome, respected, and are afforded multiple opportunities to excel in academic, artistic, athletic, and professional areas Promoting LEADERSHIP that is collaborative, shared, supportive, competent, effective, transparent, and focused on meeting the needs of the school and straightening our visionEnsuring INSTRUCTION that is rigorous, creative, and relevant to the needs of the students and the demands of tomorrow’s work force and secondary instructions.School Vision:1 James Monroe High School - ACS WASC Mid-cycle Progress ReportMonroe HS is committed to developing and motivating every student to achieve academic and personal success. Through a rigorous academic program, personalized relationships, and relevant meaningful connections to the outside world, Monroe High School will prepare all students to excel and achieve. Monroe HS will prepare all students to function effectively in a technological, multilingual world; to develop communication and problem-solving skills; to work productively in collaboration with others; and to become responsible and valuable members of society.School Profile Description:James Monroe High is a comprehensive, urban, high school, grades 9-12, currently serving 2301 students in the North Hills and Panorama City communities of the San Fernando Valley area of Los Angeles. According to 2008 US Census data, our community of 71,486 residents are crowded into an area of fewer than four square miles. In addition to high density, the median household income is nearly $20,000 lower than the state average. 60% of our adult community has a high school diploma, 15.7% have a bachelor’s degree or higher, and 14.3% are unemployed. The population is overwhelmingly Hispanic or Latino (86%) and likely to speak a language other than English at home. Our students speak over 28 different languages with 80% having a primary language of Spanish, 14% English, 3% Filipino, .5% Arabic, and .4% Armenian. Other languages that our students speak at home include Vietnamese, Cambodian, Assyrian, Bengali, Farsi, and Korean. As a result of these demographics, Monroe is a Title 1 School.Monroe’s diversity reflects our surrounding community and local businesses. We have formed partnerships with several local organizations including the LA County Public Defender, Chatsworth Courthouse, Van Nuys Child Development Center, LA Police Department, Alpha Aviation Components, Hampton Scott Group, Los Angeles World Airports, Valley Economic Alliance, and Global Aerospace Technologies. We also work with California State University Northridge, Los Angeles Valley College, Los Angeles Mission College, Pierce College, and UCLA on many projects, articulation agreements, and other student opportunities and services. These partnerships help us in our mission to make sure that every single one of our students is college ready and career prepared.Discipline and our reaction to student behavior has transformed over the years. The area where a majority of our students live is plagued by violence stemming from the Blythe Street and Langdon Street gangs. As a result, Los Angeles has issued a city court- ordered gang injunction for our area. In 2013, the LAUSD School Board adopted a new school discipline policy and School Discipline Bill of Rights in response to high numbers of student expulsions and in school detentions. We are one of the 150 phase one schools chosen to receive training and implement this “Restorative Justice Pathway to Successful Schools”. It promotes core values that require students to think about themselves and how they interact with one another, develop healthy relationships, become accountable for their own actions, and learn how to manage conflict.2 James Monroe High School - ACS WASC Mid-cycle Progress ReportMonroe has transformed its identity as a small learning community over the past 10 years. We have experienced many successes and have learned from our failures. Budget constraints, sun setting of grant funds, and changing graduation requirements (A-G for all) have influenced our ability to offer wall-to-wall SLC programs that have distinct identities. Currently there are six SLCs: 9th Grade Academy (NGA); Arts, Media, and Entertainment (AME); Engineering and Design Academy (E&D); Public Service Academy (PS); Law and Government Magnet (L&G); and the Police Academy Magnet (PA). Ninth grade students start in the NGA, E&D, or one of our magnets. Last year, our staff voted to restructure our advisory period from a stand-alone class to being included in second period classes. Monroe maintains business and community partnerships that support our SLCs.The transiency rate at Monroe High School is significantly higher (47%) than the rate of LAUSD as a whole. Our students more frequently enroll into school and checkout of school for various periods of time in every school month of the academic school year. As a result, our students are less stable than the majority of their counterparts in other schools. This lack of stability corresponds with the excessive absences, lower academic performance, and a high-risk dropout. We have worked hard to develop and create a warm and friendly school environment on campus that encourages students to stay in school. Both our faculty and student leadership teams have provided personalization, increased parental involvement, widen school to home communications, attendance incentive programs, data analysis, SLC monitoring, staffing of a Pupil Services Advisor (PSA), attendance assemblies, local district sponsored attendance intervention meetings, and the implementation of Monroe’s School-wide attendance policy have all contributed to a steady increase in attendance numbers despite Monroe’s high transiency rate.Monroe’s team believe that in order to advance achievement, we must generate a school-wide effort to focus on our Priority Focus Areas. Our School-Wide Action Plan includes the following Priority Focus Areas:1. Ensuring effective instructional delivery in all classrooms. 2. Developing rigorous CCSS-based curriculums and lessons. 3. Increasing personalization, relevant linked-learning, and parent engagement.Monroe HS is dedicated to being a multicultural learning environment that prepares all students to effectively read, listen, think, and communicate. Our teachers, staff, students, parents, and community work together in partnership and are committed to the education and personal growth of every student. Our school’s curricular emphasis has a solid foundation in the depth and breadth of California State Standards and the Federal Requirements for student expectations. These methods are being updated with additional technological and career driven components that are required as we prepare our 21st century learners and embrace the Common Core State Standards (CCSS) and the Next Generation Science Standards. We pay particular attention to the various learning styles and needs represented by all of our students. Expected Schoolwide Learning Results (ESLRs) are a driving force in curricular development and teaching methodology. The Student Outcomes are intended to challenge students to become the following:3 James Monroe High School - ACS WASC Mid-cycle Progress ReportExpected School-wide Learning Results:Monroe High School generates GRADUATES who Demonstrate Excellence Our students will:  Display a commitment to their own learning, advancement, and attainment of academic, professional, and personal goals.  Apply their own unique perspectives and cultures to generate innovative and effective solutions to problems.  Continually practice self-reflection and identify areas of strength and focus on developing areas in need of improvement.Monroe High School develops GRADUATES who are Actively Aware of & Dedicated to Community Service Our students strengthen their ethical and moral character as they explore concepts of equity and cultural inclusion through:  Dedication to and active participation in local, state, and national communities and institutions.  Commitment to environmental, social, and civic initiatives that improve society.  Strengthening our education, health, and social justice system.Monroe High School develops GRADUATES who are Prepared to Face the Demands of 21st Century Colleges & Workplace Our students are able to construct and comprehend meaning using adaptable skills in new and different learning environments as recognized in their ability to:  Utilize analytical, critical thinking and problem solving skills to develop novel and effective workplace and collegiate solutions.  Collaborate with multi-generational, multi-cultural stakeholders across networks.  Demonstrate effective oral and written communication and current technological skills.  Take pride and ownership in self-directed and self-initiated learning.Monroe’s staff is committed to:Establishing a CULTURE that promotes autonomy and a strong inclusive community built through relationships that value diversity and provide a safe environment where students, staff, and parents feel welcome, respected, and are afforded multiple opportunities to excel in academic, artistic, athletic, and professional areasPromoting LEADERSHIP that is collaborative, shared, supportive, competent, effective, transparent, and focused on meeting the needs of the school and strengthening our vision4 James Monroe High School - ACS WASC Mid-cycle Progress ReportEnsuring INSTRUCTION that is rigorous, creative, and relevant to the needs of the students and the demands of tomorrow’s work force and secondary institutionsDeveloping GRADUATES who are actively dedicated to servicing their community, are recognized for excellence, and are prepared to meet the demands of 21st century colleges and workforceShared Core Beliefs: We believe that students, faculty, administration, and staff optimize students’ opportunities for learning in an environment that supports the expression of individual perspectives, facilitates personalized connections, affords multiple differentiated opportunities to obtain common core state standards (CCSS) mastery, fosters respect and autonomy with accountability, and where effective learning and instruction occur each moment of every school day. Collectively, we define effective learning:Effective learning is a collaborative interchange of ideas leading to mastery of CCSS and ESLRs.Effective learning happens when students are afforded multiple opportunities to acquire, practice, experiment, and master rigorous concepts and skills in a safe, respectful, and welcoming learning environment defined by high expectations for all students.Effective learning is demonstrated through authentic problem-solving utilizing multiple modalities in a variety of flexible groupings and classroom settings.Effective learning is measured by an ongoing variety of formative and summative assessments, as well as the outcome of authentic learning opportunities.Effective learning is fostered through the partnership of parents, students, school staff, and community members.James Monroe High School’s geographical, demographic, educational and economic community base5 James Monroe High School - ACS WASC Mid-cycle Progress ReportMonroe School serves North Hills and Panorama City communities of the San Fernando Valley of Los Angeles. Our magnet programs serve the greater Los Angeles area. Community Population, Area, and Density StatisticsCommunity Population Area DensityNorth Hills/Panorama City 71,486 3.7 square miles 19,181 people per square mile Source: www.city-data.comDemographics Data for North Hills/Panorama CityNorth Hills Percent Population = 71,486White 9.5%Black/African American 2.5%Asian 13.6%Hispanic or Latino 70.4%Other race(s) 4%North Hills/Panorama City Income, Age, and Housing DataCommunity Average Adjusted Gross Income (AGI) in 2012 $30,6516 James Monroe High School - ACS WASC Mid-cycle Progress ReportCommunity Average Salary/Wage in 2012 $31,045State of California Average Salary/Wage in 2012 $59,079Community Average Resident Age 30.1 yearsState of California Average Resident Age 35.7 yearsCommunity Average Household Size 3.9 personsState of California Average Household Size 3.0 persons Source: www.city-data.comEducation and Employment Levels of North Hills/Panorama City PopulationHigh School of Higher 60.1%Bachelor’s degree or higher 15.7%Graduate of Professional Degree 2.5%Unemployed 14.3% Source: www.city-data.comGrade levels and school configuration Grades: 9th, 10th, 11th, & 12th. Monroe High School is a public school within the Los Angeles Unified School District that also includes the Police Academy and Law and Government Magnets. We also serve 75 special education students in our Learning Center and have a separately administrated continuation school, Einstein Continuation HS, located on our campus with a separate entrance on Tupper Street.Student enrollment figures:7 James Monroe High School - ACS WASC Mid-cycle Progress Report2015 - 2016MONROE HS POLICE ACADEMY LAW & GOVERNMENT TOTALGRADE # % # % # % # %9th 549 29% 42 28% 63 23% 645 28.4%10th 502 27% 37 24% 67 25% 606 26.4%11th 401 21% 36 24% 81 30% 518 22.5%12th 426 23% 37 24% 60 22% 523 22.7%TOTAL 1878 100% 152 00% 271 100% 2301 100% Source: MyData, MiSiS2013 - 2014 2014 - 2015 2015 - 2016GRADE # % # % # %9th 919 36.5% 701 28.8% 645 28.4%10th 569 22.6% 704 28.9% 606 26.4%11th 461 18.3% 508 20.8% 518 22.5%12th 567 22.5% 525 21.5% 523 22.7%TOTAL 2516 100% 2438 100% 2301 100% Source: MyData8 James Monroe High School - ACS WASC Mid-cycle Progress ReportEnrollment has consistently dropped over the last four years. LAUSD opened several new high schools in our local area several years ago. At that time, our enrollment dropped from over 5,000 students to just under 3,000. In the last few years, our enrollment has slightly dropped due to more charter schools opening in the area as well as a decrease in the number of high school ages students living in our area.Percentage of Students with 96% or Higher Attendance2013 - 2014 2014 - 2015 2015 - 201673.3% 82.4% 76.5% Source: My DataPoverty level (i.e., percentage of low-income students identified on the Title I ranking)We are a Title I School Wide Program - 100%.Language, racial and ethnic make-up of the student body9 James Monroe High School - ACS WASC Mid-cycle Progress ReportRacial Ethnic History of Students at Monroe HS:Racial Ethnic History (Students)AI/Ask Asian Pac Isl Afr. Amer. Hispanic White Filipino TotalYear # % # % # % # % # % # % # %2013-14 6 .25 51 25 9 .4% 90 3.6% 2167 86.1% 105 4.2% 88 3.5% 25162014-15 0 0% 40 1.6% 11 .5% 81 3.3% 2129 87.3% 100 4.1% 77 3.2% 24382015-16 1 0% 31 1.3% 9 .4% 68 2.9% 2058 88% 88 3.8% 84 3.6% 2301 Source: MyDataThe ethnic makeup of JMHS has remained consistent over the past three years. The ethnicity with the greatest population is Hispanic at 88%, with the next largest populations being White at 3.8% and Filipino at 3.6%. This ethnic breakdown is representative of the neighborhoods found east of the 405 freeway.Other Demographic Information:2015/2016 Student DemographicsEnglish Learners (EL) 22%Reclassified EL’s (RFEP) 52%Students with Disabilities 14%Economically Disadvantaged 100% Title 1 SchoolIdentified Gifted - All 12%Identified Gifted - African American .22%10 James Monroe High School - ACS WASC Mid-cycle Progress ReportENROLLMENT BY ETHNICITY:Racial Ethnic History (Students)AI/Ask Asian Pac Isl Afr. Amer. Hispanic White Filipino TotalYear # % # % # % # % # % # % # %2013- 6 .25 51 25 9 .4% 90 3.6% 2167 86.1% 105 4.2% 88 3.5% 2516 142014- 0 0% 40 1.6% 11 .5% 81 3.3% 2129 87.3% 100 4.1% 77 3.2% 2438 152015- 1 0% 31 1.3% 9 .4% 68 2.9% 2058 88% 88 3.8% 84 3.6% 2301 16 Source: MyDataThe ethnic makeup of JMHS has remained consistent over the past three years. The ethnicity with the greatest population is Hispanic at 88%, with the next largest population being White at 3.8%. This ethnic breakdown is representative of the neighborhoods found east of the 405 freeway.2015-16: ENROLLMENT BY PRIMARY LANGUAGE:Primary Language No. of Students % RankSpanish 1,856 .80 1English 329 .14 2Filipino 58 .03 3Arabic 13 .005 411 James Monroe High School - ACS WASC Mid-cycle Progress ReportArmenian 9 .004 5Vietnamese 7 .003 6Thai 6 .0025 7Cambodian 3 .0013 8Other 3 .0013 9Assyrian 2 .0009 10Bengali 2 .0009 11Guajarati 2 .0009 12Korean 2 .0009 13Polish 2 .0009 14Russian 2 .0009 15Farsi 1 .0004 16Hindi 1 .0004 17Ibo 1 .0004 18Ilocano 1 .0004 19Japanese 1 .0004 20Lithuanian 1 .0004 21Mandarin 1 .0004 2212 James Monroe High School - ACS WASC Mid-cycle Progress ReportNot Specified 1 .0004 23Pashto 1 .0004 24Punjabi 1 .0004 25Samoan 1 .0004 26Sinhalese 1 .0004 27Urdu 1 .0004 28Total 2,309 Source: MISISThe students at Monroe come from homes where 28 different languages are spoken. 94% of our student population is comprised of students who speak English or Spanish. Based on the Home Language Survey, parents report that 80% of our students come from homes where Spanish is the primary language of communication. In order to meet the needs of our parents who speak languages other than English, we have identified staff members who are fluent in other languages, such as Spanish, Tagalog and Arabic to make communication with school staff accessible. All school-to-home communications are provided in English and Spanish. GRADUATION RATE:Graduation Rate2012/2013 76.7%2013/2014 83%2014/2015 83%Increasing the graduation rate remains a school-wide priority. Efforts to accomplish this include IGP meetings; parent and student workshops; early identification of students at-risk of failing and placement into intervention; PSA monitoring of attendance and truancy; providing greater personalization through SLC and the Restorative Justice Program; use of parent conferencing starting in the13 James Monroe High School - ACS WASC Mid-cycle Progress Report9th grade; providing services that support at-risk students and families; curricular trips to colleges; and college readiness assemblies. The entire staff, including administration, coordinators, counselors and coaches, work collaboratively to support graduation goals. Counselors and teachers provide support to increase the enrollment in A-G required classes by: Counselors will program all students in appropriate A-G classes  College counseling will be offered to inform all families about A-G requirements  Supporting school intervention programs (after school tutoring, support classes in ELA, EL, and Algebra 1)  Monitoring the academic progress of identified students  Scheduling students into credit recovery and intervention options such as: o Core Waiver Credit Recovery (Before, After, Saturday) o Before school and after school Tutoring o Independent Study o Adult School o Continuation School through Einstein Continuation HS o YPI tutoring, intervention, after school student engagement activitiesACHIEVEMENT DATA:California High School Exit Exam 10th Grade CensusELA MATHYear # Tested % Passed % Proficient # Tested % Passed % Proficient2014-15 642 75.4 40.5 628 75.8 43.32013-14 528 77.5 42.6 537 79.3 53.12012-13 461 80.3 51.6 460 80.2 52.4 Source: MyData14 James Monroe High School - ACS WASC Mid-cycle Progress ReportOur 2013-2019 WASC Action plan goal #1 is to increase student achievement in the area of Algebra I by 3%-5% on an annual basis as measured by CST scores, CAHSEE pass rates, and course pass rates. Similarly, our goal #2 is to advance student achievement in the area of written strategies and conventions by 5% on an annual basis as measured by CST scores, CAHSEE pass rates, analysis of student portfolios, and course pass rates. Our CAHSEE results indicate that our math and ELA passage rates have decreased each year and show that we are not meeting this goal in this specific area. One reason for this decrease in CAHSEE passage rates could be found in the number of students tested. During the 2012/13 school year, we did not test 9th grade repeaters (9Rs). In the following years, these 9Rs moved onto the 10th grade and created a bubble in the number of students tested. Even though this is the case, we are dedicated to work together as a school to provide intervention and credit recovery support to those students who are not achieving at proficient levels.CST - Science (10th Graders)2013 2014 2015# % # % # %Advanced 146 7% 69 15% 67 12%Proficient 426 19% 122 26% 126 22%Basic 910 41% 176 37% 208 36%Below Basic 441 20% 65 14% 107 18%Far Below Basic 318 14% 39 8% 72 12%TOTAL 2242 100% 471 100% 589 100% Source: MyDataThe percentage of Advanced and Proficient students in Science at the 10th grade level has significantly increased since our last WASC visit. This is one of the only content areas that California continues to test annually.15 James Monroe High School - ACS WASC Mid-cycle Progress ReportCAASPP 2014 - 2015Subject James Monroe High School Los Angeles Unified School DistrictELA/Literacy Grade 11 2568 2568Mathematics Grade 11 2542 2531CST Science Grade 10 326 336CMA Science Grade 10 266 296STS Grade 9 (Spanish) 319 311STS Grade 10 367 314STS Grade 11 (1 student) 246 323CAPA 37 36 Source: CAASPP WebsiteThe data indicates that we are at the district level in ELA and slightly above in mathematics. This supports our focus goals to improve in ELA and mathematics.Cohort Outcome Data for the Class of 2013-14Program Name Cohort Cohort Cohort Cohort Cohort Cohort Still Cohort Still Students Graduates Graduation Dropouts Dropouts Enrolled Enrolled Rate Rate RateEnglish Learners 150 98 65.3 32 21.3 17 11.3Migrant Education * * 100.0 * 0.0 * 0.016 James Monroe High School - ACS WASC Mid-cycle Progress ReportSpecial Education 83 55 66.3 14 16.9 * 9.6Socioeconomically 553 459 83.0 63 11.4 25 4.5 DisadvantagedAll Students 558 462 82.8 64 11.5 26 4.7 Source: CDECohort Outcome Data for the Class of 2013-14Program Name Cohort Cohort Cohort Cohort Cohort Cohort Still Cohort Still Students Graduates Graduation Dropouts Dropouts Enrolled Enrolled Rate Rate RateEnglish Learners 172 96 55.8 44 25.6 27 15.7Migrant Education * * 100.0 * 0.0 * 0.0Special Education 67 29 43.3 17 25.4 16 23.9Socioeconomically 529 408 77.1 76 14.4 40 7.6 DisadvantagedAll Students 532 408 76.7 79 14.8 40 7.5 Source: CDEADVANCED PLACEMENT ENROLLMENTAdvanced Placement EnrollmentYear School Enrollment AP Enrollment % Enrolled in % Qualifying Score AP Course17 James Monroe High School - ACS WASC Mid-cycle Progress Report2013-2014 2,391 659 27.5% 29%2014-2015 2,331 454 19.5% 50%2015-2016 2,332 456 19.6% Not tested yet Source: MyDataOver the last few years we tightened our Advanced Placement class offerings and decided to make sure that we did not enroll students in AP classes who were not ready for the challenge. This dramatically increased the percentage of students scoring a 3 or better on the tests. As a school, we continue to have discussions on providing AP classes for students who may or may not be ready to take them.STUDENT BEHAVIORSuspensionsYear AI/Alsk Asian Black Filipino Hispanic Pac Island White Total Avg # Days2013-2014 0 0 4 0 3 0 0 7 1.32014-2015 0 0 9 0 29 0 5 43 1.62015-2016 0 0 0 0 19 0 1 20 1.4 Source: MyDataAs one of 150 phase one schools chosen to receive training in the “Restorative Justice Pathway to Successful Schools”, we have implemented a behavior intervention program that promotes core values that require students to think about themselves and how they interact with one another, develop healthy relationships, become accountable for their own actions, and learn how to manage conflict. We have already seen suspension rates decrease as compared to last year and have already seen the benefits of this program in action. STAFFING PROFILETeachers 2013 - 2014 2014 - 2015 2015-201618 James Monroe High School - ACS WASC Mid-cycle Progress ReportWith Full Credential 100 103 104Without Full Credential 2 2 2Teaching Outside Subject Area Competencies With Full Credential 20 19 14 Source: SARCStaffingYear FTE Admin. Counselors/Coordinators FTE Teachers2013-2014 5 8 772014-2015 6 8 752015-2016 6 8 72 Source: School InformationTeaching Staff Ethnicity 2015-2016Hispanic Black Asian White No DataNumber 35 7 9 59 0Percent 31.8 6.4 8.2 53.6 0 Source: SISTeacher AttendanceTeachers 2012 - 2013 2013 - 2014 2014-201519 James Monroe High School - ACS WASC Mid-cycle Progress ReportPercentage of Staff with 96% or Higher Attendance 66% 67% 67% Source: School Report CardTeaching Experience-Years1 Year 12-5 Years 106-10 Years 1311 or more Years 88 Source: MiSiSTeaching Staff Status 2015-2016Continuing (Tenured) 102Probationary 9Temporary 0District Intern/Train 1University Intern 1 Source: District School RosterSUMMARIES OF DATA WITH IMPLICATIONS AND IDENTIFIED CRITICAL LEARNER NEEDS:English Language ArtsOn our 2014-2015 School Accountability Report Consortium, 42% of the students were reported meeting or exceeding the State Standards. We believe that students need to know where they are going in order to get there successfully.20 James Monroe High School - ACS WASC Mid-cycle Progress ReportThe 2015 Smarter Balance Assessments Criteria results show that Monroe students scored at the following levels: 406 students tested with an average scale score of 2569 At/Near Standard level Reading- 19% Below Standard Level 62% At/Near Standard Level 19% Above Standard Level Writing- 24% Below Standard Level 57% At/Near Standard Level 19% Above Standard Level Listening- 19% Below Standard Level 70% At/Near Standard Level 11% Above Standard Level Research/Inquiry- 15% Below Standard Level 56% At/Near Standard Level 29% Above Standard LevelThe 2015 SBAC results show that LAUSD students scored at the following levels: 26392 students tested with an average scale score of 2571 At/Near Standard level Reading- 25% Below Standard Level 54% At/Near Standard Level 21% Above Standard Level Writing- 26% Below Standard Level 51% At/Near Standard Level 23% Above Standard Level Listening- 24% Below Standard Level 64% At/Near Standard Level 12% Above Standard Level Research/Inquiry- 18% Below Standard Level 55% At/Near Standard Level 27% Above Standard Level Our School-Wide Action Plan goal #2 is to advance student achievement in the area of written strategies and conventions by 5% on an annual basis as measured by CST scores, CAHSEE pass rates, analysis of student portfolios, and course pass rates.  MHS shows a higher percentage (29% Above Standard Level) in Research/Inquiry skills. The 2015 SBAC results show that 76% of our students are at or above standard level. Since this is the first year that the SBAC was offered, we don’t have previous year data to show growth. The results for LAUSD show that 74% of students across the district met these same levels. As a historically labeled “low performance school”, we believe that this 2% increase over the average LAUSD results shows that we are making progress on goals #2.  MHS shows an overall decrease in student’s scores at the Below Standard levels – an average of -4% decrease in the Reading section compared to LAUSD.  MHS offers after-school core-intervention classes for all students struggling, and will continue to offer this program.  In addition, MHS uses the Scholastic Reading Program that specifically targets students who cannot read at grade level.  MHS teachers have had 2 years of SBAC training and testing experience, which should result in higher scores.By the end of the 2016/2017 School Year, our school’s measurable objectives in English Language Arts are to:1. The 2016 SBAC scores for MHS students will increase of 5% at the Above Standard Level. 2. The 2016 SBAC scores for MHS students will decrease of 5% at the Below Standard Level. 3. The MHS students will successfully complete the Core ELA course by a 5% increase.21 James Monroe High School - ACS WASC Mid-cycle Progress ReportMathematicsThe 2014/2015 Smarter Balanced Assessments for the 11th grade show that 48% of our students did not meet the standards. 35% nearly met them, 13% met them, and 4% exceeded them. These assessments are new and we understand that the results could be affected by their newness and student comfort with the technology. Overall, this shows that 83% of our students did not meet the standards while 17% met or exceeded them.Our 2013-2019 WASC Action plan goal #1 is to increase student achievement in the area of Algebra I by 3%-5% on an annual basis as measured by CST scores, CAHSEE pass rates, and course pass rates. The 2014/15 SBAC results indicate that we need to continue making mathematics a priority subject at our school and we need to increase our efforts to provide additional intervention and credit recovery options as well as increased teacher support.Even though the CAHSEE is not a requirement for this new school year, we have used the data from last year to understand the performance of our students. For the 2014/2015 School Year, 77.3% of our students passed the test, while 49.2% showed proficiency. These results are slightly lower as compared to the previous year’s data showing a 77.6% passage rate and a 51.9% proficiency rate.Class grades were used to show that only 50% of our 9th graders who took Algebra I actually passed the Algebra I A-G requirement by the end of the year. Low passage rates in Algebra, especially with our 9th graders, is an issue affecting student proficiency in mathematics and needs to be addressed and corrected in our plan.On our 2014/2015 School Report Card, only 35% of the students reported having someone at the school help them create an individual graduation plan. Now with Algebra II as a new requirement to graduate, this statistic is an indicator that suggests that students need to know the new graduation requirements in math and beyond. We believe that students need to know where they are going in order to get there successfully.Another piece of data that we find interesting is that 53% of students feel that teachers treat them with respect. We feel that treating students with respect is very important for student success, especially with our at-risk students. This statistic is a possible conversation topic in our math professional development sessions.Larger class sizes, as well as students and teachers continuing to adjust to the block schedule, could have contributed to the change in proficiency levels last year. As a school, we decided to go back to a traditional 6-period day with no advisory period this current school year. This could have effects on our data trends for this year.22 James Monroe High School - ACS WASC Mid-cycle Progress ReportBy the end of the 2016/2017 School Year, our school’s measurable objectives in Mathematics are to:1. Increase 9th Grade passage rates in Algebra I from 50% to 65%. 2. Increase the number of students meeting or exceeding the standards on the 11th Grade Smarter Balanced assessment from 17% to 25%. 3. Increase the number of students that feel that teachers treat them with respect as found on the School Report Card from 53% to 65%.English LearnersBy the end of the 2016/2017 School Year, our school’s measurable objectives for English Learners are that:1. 60% of all English Learners will attain English Language Development proficiency on CELDT 2. They will achieve grade-level academic proficiency in A-G courses by the end of the 2016-2017 School Year.QUESTIONS FOR STAFF DISCUSSION:1. What are some ways that we can support our students in meeting the A-G graduation requirements? a. How do we increase our passage rates in Algebra I and ELA? b. How do we assist our students in creating graduation plans? When do we do this? c. How do teachers support our counselors in providing graduation plans to all of our students? d. What are some suggestions for working with parents on student graduation plans? 2. What does an analysis of student data show our most critical needs to be? a. What can we do to support improved student achievement? b. How can we involve parents in using data to support their children? c. What are we doing right now to address our critical needs? 3. How can we use Restorative Justice, Habits of Mind, and other socio-emotional strategies to help our students meet their academic goals and objectives? a. What are some ways that you are incorporating Restorative Justice, Habits of Mind, and other socio-emotional strategies into your own classroom? b. What are some successes and failures that we have had using these strategies? c. How do we share these strategies with parents so that they can use them at home with their children?23 James Monroe High School - ACS WASC Mid-cycle Progress Report24 James Monroe High School - ACS WASC Mid-cycle Progress ReportII: Significant Changes and Developments Include a description of any significant changes and/or developments, i.e., program additions since the last full visit, changes in student enrollment, staffing changes.  Describe the impact these changes and/or developments have had on the school and/or specific curricular programs.Leadership Change: Since our last WASC visit in 2013, Monroe has four new AP’s, a new college counselor, a new PSA counselor, and a new grade-level counselor. In addition, we have a new school nurse, a new dean, a new SAA senior clerk, and a new TSP Coordinator. Despite the numerous personnel changes, Monroe’s commitment to improve our academic program with the delivery of a rigorous Common Core State Standard-based interdisciplinary has remained the same. Calendar Changes: During our last WASC visit in 2013, Monroe operated under a 90-minute block schedule that included a 22- minute daily Advisory Period. Due to state and district budget constraints, Monroe is no longer on an 8-period block schedule. Our school transitioned to a traditional 6-period class schedule. The Advisory Period has been reconfigured to be included in an extended period 2 on a daily basis. This reconfiguration has had myriad benefits for our campus as a whole. Attendance has improved for both students and teachers. Academic minutes have been added to the daily 6-period classes. And, in addition, this year MHS instituted a campus-wide Restorative Justice program during the Advisory time slot, which has provided a more consistent and cohesive culture at Monroe. Wall-to-Wall SLC’s: With the sun setting of the 6 million dollar SLC grant, MHS altered the wall-to-wall SLC model on campus beginning with the elimination of the individual SLC offices and the various SLC personnel. Even though the SLC’s that do remain on campus are not wall-to-wall, student identity and enthusiasm still exits and continues to strengthen student ties to Monroe High. Budget Changes: Over the past three years, substantial changes have occurred in the amount of money available to the school for implementation of its programs. The national economic crisis, albeit not as severe, still exists and affects our school with federal, state and local district funding allocation amounts. Over the past three years, there has been a steady reduction of financial resources for our school campus. Furthermore, the financial deficit faced by Los Angeles Unified School District (LAUSD) has brought a reduction of non-restrictive funding, and allocation of personnel. In response to the reduction of financial resources, our class-size norm has increased, making our classrooms more crowded. Additionally, our school has fewer teachers, clerks, and custodial staff since the last WASC visit in 2013. Currently, approximately 95% of Monroe’s categorical funding has been allocated to staffing for the purpose of reducing counselor-to-students ratios, reducing teacher-to-student ratios, and providing supplementary intervention and instructional services. Intervention and Support Programs:25 James Monroe High School - ACS WASC Mid-cycle Progress ReportMonroe offers many intervention and support programs through Core Waiver Credit Recovery classes that are offered before and after school and on Saturdays. Independent Credit Recovery classes are also offered and are scheduled on a more personal time slot decided between the teacher and the student. This affords the students the opportunity to continue their academic class load and honor other outside commitments such as sports, arts, club organizations, volunteer work and jobs. In addition, Monroe offers student tutoring in English, math, science, and social studies after school Monday-Friday depending upon the subject and student need. ROE continues to offer tutoring before school 5 days a week along with their after-school tutoring program, which is also offered 5 days a week. Although MHS does not have as many intervention and support programs as it did in the past, we as educators continue to strive to offer our students as many opportunities as possible to achieve their academic success and graduate with their class. The TSP intervention program identifies at-risk students through My Data, report cards and attendance records. Students are counseled and recommended to specific intervention support programs by our Title One and TSP Coordinators and school counselors. The TSP Coordinator has developed a Saturday Enrichment Program that serves ELD 1-4 students, which is well-attended by our students. For the past three years we have offered a summer bridge English and math support program for our current Monroe students plus incoming 9th graders. This program is offered to all students, but primarily attended by ELD 1-4 and LTELs. Stemming from the REED v. State of California and LAUSD class action lawsuit, Monroe was designated as an Investment School in 2015. This action has provided Monroe High with additional funding to add personnel support and resources aimed at stabilizing and improving our school. Retention incentives were added for teachers and principals. Forty hours of paid professional development was added to our school agenda for every non-magnet teacher and administrator. It was during these professional development hours that Monroe adopted, under the guidance of UCLA’s Center X the Habits of Mind curriculum, delivery strategies for all classrooms campus-wide. LAUSD’s Restorative Justice Program was rolled out campus-wide at Monroe at the beginning of 2015. Although it was slow to start, for the most part the majority of Monroe has embraced the program and its strategies for handling difficult student behavioral issues that arise on every high school campus. Municipal Mondays are set aside during an extended period 2, so that teachers can put into place some of Restorative Justice’s practices, such as student curricular classroom discussion, where every student has a chance to speak and give their opinions while being shown respect by the teacher and peers. Monroe High was selected as a school model for Restorative Justice and was asked to speak to the Board of Directors at LAUSD this past February. Next year, the GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Program) will once again return to Monroe for the upcoming next 6 years. This, in turn, will double our tutoring programs and support a Saturday School and a Summer Bridge Program, which includes a parent-school component. Professional Development: In keeping with our School-Wide Action Plan and in response to the collapse of the wall-to-wall SLC’s 26 James Monroe High School - ACS WASC Mid-cycle Progress Report and SLC Leadership Team, Monroe created a new academic leadership team to guide the academic challenges that face our high school today. MILT (Monroe Instructional Leadership Team) was developed and consists of the principal, admin, coordinators, department lead teachers, teachers, deans and other staff and stakeholders. MILT was created on a collaborative basis and adheres to Monroe’s professional development schedule. LAUSD mandates a specific number of professional development days along with specific mandated topics that need to be presented and discussed campus-wide. On the other professional development days, MILT delivers a comprehensive professional development program that focuses on increasing academic achievement through the strengthening of effective instructional delivery in all classrooms, development of rigorous CCSS academic instruction, utilization of effective intervention strategies, and on-going data analysis to determine curricular development and student needs. Monroe continues to avidly support our School-Wide Action Plan’s three Priority Focus Areas: Priority Focus Area: Ensuring Effective Instructional Delivery in All Classrooms Priority Focus Area: Developing Rigorous CCSS based Curriculums and Lessons Priority Focus Area: Increasing Personalization, Relevant Linked-Learning, and Parent Engagement. Technology: In Spring 2015, Monroe was selected as one of the pilot schools to receive laptops school-wide on our campus. As a result, Monroe has invested a significant amount of time and efforts into strengthening the use of laptop technology in the classrooms. The most significant changes include distribution of laptops to all Monroe students, technology professional development for the teacher and staff members, myriad parent computer laptop trainings and workshops, and updating of hardware, software and printers campus-wide. To ensure the effective utilization of technology in the classroom and to increase student learning, Monroe’s teachers have undergone extensive technology training through the District’s professional development workshops and through Monroe’s campus-wide training and meetings. In 2014-2015, Monroe’s teachers attended seminars and workshops in the area of technological interest, designed lessons that utilize technology to foster learning, and analyzed students’ technology work samples in department and SLC groupings. Parent Involvement: Monroe’s stakeholders have worked steadfastly to increase parent involvement. Our principal, admin, Title One, TSP and the Data Coordinators, Department Lead Teachers, teachers and staff, student event planning committees, MHS’s parent representative, have brainstormed innovative ways to engage and foster meaningful collaboration. Though not always successful in meeting our high expectations for participation rate, Monroe has increased the quantity of our parent events offered to our community. Monroe has seen parent involvement steadily increase over the past 3 years. This is in direct response to MHS’s efforts to create and develop workshops and class offerings that are supported by the parents. Newly developed programs include our monthly Coffee With the Principal, our parent center fitness classes, ELA classes and nutrition classes. We are currently developing a parent computer training class. 27 James Monroe High School - ACS WASC Mid-cycle Progress ReportAt the beginning of 2016, Monroe High was awarded a grant that will sponsor and fund the complete renovation of a new parent center on campus. Monroe is expected to break ground on this project in the summer of 2016. The new parent center will include laptop computer carts, workstations, a children’s play area, and a parent’s fitness space and a lounge area. Increasing parent involvement remains a high priority at Monroe High. In 2014-2015, the School Report Card showed a 4% increase of parental participation in the annual School Experience Survey. In addition, 79% of parents feel welcome to participate in activities at Monroe High School and 68% of parents feel that MHS encourages them to participate in organized parent groups. Although these percentages are hopeful, there is still ample room for growth and our school will continue to strive to increase our parental involvement.28 James Monroe High School - ACS WASC Mid-cycle Progress ReportIII: Ongoing School Improvement Describe the process of engagement of all stakeholders in review of the student achievement data and the implementation and monitoring of the schoolwide action plan.  Describe the process used to prepare the progress report.The changes described in Section II are significant for Monroe High. Despite these obstacles and challenges, Monroe has been able to move forward in our WASC goals while maintaining the academic progress made over the past 3 years. Initially, the Principal, administrators, and SLC Lead Teachers led the charge in the preparation and implementation of the WASC Action Plan, as well as general curricular decisions. With the elimination of the SLC offices, Monroe filled the need to oversee all decisions related to curriculum and instruction by creating a new academic leadership team known as MILT (Monroe’s Instructional Leadership Team), which consists of our principal, admin, coordinators, department lead teachers and other interested teachers and staff. Our department lead teachers along with the department staff continue to work hard to improve instruction and intervention in an effort to improve overall student academic achievement. Utilizing the Common Core State Standards, the ESLRS, the SPSA, WASC, MHS’s Action Plan, and REED as our guide, the three areas that have continued to be our focus are Professional Development to meet our critical academic needs; data driven collaborative planning to support gearing curriculum towards CCSS and assessments; and a continual effort to support and engage our parents’ involvement as stakeholders at Monroe High School. Administrators, coordinators, faculty, staff, parents and other stakeholders developed Monroe’s mid-term WASC report collaboratively. The WASC Teacher Focus Groups reviewed the action plan and made adjustments according to what the data showed in order to promote student progress towards increasing academic success. All core subjects tackled their individual data during departmental meetings to develop on-going lesson plans in order to increase academic student success. The college counselor, individual grade counselors, admin and deans addressed issues that are obstructing our overall goal of obtaining a 100% graduation rate. Strategies – such as our ongoing intervention programs, student-parent counselor meetings, and A-G requirement student presentations – were developed to address changes and a discussion of what future action steps were needed to move forward to ensure our success of implementing MHS’s School-wide Action Plan. This collective data was made available to all stakeholders via Google Docs and during faculty workshop meetings. The faculty as a whole and as small groups met several times to give their input in order to finalize the steps to complete the WASC report. The WACS Leadership Team provided their input, helped write, and came to a consensus on the content of the report. The draft of the report was taken to the school governing committees: the School Site Council, ELAC, and Monroe Leadership Team and to the staff as a whole. The final copy was submitted to WASC on Monday, March 7, 2016.29 James Monroe High School - ACS WASC Mid-cycle Progress ReportIV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan Provide analytical comments on the accomplishment of each schoolwide action plan section referencing the critical areas for follow-up addressed through each section; provide supporting evidence, including how each area has impacted student achievement.  If any critical areas for follow-up were not included in the school’s action plan, indicate what actions have been taken to address this issue and provide supporting evidence, including the impact on student achievement. Note: The school’s schoolwide action plan should have incorporated all the critical areas of follow-up or major recommendations that were stated in the last self-study visiting committee report.This is a list of the critical areas for follow-up recommended by the visiting team in 2013: 1. Continue to improve Professional Development to meet the critical academic needs. 2. Gear curriculum towards standards and assessment. 3. Expand the Advisory program. 4. Develop formal systemic process for using data analysis to modify instruction. 5. Extend professional development plan to improve skills for teaching and learning within the block schedule. As discussed in Sections I and V, many things have changed at James Monroe High School over the last three years. Collaboratively improving instruction and increasing student achievement through focused data analysis and implementing Common Core State Standards-based instruction through research-based strategies in the classroom has been the foundation and focus of all professional development. Monroe’s Instructional Leadership Team (MILT), together with the department Lead teachers and REED mentors, spearhead the curriculum and instruction work being done on campus. Progress and mapping out future goals is shared with the teachers as an on-going process. On Professional Development Tuesdays, students are dismissed at 1:42 in order to provide staff with time for professional development; either as a large group, or in departments, and/or in small learning communities. These Tuesday afternoons allows staff time to reflect on teaching strategies to enhance student comprehension and achievement. Teachers work on research-based instructional techniques such as: Habits of Mind, backwards design, differentiated instruction, content literacy, technology in instruction, and SDAIE techniques. These strategies focus on the individual and diverse needs of our students in the Common Core State Standards. Our Advisory program was reconfigured in the fall semester of 2015. As mentioned in Section II, our Advisory program was folded 30 James Monroe High School - ACS WASC Mid-cycle Progress Report into an extended Period 2. We continue to develop effective campus-wide programs such as Restorative Justice. Due to budget constraints and the District not creating a new policy that restricted home period to juniors and seniors and restricted the number of students who could be TA’s, Monroe had to discontinue the block schedule. We are now on a 6 period traditional schedule and offer intervention before and after school and on Saturdays. The James Monroe High School School-Wide Action Plan includes three major goals, all of which include an emphasis on English language learners and students with special needs; mathematics proficiency with specific attention given to advancing achievement in Algebra I, writing proficiency, and partnering with parents in the classroom to advance student achievement. Each of the goals was developed using our school vision and Expected School-wide Learning Results (ESLRs) as a foundation. Goal 1: To increase student achievement in the area of Algebra I by 3% - 5% on an annual basis as measured by CST scores, CAHSEE pass rates, and course passage rates. Critical Need: All students will be provided a rigorous, innovative, coherent and effective Algebra I curriculum and targeted intervention based on learning needs and achievement gaps. All Algebra I teachers must be provided with ample and appropriate training, resources and instructional support to develop and implement, by departmental consensus, an effective collectively agreed up Algebra I program. Growth Target: These are the WASC growth target goals: *Increase the number of 10th grade students who pass the CAHSEE by 3% each year. *Meet the AYP increase requirements for proficiency and advanced in all math courses for all sub groups. *Increase the pass rate of students in Algebra I by 5% each year. *Increase the CAHSEE pass rate by 3% and CST scores by 5% for all students including English learners and SWD. ESLRs Addressed: Monroe High School develops GRADUATES who are Prepared To Face The Demands of the 21st Century Colleges and Workplace. Our students are able to construct and comprehend meaning using adaptable skills in new and different learning environments as recognized in their ability to: *Utilize analytical, critical thinking and problem solving skills to develop novel and effective workplace and collegiate solutions. *Demonstrate effective oral and written communication and current technological skills.31 James Monroe High School - ACS WASC Mid-cycle Progress Report*Take pride and ownership in self-directed and self-initiated learning. Current Status: Since we no longer use CAHSEE or the CST, measurement for analysis is based on our student’s Algebra I grades. Algebra I Pass 2013 2014 2015 Rate Class Grades 52.5% 51.7% 56.8% We did not meet the 3% increase passage rate in 2014, but we exceeded our goal rate in 2015. We currently offer Algebra intervention after school M-Th and on Saturdays. Goal 2: To advance student achievement in the area of Written Strategies & Conventions by 5% on an annual basis as measured by CST scores, CAHSEE pass rates, analysis of student portfolios, and course pass rates. Critical Needs: All students must be provided an effective, tiered, innovative instructional writing program across the curriculum that provides multiple weekly opportunities for practice, feedback and mastery of written conventions and strategies. All teachers must be provided with training and instructional support to utilize and implement a school-wide writing program in their content core area. All faculty members must develop and adopt a collective writing rubric. All English teachers must collectively identify and adopt an effective grammar strategies program to be integrated into 9th and 10th grade ELA classes. Growth Target: These are our WASC growth target goals:  Reach an average score of at least 2,5 on the writing portion of the CAHSEE for all 10th grade students.  Increase the % of students scoring “ready for college” on the EAP to at least 18%.  Increase the % of English Language Learners scoring Proficient and Advanced on ELA CST by at least 3%.  Meet annual federal-determined AYP growth target for English Learner subgroup annually for six years. ESLR’s Addressed: Monroe High School generates GRADUATES who DEMONSTRATE EXCELLENCE Our students will:  Apply their own unique perspectives and cultures to generate innovative and effective solutions to problems.  Continually practice self-reflection and identify areas of strength and focus on developing areas in need of improvement. Monroe High School develops GRADUATES who are Prepared To Face The Demands of the 21st Century Colleges and Workplace.32 James Monroe High School - ACS WASC Mid-cycle Progress ReportOur students are able to construct and comprehend meaning using adaptable skills in new and different learning environments as recognized in their ability to: Utilize analytical, critical thinking and problem solving skills to develop novel and effective workplace and collegiate solutions.  Demonstrate effective oral and written communication and current technological skills.  Take pride and ownership in self-directed and self-initiated learning.Current Status: We used the EAP indicator to measure our goal. EAP 2013-2014 2014-2015 2015-2016 ELA College 115/436 students 178/419 students *Unavailable at the Ready & writing of this Conditionally report Ready ELA credit recovery classes and tutoring is offered on Saturdays.Goal 3: To meaningfully Partner with Parents to advance student achievement in the classroom as measured by the annual School Experience Survey.Critical Need: Teachers and staff will engage and strengthen parent partnerships that cultivate student’s success through a shared understanding of the school’s vision, ESLRs, course requirements and student learning plans, instructional supports and school resources, productive use of the parent involvement policy, targeted parent workshops and meetings, and opportunities for daily access and monitoring of his/her student’s progress in meeting attendance, assignments, and test expectations.Growth Target: These are our WASC growth target goals:  Increase parent participation in the annual School Experience Survey by 10%.  Increase the % of parents who “indicate they talk to teachers about his/her student’s schoolwork” by 10% annually.  Increase attendance at parent workshops, parent schools, and parent meetings by 10% annually.33 James Monroe High School - ACS WASC Mid-cycle Progress ReportESLRs Addressed: Monroe High School generates GRADUATES who DEMONSTRATE EXCELLENCE Our students will:  Display a commitment to their own learning, advancement and attainment of academic, professional, and personal goals.Monroe High School develops GRADUATES who are ACTIVELY AWARE OF & DEDICATED TO COMMUNITY SERVICE Our students strengthen their ethical and moral character as they explore concepts of equity and cultural inclusion through:  Dedication to and active participation in local, state, and national communities and institutions,  Commitment to environmental, social, and civic initiatives that improve society.  Strengthening our education, health, and social justice system.Monroe High School develops GRADUATES who are Prepared To Face The Demands of the 21st Century Colleges and Workplace. Our students are able to construct and comprehend meaning using adaptable skills in new and different learning environments as recognized in their ability to: *Collaborate with multi-generational, multi-cultural stakeholders across networks.Current Status: We continue to develop effective communication strategies to increase and sustain parent involvement with the staff, students and community in order to ensure all stakeholders are included in student learning and academic success. We have an active Parent Center that provides parenting classes, guest speakers, and computer literacy as an effective means of constant communication among stakeholders. We continue to promote achievement and success through parent and student communication using multiple resources including newsletters, face-to-face contact, email, phone services, and MHS website and parent Facebook page.Parent Component 2013 2014 2015 # of Parents who 212 421 570 completed School Experience Survey34 James Monroe High School - ACS WASC Mid-cycle Progress Report% of Parents who 65% 82% 83% said their student’s teacher informs them about their student’s academic progress Source: School Experience Survey As a school, we need to re-evaluate how we measure parent activity in order to increase parent participation. We are currently discussing options and ideas.35 James Monroe High School - ACS WASC Mid-cycle Progress ReportV: Schoolwide Action Plan Refinements Comment on the refinements made to the single schoolwide action plan since the last self-study visit to reflect schoolwide progress and/or newly identified issues.  Include a copy of the school’s latest updated schoolwide action plan.Through the Focus on Learning process, James Monroe High School developed the following areas of focus: 1. Ensuring effective instructional delivery in all classrooms 2. Developing rigorous CCSS-based curriculums and lessons 3. Increasing personalization, relevant linked-learning, and parent engagementThese focus areas, combined with the district-required Public School Choice Plan, and the ongoing work in home groups and focus groups, resulted in three Action Plan goals: 1. To increase student achievement in the area of Algebra I on an annual basis as measured by CST scores and CAHSEE pass rates 2. To advance student achievement in the area of Written Strategies & Conventions on an annual basis as measured by CST scores, CAHSEE pass rates, analysis of student portfolios and course pass rates 3. To meaningfully partner with parents to advance student achievement in the classroom as measured by the annual School Experience Survey. In addition to these critical needs we have added the Common Core State Standards, the EL master plan, ELD Standard implementation across all content areas, and the Single Plan for Student Achievement to our Action Plan. In addition, we have designated ELD instruction in our ELD 1-4 classes and our LTEL classes (Language and Literacy and Advanced ELD)In an effort to improve student performance and implement our focused WASC action plan, we continue to provide additional professional development and collaboration time. We use the Monroe Instructional Leadership Team (MILT) to identify areas of need and to implement professional development meetings that focus upon curriculum based upon Common Core State Standards within each department.Our bell schedule has been modified to allow students to meet with each of their classroom teachers on a daily basis. Thus reinforcing student-to-teacher interaction.Our Department Meetings meet to analyze student data, create, and implement student achievement goals, develop curriculum, review best practices, and improve instruction. These professional development meetings have positively impacted the implantation of the 36 James Monroe High School - ACS WASC Mid-cycle Progress ReportCommon Core State Standards, the EL Master Plan, the Single Plan for Student Achievement, providing the opportunity for all staff to continue to review student data, look at student work, plan interdisciplinary lessons and/or common strategies, review interim assessments, and design lessons.In an effort to improve instructional delivery, and therefore also improve student achievement, the majority of our Professional Development meetings are held by departments. These collaborative groups meet to analyze student data, share best practices, develop curriculum and improve instruction. Teachers are given the opportunity to focus on the Common Core State Standards (CCSS) in conjunction with the ELD Standards through various PD opportunities within all content areas.With the addition of a Restorative Justice Coordinator, RJ training and practices have become a major impact within our campus. Multiple professional development meetings are focused upon student-teacher relationships.Monroe’s REED program identified the Habits of Mind and Investment Engagement Strategies which taught teachers to view a lesson from the lens of a student, analyzing student thinking and misconceptions, anticipate student outcomes, reflect on the data of student work samples, and have those things guide their teaching. With an emphasis of designing lessons with our at-risk students in mind, our staff was trained on how poverty affects the classroom environment and how to design culturally responsive lessons. Monroe High School values parent involvement. Our Parent Center is open for all parents. Our School Site Council has 5 parent members and ELAC has 5 parent members who give their respected input. There are after school classes for parents on our campus, including Zumba, English as a Second Language, Technology, and Health Education. Parents are invited to Coffee with the Principal, which is a welcoming environment where parents are encouraged to share their input and ask questions about any topic within our campus. Each semester Monroe holds an Open House and a PLBAO night where parents have the opportunity to meet with their child’s teachers.The following table lists our Professional Development Activities for the 2015-2016 school year.Date Type Description EGDC/TLF Standards Presenter(s) Professional Admin. Responsible & Elements Development for Monitoring Outcome/Evidence37 James Monroe High School - ACS WASC Mid-cycle Progress Report08/17/15 Faculty Mandated Materials, Standard 2: Classroom Mr. Rosas, Posters placed in every Mr. Rosas, Attendance Policy, Environment, Mr. Tiefen classroom. Textbooks Mr. Tiefen Discipline, Standard 4: Additional Mr. Valdovinos distributed to all students. Mr. Valdovinos Textbooks, Opening Professional Mr. Shaul Discipline issues Mr. Shaul day plans, Title I, Responsibilities discussed in all Period 2 TSP, UTLA, classes. Classroom preparations08/25/15 Faculty A-G Requirements Standard 3: Delivery of Online course A-G Requirements posted Mr. Ichinose (Online interactive Instruction in classrooms assignment)09/01/15 ELD Part I: CELDT Standard 1: Planning M. Perez-Tapia Teachers will be trained Mr. Valdovinos Department Training and Preparation J. Moses to administer the CELDT. Mr. Rosas09/08/15 Departments CCSS Planning by Standard 1: Planning Department Classroom lessons Mr. Rosas, Departments and Preparation Chairpersons reviewed and updated Mr. Tiefen Standard 5: Professional Mr. Valdovinos Growth Standard 3: Mr. Shaul Delivery of Instruction Mr. Ichinose09/08/15 Faculty Reading Counts & Standard 1: Planning M. Perez-Tapia Teachers will be trained Mr. Valdovinos SRI Training and Preparation J. Dorsey on the implementation of Mr. Rosas Mullarkey Reading Counts & assessment to determinestudents’ lexile level.09/10/15 ELD Part II: CELDT Standard 1: Planning M. Perez-Tapia Teachers will be trained Mr. Valdovinos Department Scoring Calibration and Preparation J. Moses to administer the CELDT. Mr. Rosas Training for Test Review academic Examiners Standard 3: Delivery of expectations for each Instruction domain to incorporate 38 James Monroe High School - ACS WASC Mid-cycle Progress Report during their designated ELD instruction. 09/22/15 Workshops Website Design Standard 1: Planning Mr. Chappelear Teachers will use their Mr. Rosas One-Note Training and Preparation Mr. Cranshaw Mr. laptops to design Laptop Standard 5: Professional Ghaffary Mrs. classroom instruction Review/Training Growth Standard 3: Ghaffary Mrs. Delivery of Instruction Chavez10/3/15 Faculty REED Training Standard 2: Classroom UCLA Center X Teachers will understand Mr. Valdovinos Module #1 Environment the challenges faced by at risk students and identify ways staff can support these students10/06/15 Faculty Restorative Justice, Standard 2: Classroom Mr. Rosas R.J. posters placed in Mr. Classroom Environment Ms. Williams Mr. every classroom. Babadunde-Bey Community Building Cole Teachers use Community Mr. Valdovinos Mr. Shaul Building Circles Mr. Ichinose Mr. Tiefen Mr. Quemuel Ms. Schwarz Mr. Valdovinos Mr. Babatunde-Bey10/17/15 Faculty REED Training- Standard 1: Planning UCLA Center X Teachers use Mr. Valdovinos Module 2 and Preparation collaborative groups to design a lesson plan10/20/15 Faculty EL. Dept. Award Standard 2: Classroom Mr. Rosas Earthquake drills Mr. Rosas Earthquake Drill Environment Mr. Tiefen conducted in proper Mr. Tiefen Recap. Mr. Babatunde- manner. Better Mr. Babadunde-Bey Restorative Justice - Bey communication between 39 James Monroe High School - ACS WASC Mid-cycle Progress ReportHandling Discipline staff and students. Positively 10/26/15 Faculty REED Training Standard 2: Classroom UCLA Center X Teachers will understand Mr. Valdovinos Module 1-Make Up Environment the challenges faced by at risk students and identify ways staff can support these students10/27/15 ELD SRI, EL Standard 1: Planning M. Perez-Tapia Teachers will be trained Mr. Valdovinos Department Reclassification and Preparation M. Tinoco to facilitate the SRI Test. Mr. Rosas Monitoring, & RFEP Teachers will review EL Progress Monitoring Standard 3: Delivery of Monitoring Rosters, Instruction Identify Students Not Meeting Reclassification Criteria & Identify Tier 1 Intervention Strategies to Provide in the Classroom11/2/15 Faculty REED Training- Standard 1: Planning UCLA Center X Teachers use Mr. Valdovinos Module 2-Make Up and Preparation collaborative groups to design a lesson plan40 James Monroe High School - ACS WASC Mid-cycle Progress Report11/03/15 Department Follow-up on three- Standard 1: Department Classroom lessons Mr. Rosas way technology Planning and Chairpersons reviewed and updated Mr. Tiefen training and Preparation Standard 5: Mr. Valdovinos continued CCSS Professional Growth Mr. Shaul lesson planning Standard 3: Delivery of Ms. Schwarz Instruction Mr. Ichinose11/14/15 Faculty REED Training Standard 1: Planning UCLA Center X Teachers will understand Mr. Valdovinos Module 3 and Preparation the importance of culturally responsive teaching. Lesson plan using EdTEch11/17/15 Faculty REED Training Standard 1: Planning UCLA Center X Teachers will understand Mr. Valdovinos Module 3-Make Up and Preparation the importance of culturally responsive teaching. Lesson plan using EdTech12/01/15 WASC Focus WASC Standard 1: Planning Ms. Draheim Mr. Staff gives input to our Mr. Rosas Groups Magnet Proposal: and Preparation Chappelear WASC plan using One Robotics and Note. Engineering & Design12/12/15 Faculty REED Training Standard 2: Classroom UCLA Center X Teachers report on how Mr. Valdovinos Module 4 Environment the EdTech lesson Standard 3: Delivery of worked in the classroom Instruction41 James Monroe High School - ACS WASC Mid-cycle Progress Report12/15/15 Faculty End-of-Semester Standard 5: Professional Mr. Rosas Concerns from faculty Mr. Rosas Culmination Growth Mr. Valdovinos and staff are addressed12/17/15 Faculty REED Training Standard 2: Classroom UCLA Center X Teachers report on how Mr. Valdovinos Module 4 Make-Up Environment the EdTech lesson Standard 3: Delivery of worked in the classroom Instruction01/12/16 SLC Small Learning Standard 2: Classroom SLC Lead SLC’s hold an activity Assistant Principals Communities: Environment Standard Teachers based upon their SLC in charge of each Measuring SMART 3: Delivery of focus. SLC. Goal #3 Instruction01/26/16 WASC Focus WASC Standard 1: Planning & Ms. Draheim Staff gives input to our Mr. Rosas Groups Preparation WASC plan using One Note.02/09/16 Grade Levels Career Cruising Standard 1: Planning & Ms. Moses Students learn about Mr. Ichinose and Non- SAT/College Apps Preparation Ms. Buterbaugh possible careers and how Credentialed FAFSA Restorative Standard 3: Delivery of Mr. Quemuel Ms. to apply to colleges and Staff Justice Instruction Lieber get financial aid. Ms. Chavez Restorative Justice Mr. Babatunde- Practices Bey 02/16/16 ELD EL Monitoring Standard 1: Planning & M. Perez-Tapia Teachers will review EL Mr. Valdovinos Department Rosters Preparation M. Tinoco Monitoring Rosters, Mr. Rosas LTEL Portfolios Identify Students Not CA ELD Standards Standard 3: Delivery of Meeting Reclassification SMART Lessons Instruction Criteria & Identify Tier 1 Intervention Intervention Strategies to Opportunities for Provide in the Classroom Students Not in addition to beyond the Meeting bell opportunities.42 James Monroe High School - ACS WASC Mid-cycle Progress ReportReclassification Reviewed ELD Standards Criteria using a Jig-Saw Building Strategy02/23/16 Workshops ELD Standards & Standard 1: Planning M. Tinoco Review of ELD Standards and Mr. Valdovinos Strategies/Master and Preparation M. Draheim its implementation though all Mr. Rosas core content classes. Plan Rosters Standard 5: Professional L. Chappelear Identifying language Growth Standard 3: classification enrolled in each WASC/SPSA Delivery of Instruction class to provide appropriate ELD support.Collaborating with staff in writing SPSA & WASC plans. Obtained staffs input.03/01/16 WASC Focus WASC Standard 1: Planning Ms. Draheim Staff gives input to our Mr. Rosas Groups and Preparation WASC plan using One Note.03/08/16 Departments CST & SBAC Standard 1: Planning Mrs. Moses Staff is repaired to Mr. Rosas Preparations for and Preparation Department administer the Mr. Tiefen ELA and Math; Standard 5: Professional Chairpersons CST/SBAC. Classroom Mr. Valdovinos Others meet within Growth lessons are reviewed and Mr. Shaul their own Standard 3: Delivery of updated. Ms. Diamond departments Instruction Mr. Ichinose03/15/16 Faculty/LAT RFEP 2-Year Standard 3: Delivery of M. Perez-Tapia Teachers will identify Mr. Valdovinos Team Monitoring Rosters Instruction M. Tinoco students who reclassified Mr. Rosas & within the last two years March EL Rosters who are not making adequate progress. Identify interventions offered to support progress.43 James Monroe High School - ACS WASC Mid-cycle Progress Report03/29/16 Faculty Special Education Standard 2: Classroom Mr. Rosas Campus will be a safe Mr. Rosas Mandates, Blood- Environment Mr. Tiefen environment borne Pathogens, Mr. Valdovinos Chemical Safety, Mr. Shaul Campus Safety, Mr. Diamond Child Abuse Reporting04/05/16 ELD Foundational Standard 3: Delivery of M. Perez-Tapia Foundational Skills Mr. Valdovinos Department Literacy Skills in Instruction M. Tinoco introduce the secondary Mr. Rosas Special Ed. LTEL sound spelling mat. Share classes & April EL the Special Ed. “Just Rosters Words” curriculum to build foundational literacy skills for EL & LTEL Learners.04/12/16 ELD Foundational Standard 3: Delivery of M. Perez-Tapia Share EL strategies to Mr. Valdovinos Department Literacy Skills in Instruction M. Tinoco improve foundational Mr. Rosas Special Ed. LTEL literacy skills to support classes LTELs & EL LTEL & EL Learners. Monitoring Rosters.04/19/16 ELD SRI Scheduling and Standard 1: Planning M. Perez-Tapia Teachers will be trained Mr. Valdovinos Department Protocol and Preparation M. Tinoco to facilitate the SRI Test. Mr. Rosas04/26/16 ELD SRI Testing Follow Standard 1: Planning M. Perez-Tapia Teachers will be given Mr. Valdovinos Department Up and Preparation M. Tinoco the opportunity to clarify Mr. Rosas any procedural questions for administering the SRI.05/03/16 ELD May EL Rosters Standard 1: Planning M. Perez-Tapia Teachers will review EL Mr. Valdovinos Department and Preparation M. Tinoco monitoring rosters to Mr. Rosas identify students who 44 James Monroe High School - ACS WASC Mid-cycle Progress Report have met the Reclassification criteria 05/10/16 ELD ELD Designated Standard 3: Delivery of M. Perez-Tapia Teachers will review Mr. Valdovinos Department Lessons for LTELs Instruction M. Tinoco ELD strategies used in a Mr. Rosas designated ELD Lesson to support EL & LTEL Students.05/17/16 ELD LAT Meeting for Standard 1: Planning M. Perez-Tapia Teachers will bring data Mr. Valdovinos Department LTELs not Making and Preparation M. Tinoco and supporting Mr. Rosas Progress documentation for students they are referring to the LAT team.05/24/16 ELD Analyze SRI data to Standard 1: Planning M. Perez-Tapia Teachers will be given Mr. Valdovinos Departments identify potential and Preparation M. Tinoco the opportunity to analyze Mr. Rosas RFEP students & the students’ progress Reclassification according to the SRI data. Monitoring Teachers will review RFEP monitoring rosters to identify students who have met the Reclassification criteria 05/31/16 ELD Start Smart Lessons Standard 3: Delivery of M. Perez-Tapia Teachers will review and Mr. Valdovinos Department 1-4: Constructive Instruction M. Tinoco plan Start Smart Lessons Mr. Rosas Conversation Skills for the fall semester Lessons utilizing the Constructive Conversation Skills Lessons with a focus on the Create & Clarify lessons.45 James Monroe High School - ACS WASC Mid-cycle Progress Report06/07/16 ELD Start Smart Lessons Standard 3: Delivery of M. Perez-Tapia Teachers will review and Mr. Valdovinos Department 5-8: Constructive Instruction M. Tinoco plan Start Smart Lessons Mr. Rosas Conversation Skills for the fall semester Lessons utilizing the Constructive Conversation Skills Lessons with a focus on the Fortify & Negotiate lessons.46

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