LOS ANGELES CENTER FOR ENRICHED STUDIES MID-CYCLE …lacesmagnetschool.org/ourpages/auto/2015/4/14/32102989/LACES … · 14/04/2015 · Los Angeles Center For Enriched Studies (LACES)

Mid-cycle Progress Report Rev. 3/15

LOS ANGELES CENTER FOR ENRICHED STUDIES

MID-CYCLE PROGRESS REPORT

5931 W. 18th

Street

Los Angeles, CA

Los Angeles Unified School District

April 21, 2015

Accrediting Commission for Schools

Western Association of Schools and Colleges

Los Angeles Center For Enriched Studies (LACES) ACS WASC Mid-cycle Progress Report

ii

CONTENTS

I: Student/Community Profile Data .............................................................. 1

II: Significant Changes and Developments .................................................... 9

III: Ongoing School Improvement ................................................................... 11

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan ............ 12

V: Schoolwide Action Plan Refinements ........................................................ 15


1

I: 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.)

The Los Angeles Center for Enriched Studies (LACES) came into existence in September 1977,

as a new component of the court-ordered voluntary integration program designed to address the

five harms of racial isolation: low academic achievement, overcrowded conditions, interracial

hostility and intolerance, lack of access to postsecondary opportunities, and low self-esteem.

LACES became the first magnet school in the Los Angeles Unified School District (LAUSD).

As part of the student integration mandate, the student population was set at roughly 70%

combined minority and 30% white.

Each year families apply through the Choices Brochure during the LAUSD magnet enrollment

period. The Student Integration Services Office assigns students to the school through a District

lottery placement process, which is based on magnet points, not academic ability. Student

enrollment comes from throughout the district with highest priority given to children who reside

in racially isolated neighborhoods and attend overcrowded schools. LACES’ staff works with

students who enter the school with a range of ability levels: far below basic through advanced.

All socio-economic levels are reflected in the student population (52% of the students qualifying

for free and/or reduced-cost lunch). Approximately 70% of the students are transported by bus

to the school from all over the city, keeping the school rich in socioeconomic, ethnic and

geographic diversity.

School Purpose

As the first magnet school in Los Angeles Unified School District, Los Angeles Center for Enriched

Studies prides itself on offering a challenging and rigorous academic course of study for all students.

All students take classes that will fulfill the University of California A – G subject requirements,

preparing all students to continue their education in a two or four year college or university.

Additionally, Los Angeles Center for Enriched Studies encourages students to pursue their passion,

whether it is athletics, visual-performing arts, culinary arts, or core academics. We are committed to

our students and their “pursuit of excellence”.

Mission Statement

Los Angeles Center for Enriched Studies provides a challenging environment where all students

pursue academic excellence leading to productive lives in a changing world.


2

Vision Statement

Los Angeles Center for Enriched Studies reflects the diversity of Los Angeles with its students

coming from many socio-economic, cultural, and ethnic backgrounds. Los Angeles Center for

Enriched Studies provides a challenging curriculum in a humanistic school environment offering

close and personal involvement among teachers, students, and parents. Courses develop academic

abilities, artistic talents, and athletic skills.

Expected Schoolwide Learning Results

Learn to solve problems critically and creatively

Act ethically, respectfully and responsibly

Communicate effectively/precisely/succinctly

Embrace/encourage individuality and diversity

Support family, school and community

Critical Learner Needs

In the 2012 Self-Study, LACES identified three critical learner needs:

1.) Reduce the achievement gap.

2.) Improve the performance of Below Basic and Basic students in English Language Arts

and math by adjusting the school matrix to offer courses to meet the needs of these

students.

3.) Increase the Academic Growth Over Time (AGT) of all students in English Language

Arts, Math and Science

The District no longer calculates the AGT because of the state suspension of the STAR program.

The analysis of critical areas 1 and 2 both depended upon the results of the STAR program which

no longer exists. However the school did continue to attempt to address the underlying spirit of

these self-identified CLNs. The Teacher Growth and Development cycle that the school

participated in identified the teaching standards that teachers worked on that would have

increased the AGT. In addition the school also added many courses to the school matrix to meet

the needs of underperforming students. Academic literacy classes in 7th

and 9th

grade were added

to provide in-school intervention for targeted students. Integrated Coordinated Science was

added to provide all students with a better foundation in science. All students in 8th

grade and

10th

grade social studies classes take the same rigorous course to ensure that all students have

access to the same high-level curriculum. Additional academic supports were provided at each

grade level to assist those in need. A Robotics class was added in middle school to spark the

interest of a broader demographic of students who might eventually be interested in STEM. All

of these activities plus the focus during professional development on disaggregated data have

been implemented to reduce the achievement gap (critical area #1).


3

Enrollment

End of fall semester enrollment count

Grade 2011-12 2012-13 2013-14 2014-15 Ethnicity 2011-12 2012-13 2013-14 2014-15

6 247 242 245 242 African-

American 13% 14% 16% 17%

7 244 240 239 240 American

Indian 0% 1% 1% 1%

8 244 242 242 236 Asian 27% 25% 23% 21%

9 242 244 240 240 Filipino 2% 2% 2% 1%

10 219 243 231 225 Hispanic 28% 29% 30% 30%

11 212 223 235 222 Pacific

Islander 0% 0% 0% 0%

12 211 204 208 224 White 29% 29% 28% 29%

Total 1619 1638 1640 1629

Performance Data - End of Course Grades (FALL 2014)

MATH SOCIAL STUDIES

COURSE – FALL 2014 # of Ds

and Fs

% of Ds

and Fs COURSE – FALL 2014

# of Ds

and Fs % of Ds

and Fs

ACC CC ALG 1A 87 29% AP COMP GOVT 0 0%

ACC CC MATH 7A 68 41% AP GOVT & POL 0 0%

ADV MATH A 33 16% AP HUMAN GEO A 0 0%

AP CALCULUS A 10 7% AP MICRO ECONO 0 0%

AP CALCULUS B 0 0% AP PSYC APX 13 9%

AP STAT A APX 0 0% AP US HIST A 3 3%

CC GEOMETRY A 127 27% AP WLD HIST A 52 23%

CC MATH 6A 51 22% PRIN AM DEMOCR 0 0%

STAT & PROB A 0 0% US HIST 20TH A 6 5%

TOTAL 376 24% US HIST G&C A 32 14%

WHG: ANC CIV A 35 14%

WHG: MED/MOD A 49 20%

TOTAL 190 11%


4

ENGLISH SCIENCE

COURSE – FALL 2014 # of Ds

and Fs

% of Ds

and Fs COURSE – FALL 2014

# of Ds

and Fs % of Ds

and Fs

ACAD LIT MS 6A 7 3% AP BIO A 1 1%

ACAD LIT MS 7A 8 44% AP CHEMISTRY A 3 6%

ACAD LIT SH 9A 4 15% AP ENV SCI A 3 3%

AM LIT COMP 3 3% AP PHY C MEC A 0 0%

AP ENG LANG A 7 5% AP PHYSICS C 0 0%

AP ENG LIT A 0 0% BIOLOGY A 19 20%

ENGLISH 10A 22 9% CHEMISTRY A 27 51%

ENGLISH 6A 33 14% ENV STUDIES MS 10 28%

ENGLISH 7A 32 13% EXPLORATN SCI 4 13%

ENGLISH 8A 31 13% INTCOOR SCI 1A 89 38%

ENGLISH 9A 28 12% PHYSICS A 11 11%

EXPOS COMP 10 11% SCI/HLTH 6A 66 27%

FILM INTEG ART 0 0% SCIENCE 7 24 18%

JOURNALISM 1A 0 0% SCIENCE 8A 65 28%

JOURNALISM 2A 0 0% TOTAL 322 21%

JOURNALISM 3A 0 0%

JOURNALSM MS A 0 0%

WRIT SEMINAR A 0 0%

TOTAL 185 9%


5

End of Course Grades By Ethnicity

These charts only lists data if a particular ethnic group (African-American, Asian, Hispanic or

White) received 17% or more grades of ‘D’ or ‘Fail’ in English, Math, Social Studies, Science,

and Health.

HEALTH

COURSES

Ethnicity

Spring 2012 Spring 2013 Spring 2014

# C or

less

% C or

less

# C or

less

% C or

less

# C or

less

% C or

less

HEALTH JH

African-American 7 28% 12 41%

Asian 4 22%

Hispanic 10 24% 22 44% 20 38%

HEALTH SH Hispanic 11 28%

ENGLISH

COURSES

Ethnicity


# C or

less

% C or

less

# C or

less

% C or

less

# C or

less

% C or

less

CONTEMPORARY

COMPOSITION

African-American 10 45%

Asian 9 38%

Hispanic 8 21% 13 27%

White 4 27% 3 23% 3 23%

ENGLISH 6B African-American 11 24% 11 20% 17 27%

Hispanic 18 22% 35 40% 25 32%


Hispanic 32 42% 26 33% 13 16%

ENGLISH 8B Hispanic 12 17% Hispanic

ENGLISH 9B African-American 7 35% 5 21%

Hispanic 23 28% 27 37%


Hispanic 23 32% 27 33%

WORLD

LITERATURE


Asian 4 24%

Hispanic 9 36%

White 6 40% 2 22%


6

MATH

COURSES

Ethnicity


# C or

less

% C or

less

# C or

less

% C or

less

# C or

less

% C or

less

MATH 6B

African-American 16 41% 19 37% 13 25%

Asian 4 19% 3 25%

Hispanic 16 22% 29 37% 23 39%

MATH 7B African-American 6 24% 9 22% 19 31%

Hispanic 29 35% 20 26% 32 35%

ALGEBRA 1


Asian 6 22%

Hispanic 49 63% 31 35%

White 7 22% 6 26%

ALGEBRA 1B


Hispanic 44 45% 9 25% 6 25%

White 19 19%

ALGEBRA 2B


Hispanic 32 39% 35 41% 30 35%

White 14 19%

GEOMETRY B African-American 9 35%

Hispanic 10 29% 9 18% 13 22%

TRIG/MATH

ANALYSIS


Hispanic 11 26%


7

SCIENCE

COURSES

Ethnicity


# C or

less

% C or

less

# C or

less

% C or

less

# C or

less

% C or

less

SCIENCE/

HEALTH 6B


Hispanic 25 30% 30 34% 29 37%

SCIENCE 7B


Hispanic 6 21%

White 7 20%

SCIENCE 8B African-American 5 25% 8 20%

Hispanic 15 20%

INTEGRATED

COORDINATED

SCIENCE


Hispanic 12 18%

BIOLOGY B Hispanic 19 24% 6 55%

CHEMISTRY B


Asian 9 20%

Hispanic 18 32% 17 22% 21 32%

PHYSICS


Asian 10 22%

Hispanic 11 23%

AP CHEMISTRY African-American 2 40%

Hispanic 1 33%


8

SOC STUDIES

COURSES

Ethnicity


# C or

less

% C or

less

# C or

less

% C or

less

# C or

less

% C or

less

WHG: ANC CIV B African-American 17 38% 16 30% 18 29%

Hispanic 32 39% 42 48% 36 46%

WHG: MED/MOD B


Asian 7 20%

Hispanic 23 30% 33 42% 44 54%

US HIST G&C (8TH

) Hispanic 26 34%

US HISTORY 20TH

(11TH

GRADE)

Asian 3 18% 4 22%

White 5 31%

AP WORLD HIST African-American 5 24%

Hispanic 23 32%

Advanced Placement

2010 2011 2012 2013 2014

Los Angeles Center for Enriched Studies (LACES)

Total AP Students 421 457 459 522 596

Number of Exams 1,120 1,197 1,283 1,440 1,504

AP Students with Scores 3+ 314 338 369 399 394

% of Total AP Students with

Scores 3+ 74.6 74.0 80.4 76.4 66.1

California

Total AP Students 282,819 301,505 321,501 338,891 353,437

Number of Exams 518,476 555,057 594,959 635,596 665,897

AP Students with Scores 3+ 181,485 191,999 207,367 215,233 227,019

% of Total AP Students

with Scores 3+ 64.2 63.7 64.5 63.5 64.2


9

California Standards Test (CST)

The following charts show the percentage of students who scored proficient and advanced on the

CST. Scores for 2014 exist for only Science 8 and Science 10 because the state suspended the

testing program to make the transition to Smarter Balanced Testing to measure the Common

Core Standards.

CST Test 2012 2013 CST Test 2012 2013

English 6 80% 75% Math 6 79% 76%

English 7 86% 77% Math 7 70% 63%

English 8 88% 78% Algebra 1 58% 63%

English 9 88% 84% Geometry 65% 80%

English 10 85% 90% Algebra 2 52% 48%

English 11 85% 78% Sum HS Math 71% 70%

CST Test 2012 2013 2014 CST Test 2012 2013

Science 8 88% 88% 72% History 8 74% 82%

Science 10 84% 85% 73% World History 87% 70%

Biology 81% 65% n/a US History 77% 78%

Chemistry 47% 50% n/a

Physics 50% 50% n/a


10

II: 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.

The state’s testing program for California State Standards was significantly curtailed in

anticipation for the transition to testing for the Common Core State Standards. This has

led to even more emphasis being placed on using course grades as a measure of student

achievement.

New Superintendent, Ramon Cortines, appointed in fall 2014. Most significantly this

action halted the District’s plan to provide each student an Ipad for instructional use.

Ongoing problems with the new District Student Information System, MiSiS, since its

introduction in spring 2014. The gradebook feature did not allow parental

access/monitoring as promised. Some data was mysteriously lost at crucial moments.

Throughout the 2012-13 school year teachers discussed changing the bell schedule. A

vote in spring 2013 was narrowly defeated. The discussion continued the following year

and in spring 2014 the faculty voted to change the bell schedule to include time for

weekly professional development. Except for monthly faculty meetings, departments

now have time each week to collaborate regarding curriculum and instruction.

In the fall 2012 for the first time students matriculating from Mid-City Magnet were

automatically admitted to LACES. This represents approximately 20% of the incoming

class. This presents a unique challenge to LACES as historically students matriculating

from Mid-City have lower standardized test scores than students enrolling from other

elementary schools. A closer look at the enrollment data by ethnicity reflects this change

over the last three years. The Asian population (which typically has scored high on state

tests) is decreasing while the African-American and Hispanic populations are increasing.

The shift to the Common Core State Standards required a fundamental realignment of the

math sequence. In fall 2014 Geometry became a prerequisite for Algebra 2. The honors

math track was eliminated and replaced with an option for acceleration. This most

significantly impacted 6th

and 7th

grade mathematics. Teachers have been making

adjustments to curriculum to accommodate this change and to incorporate the CCSS.

In fall 2013, Integrated Coordinated Science was introduced as the on-track 9th

grade

science course. Biology was reorganized as the on-track 10th

grade science course. This

has resulted in a significant increase in the number of students enrolling in AP Biology in

2014-15.

In fall 2013 all tenth grade students were required to enroll in AP World History. The

teachers of AP World History felt that all students could benefit from the rigorous nature

of this course as opposed to the previous practice which led to grouping unmotivated

students in a regular World History course which would do little to prepare them for the


11

demands of the 11th

grade CCSS assessment. The teachers have been using differentiated

strategies to meet the needs of all of the students.

In fall 2014 all eighth grade students were required to enroll in H US History. A writing

coach has been assigned to the class to provide extra assistance in preparing students for

the rigor of writing DBQs and the other course work that will be required to pass AP

World History.

During fall 2014, a math teacher was out on maternity leave for a significant amount of

time and another math teacher was on a temporary leave for the majority of the spring

semester. A PE teacher was on leave for the entire 2014-15 school year. It has been a

challenge to provide continuity of instruction. A credentialed teacher was found to

substitute in each of these cases. In addition, a retired math teacher was found to assist

the substitute math teacher during the spring semester.

In spring 2014, the District halted a two-year plan to add two portable science classrooms

due to cost. Consequently adequate lab facilities, especially for Chemistry, are a major

concern.

The staff at LACES has consciously been making an effort to correct a past perception at

LACES: that this was two different schools within one depending on which track you were on.

The WASC Self-Studies have constantly acknowledged the need to close the achievement gap.

The school has consistently sought out ways to provide the same high level curriculum to all

students. 6th

and 7th

grade honor courses in English were eliminated seven years ago (and more

recently 6th

and 7th

grade honor courses in mathematics) to ensure that all incoming students

received the same high-level curriculum. Integrated Coordinated Science was introduced so that

all students could have a stronger foundation in the sciences before taking more advanced high

school science courses. The introduction of AP World History for all was seen as the best way to

ensure that all students were exposed to critical thinking skills that would be required for them to

master the CCSS. We still have many challenges to overcome in order for all students to achieve

at this level, however there is no doubt that the staff is committed to building a program where

the expectation is that all students can and will achieve these high standards.


12

III: 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.

Progress on each action plan goal has been reported to the School Site Council, the Shared

Decision Making Council and at Faculty Meetings. These reports were prepared primarily by the

LACES Leadership Team (Principal and Department Chairs). The principal and the Department

Chairs meet monthly to monitor school goals. We have modified our schoolwide action plan to

be aligned with the District’s Performance Meter. This midterm progress report was prepared by

the LACES Leadership Team with input from each department.

After the full self-study in spring 2012, representatives from the WASC Leadership Team revised

the action plan developed as part of the self-study as recommended by the Visiting Committee as

a Critical Area for Follow-Up.


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IV: 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.

Goal 1: 100% Graduation

Graduating in Four Years

Even though the four-year graduation rate remains high at around 94%, it was determined that

there was a need to more closely monitor the progress of seniors in 12th

grade English throughout

the year. Throughout the 2013-14 school year, the senior English teacher provided monthly

reports to school administration identifying those seniors in danger of failing. School

administration regularly met with the students to share strategies to improve their grade in the

course.

CAHSEE

Less than three students each year do not pass the CAHSEE in the 10th

grade. All students pass

the CAHSEE before the end of the 12th

grade. This strongly suggests that our middle school

program is doing an excellent job in helping students meeting the high school standards.

A-G Courses

The percentage of students who graduate passing all A-G courses has steadily increased over the

past three years. This is particularly noteworthy since beginning with the Class of 2017 all

students will need to accomplish this in order to graduate. In spring 2014, LACES started

offering credit recovery courses. That year, 17 students who otherwise would have failed their

English classes were about to receive additional instruction and to show mastery of required

standards in order to earn credit for the course.

AP Courses

There was a 9% decrease in students passing the AP exam with a 3, 4 or 5. However there was

also an increase (74 students) in the number of students taking the exam while the number of

students passing with a 3 or better remained virtually the same. This was largely a result of all

students being enrolled in AP World History. This increase in students enrolled in that course

does not seem to have had a negative impact on students who have traditionally enrolled. It can

be argued that even though many of the new enrollees did not score high on the exam, they still

benefited from the rigor of the course. As reported by the Washington Post our students graduate

with having taken an average of 7.5 AP courses, the most in the Los Angeles Region. Each year

we give over 1500 AP exams.


14

Goal 2: Proficiency for All

CSTs

LACES students on average scored much higher (percentage of students scoring proficient and

advanced) than other LAUSD students on the CST. In 2012-13 in ELA, Math and Algebra

LACES students averaged 80%, 66% and 63% while the LAUSD average was 45%, 19%, and

16% respectively. Teacher professional development has been focused on preparing for the

change in the state assessment program to reflect the Common Core State Standards.

Course Grades

Each 10 week grading period, teachers in their department meetings analyze the grade

distribution reports. Special attention is paid to disaggregating the data by ethnicity to

specifically address the achievement gap. African-American and Hispanic students continue to

have a higher number of D’s and F’s. Science study groups and tutoring in World Languages

began in fall 2014 to help address this problem (38% of ICS students and 51% of Chemistry

students earned below a C). In addition the AP World History (23% of students earned below a

C) teachers and the middle school math (22% of math 6 and 41% of math 7 students earned

below a C) teachers on separate occasions have had parent meetings this year that target those

students earning D’s and F’s to give the students and their parents suggestions on improving their

achievement.

A writing coach was hired to assist eighth grade students (in History 8 and English) how to read,

interpret, and form their own opinions about historical events based on primary source

documents. Also to teach them how to conceive a meaningful and clear thesis and write a

focused, coherent essay that serves it. Additional support for the AP World History class is

provided by an additional teacher providing instruction after school twice a week.

Goal 3: 100% Attendance

Student Attendance

The percentage of students with 96% or higher attendance has increased 3% over the past three

years. LACES regularly wins the school attendance trophy handed out to the school in ESC

West with the best attendance. The magnet coordinator monitors attendance and contacts parents

when students are habitually absent and/or tardy.

Staff Attendance

The percentage of certificated staff with 96% or higher attendance has increased over the past

three years and has finally risen to the District average of 70%. Unfortunately this is still short of

the District target of 79%. However 72 of 74 certificated staff members have an attendance rate

greater than 90%. 37 of 42 classified staff have an attendance rate greater than 90%, however

only 59% are greater than 96%. An awareness campaign that encourages those close to 96%

most likely would help the school meet the District target.


15

Goal 4: Parent and Community Engagement

School Experience Surveys

The school did an excellent job of getting students to complete the survey. About 95% of

students complete the survey. Only 8% of parents and 42% of teachers completed the survey.

Parents rate overall Parent-To-School communication very low on the survey. The Leadership

Team has discussed the possibility of the school adopting a learning management system that

would greatly improve parent-to-school communication. Parents would have current access to

student grades and assignments due (a feature that would have been provided by MiSiS if it

worked correctly) and would facilitate easy communication between parent and teacher.

Curiously, 66% of HS students disagreed with the statement “I have had a meeting this year with

someone on school staff to discuss by Individual Graduation Plan (IGP)”. The counselor has an

IGP for each student. The counselors are discussing strategies to better inform students. Another

potential topic for discussion that is generated by the survey is that about 20% of students

disagreed with the statement “Most of my teachers notice if I am having trouble learning

something.” This statement along with other statements about specific core subject areas will be

a focus of department professional development.

Goal 5: School Safety

School-Wide Positive Behavior Support Plan

Only 5% of students disagree with the statement “This school makes clear how students are

expected to behave.” In response to the statements “Adults at this school are fair to people of all

backgrounds” and “Adults at this school listen to what I have to say” approximately 15% of

students disagreed with these statements. Even though 69% and 58% respectively, students

agreed with these statements, the number of students who disagreed is alarming because LACES

prides itself on being a community that is student –centered and where mutual respect is taught

and exhibited by all stakeholders. One of the goals for the 2015-16 school year will be to

implement strategies to reduce the number of students who disagree with these statements.

To achieve this we will continue using Restorative Justice Practices. Teachers were introduced

to these practices in spring 2014. The dean and the counselors had slightly more training in these

practices and have been incorporating these strategies in their interactions with students. At the

core of RJ practices is the building of shared values in the school community. Over the next two

years, staff professional development and student education will have a strong emphasis on

incorporating these practices. After one year of elementary use of these practices we have

already seen a significant (1%) decrease in our suspension rate.


16

V: 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.

After the last WASC visit the Leadership Team met to discuss the best way to implement a clear

school-based professional development plan. It was generally agreed that with only 14 one hour

professional development days throughout the school year, that it would be difficult to have a

coherent and meaningful PD plan especially when the majority of those hours were mandated by

the District to be spent on compliance issues that did not specifically address our local needs.

Consequently a discussion of how to incorporate this time into the school schedule became a

topic of discussion during available PD time throughout the 2012-13 school year. The school

year ended with a decision by the faculty not to change the existing bell schedule.

During the 2013-14 school year, with only a limited amount of PD time available, the Leadership

team decided to concentrate professional development around two topics: Common Core

Implementation and the Teacher Growth and Development Cycle. For Common Core

Implementation, the mathematics department focused on the shift in mathematical practices to

the new standards. The science department concentrated on understanding the Next Generation

Science Standards and the majority of the remaining teachers worked on understanding strategies

to effectively teach Close Reading. In addition teachers worked collaboratively to understand the

EGDC teaching standards. Each teacher identified a teaching standard that he/she wanted to

explore more closely. While focusing on that teaching standard during a lesson, one or more of

the teacher’s colleagues conducted a learning walk and provided feedback to the teacher

regarding his/her implementation of the standard.

The topic of more professional development time also got revisited during the 2013-14 school

year. In the spring of 2014 the faculty voted to adopt a bell schedule that allowed for an hour of

PD time each Tuesday. Each of the departments met during the summer of 2014 to identify the

agreed upon standards that all students must master to pass each course. With more professional

development time available, each department established its own protocol for analyzing data to

drive curriculum and instruction. Teachers used this time to share best practices that would lead

to effective strategies for closing the achievement gap. Several departments established

protocols to continue the learning walks. All departments examined data (course grades)

disaggregated by ethnicity to monitor student achievement. The school-wide action plan was

updated to incorporate benchmarks for this data and to address critical area #1 for follow-up from

the 2012 WASC Visit. The departments have begun to address the concerns of critical area #2.

More in-depth work will continue in the next two years.

School-wide Professional Development Focus

2012-13 2013-14 2014-15 2015-16

-PD Time Exploration

-District Compliance

Issues

-PD Time Exploration

-Common Core

-TGDC

-Common Core

-ELD Standards

-Achievement Gap

-Common Core

-ELD Standards

-Achievement Gap


16

ACTION PLAN

Goal 1: 100% Graduation - Increase the graduation rate to 100% (every child graduates).

Growth Targets Baseline LAUSD

AVG

2013-14

Annual Targets

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Students graduating in four years 95% 95% 94% 67% 96% 98% 99%

Students On-Track for Meeting A-G Requirements 77% 75% 73% 80% 85% 90%

Students graduating and passing all A-G courses 75% 80% 82% 41% 87% 94% 99%

Students who passed the CAHSEE in 10th

grade 99% 100% 98% 71% 100% 100% 100%

Students enrolled in at least one AP course - 57% 68% 21% 70% 75% 75%

Students taking and passing the AP exam with a 3, 4, or 5 - 66% 57% 40% 60% 65% 70%

Schoolwide Learner Objectives




Reduce the achievement Gap

Monitoring Tools

Grad Requirements Checklist Sheets; 10 Week Fail Conference Checklist; Naviance


17

Goal 1: 100% Graduation - Increase the graduation rate to 100% (every child graduates).

ACTIVITY PERSON(S)

RESPONSIBLE

RESOURCES

NEEDED TIMELINE

MEANS TO

REPORT (Evidence

to Show Completion)

IGP Conference with parents and students Counselor Counselor X-Time April, May each

year

Grad Requirements

Checklist Sheet for

each Student

Parent/Teacher/Counselor conference with all

students failing courses at 10 week grading

period

Counselor Counselor X-Time Each 10 week

grading period Counselor Checklist

Teach students how to use Naviance College Counselor Naviance contract

2013-14 seniors

2014-15 juniors

2015-16 all

students

Naviance reports

Have all students take AP exam AP Coordinator $1000 for unpaid fees Each Fall AP Reports

Provide instructional support for AP success Principal

Writing Coach

AP World History

Assistant

Throughout the

year Course Grades


18

Goal 2: Proficiency for All – Increase student achievement on state assessments in math, ELA, and English language acquisition to 100%

of students being proficient.


AVG

2013-14

Annual Targets

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

English Language Arts: Proficient and Advanced 85% 80% n/a n/a n/a TBD TBD

Mathematics: Proficient and Advanced 66% 66% n/a n/a n/a TBD TBD

Proficiency in Algebra 58% 63% n/a n/a n/a TBD TBD

Not Passing English with a C or Better (fall/spring) 15%/14% 13%/12% 10% 8% 6%

Not Passing Math with a C or Better (fall/spring) 19%/19% 14%/17% 10% 8% 6%






Monitoring Tools

End of Course Grades by Subgroups

Goal 2: Proficiency for All – Increase student achievement on state assessments in math, ELA, and English language acquisition to 100%

of students being proficient.

ACTIVITY PERSON(S)

RESPONSIBLE

RESOURCES

NEEDED TIMELINE

MEANS TO

REPORT (Evidence

to Show Completion)

Provide writing support for students Assistant Principal Writing Coach 2014-15 Student Essays

Provide support for English instruction Assistant Principal Achieve software Soring 2015 Student achievement

reports from Achieve

Provide after-school intervention Principal $80,000 for teacher X-

time ongoing

Report to SSC of

student grades

Teachers use of learning management system

to target intervention strategies Principal

Learning Management

System 2015-16

Reports generated by

LMS


19

Goal 3: 100% Attendance - Increase student and staff attendance to 100%.

Rationale:


AVG

2013-14

Annual Targets

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Percentage of students with 96% or higher attendance 81% 83% 84% 65% 87% 90% 92%

Percentage of staff with 96% or higher attendance 68% 64% 70% 70% 73% 76% 79%


Act ethically, respectfully and responsibly Critical Learner Needs


Monitoring Tools

Mydata

Goal 3: 100% Attendance - Increase student and staff attendance to 100%.

ACTIVITY PERSON(S)

RESPONSIBLE

RESOURCES

NEEDED TIMELINE

MEANS TO

REPORT (Evidence

to Show Completion)

Students and their families are advised of

attendance expectations and the connection

between attendance and achievement in welcome

packet, orientation, grade level meetings

Principal Attendance Rewards Each semester Monthly Mydata

Reports

Work with struggling students and their families

to develop support plans to help them improve

their attendance.

Magnet Coordinator Counselors Weekly Monthly Mydata

Reports

On days when there is 100% staff attendance the

administration rewards the entire faculty with a

surprise treat.

Assistant Principal Surprise Treats Daily Mydata Report

An attendance comment is noted on stull for

absences of 4 or more days Administrator Mydata Each year TGDC


20

Goal 4: Parent and Community Engagement – Increase parent contact with teachers and parent input regarding the school.

Rationale:


AVG

2013-14

Annual Targets

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Percentage of parents who talk with the teacher about their child’s

school work

Parent participation on School Experience Surveys 21% 10% 19% 70% 80% 90%

Student participation on School Experience Surveys 90% 94% 70% 96% 98% 100%

Staff participation on School Experience Surveys 42% 27% 24% 100% 100% 100%


Embrace/encourage individuality and diversity

Support family, school and community



Monitoring Tools

School Experience Survey


21

Goal 4: Parent and Community Engagement – Increase parent contact with teachers and parent input regarding the school.

ACTIVITY PERSON(S)

RESPONSIBLE

RESOURCES

NEEDED TIMELINE

MEANS TO

REPORT (Evidence

to Show Completion)

Incentives for students who return parent

surveys Magnet Coordinator Student Incentives Each spring School Report Card

Nightly phone messages reminding parents to

complete the survey Principal Blackboard Connect Each spring School Report Card

Teachers analyze results of School Experience

Survey and develop action plan to address

issues

Department Chairs School Experience

Survey

Throughout the

year Department Minutes

Explore option of obtaining learning

management system and educate staff Principal

Learning Management

System Spring 2015

Each teacher’s use of

LMS


22

Goal 5: School Safety – Increase the use of restorative justice practices that result in a safe environment for all students that maximize

instructional time.

Rationale: Practices that reduce the amount of instructional time lost due to misbehavior are critical for high student achievement. SWPBS is a

prevention model designed to have problems resolved before suspension becomes necessary. It is based on the foundation that all students can

benefit from well-implemented, evidence-based practices for improving student conduct.


AVG

2013-14

Annual Targets

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Students who were suspended one or more times 1.3% 0.4% 1.1% 0.2% 0.2% 0%

Students who feel safe on school grounds 84% 88% 92% 96%

SWPBS Rubric of Implementation (ROI) (total points) 24 26 28 30 32


Act ethically, respectfully and responsibly Critical Learner Needs


Monitoring Tools

Dean’s Monthly Report; Rubric of Implementation

Goal 5: School Safety – Increase the use of restorative justice practices that result in a safe environment for all students that maximize

instructional time.

ACTIVITY PERSON(S)

RESPONSIBLE

RESOURCES

NEEDED TIMELINE

MEANS TO

REPORT (Evidence

to Show Completion)

Shared Decision Making (SDM) Council

review discipline data Dean .5 FTE Dean Monthly SDM Minutes

Discuss SWPBS topics at homeroom meetings Dean, Counselor Restorative Justice PD Monthly Agendas

Train staff in restorative justice practices Counselor PD time Each semester Agendas

Documents

LOS ANGELES CENTER FOR ENRICHED STUDIES MID-CYCLE …lacesmagnetschool.org/ourpages/auto/2015/4/14/32102989/LACES … · 14/04/2015 · Los Angeles Center For Enriched Studies (LACES)