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Demographics 5. Title I, Special Ed., and GATE, and Advanced Placement Title I Special E d GATEAP *Enrollment is based on end of spring semester.
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School Overview
The 9th Grade AcademyDorsey High School
Brief History of 9th
Grade Academy
DemographicsE n r o l lm e n t b y E t h n ic i t y , 2 0 0 6 - 0 7
s h o w n a s N u m b e r s o f S t u d e n t s
2
3
4
1 , 2 0 1
1 0
8 9 3
07
A m e ric a n In d ia n /A la s k a n N a tiv eA s ia nP a c ifi c Is la nd e rF ilip in oH is pa n ic / L a tin oA fric a n -A m e ric a nW hite n o t H is p a n icM u ltip le /N o R e s p o n s e
5. Title I, Special Ed., and GATE, and Advanced Placement
Title ISpecial
Ed
GATE AP
2006-07 1878 237 76 265
2005-06 1063 237 70 275
2004-05 1024 248 85 309
*Enrollment is based on end of spring semester.
Assessments: API
Subgroups
Number of
Students
Numerical
ly Significant
in Both Year
s
Subgroup API
2007 Grow
th
2006 Base
2006-07
Growth
Target
2006-07
Growth
African American 691 Yes 522 509 15 13
Hispanic or Latino 568 Yes 503 508 15 -5
Socioeconomically Disadvantaged 907
Yes 518 507
15 11
English Learners 466 Yes 486 494 15 -8
Students with Disabilities
209 Yes 381 361
22 20
Assessments: AYP
2006-07 2005-06 2004-05
Made AYP No No No
Met AYP Criteria 15 of 26 20 of 26 n/a
ELA Participation Rate Yes No No
Math Participation Rate Yes No No
ELA Percent Proficient No No No
Math Percent Proficient No No No
Academic Performance Index (API) Yes Yes Yes
Graduation Rate Yes No Yes
Assessments: CST
Exam Students
Tested % Adv % Pro % Basic % Below
Basic % Far Below
Basic % Not Meeting
Standards
ELA (GR 9) 491 3% 14% 34% 30% 19% 83%
ELA (GR 10) 590 2% 7% 28% 29% 35% 92%
ELA (GR 11) 373 5% 8% 29% 22% 36% 87%
GEN. MATH 19 0% 5% 5% 16% 74% 95%
ALGEBRA I 452 0% 1% 7% 44% 48% 99%
GEOMETRY 592 0% 0% 4% 40% 56% 100%
ALGEBRA II 254 0% 0% 5% 29% 66% 100%
HS MATH 48 0% 0% 2% 44% 54% 100%
WORLD HISTORY 617 1% 2% 14% 26% 58% 98%
US HISTORY 362 3% 7% 22% 34% 34% 90%
LIFE SCIENCE 582 1% 5% 22% 35% 38% 95%
BIOLOGY 551 1% 4% 23% 30% 42% 95%
CHEMISTRY 349 1% 4% 31% 22% 42% 95%
EARTH SCIENCE 25 0% 8% 12% 20% 60% 92%
INT. SCIENCE 1 300 0% 1% 18% 28% 53% 99%
Assessments: CST
2 9 % 3 1 % 2 7 % 3 4 %1 9 %
2 9 % 3 0 % 3 0 %2 9 %
3 0 %
3 2 % 3 0 % 3 1 % 2 5 %3 4 %
9 % 9 % 1 0 % 1 0 % 1 4 %4 %1 % 1 % 3 % 2 %
0 %
2 0 %
4 0 %
6 0 %
8 0 %
1 0 0 %
2 0 0 2 - 0 3 2 0 0 3 - 0 4 2 0 0 4 - 0 5 2 0 0 5 - 0 6 2 0 0 6 - 0 7
E L A ( G R 9 )
% F a r B e lo w B a s ic % B e lo w B a s ic % B a s ic % P r o % A d v
5 5 % 5 2 % 4 1 % 4 3 %5 3 %
3 7 % 3 7 %4 0 % 4 1 % 2 8 %
8 % 1 2 % 1 9 % 1 6 % 1 8 %0 % 0 % 0 % 0 % 1 %
0 %0 %0 % 0 % 0 %
0 %
2 0 %
4 0 %
6 0 %
8 0 %
1 0 0 %
2 0 0 2 - 0 3 2 0 0 3 - 0 4 2 0 0 4 - 0 5 2 0 0 5 - 0 6 2 0 0 6 - 0 7
IN T S C I I
% F a r B e lo w B a s ic % B e lo w B a s ic % B a s ic % P r o % A d v
5 5 % 5 2 % 4 1 % 4 3 % 5 3 %
3 7 % 3 7 %4 0 % 4 1 % 2 8 %
8 % 1 2 % 1 9 % 1 6 % 1 8 %0 % 0 % 0 % 0 % 1 %
0 %0 %0 % 0 % 0 %
0 %
2 0 %
4 0 %
6 0 %
8 0 %
1 0 0 %
2 0 0 2 - 0 3 2 0 0 3 - 0 4 2 0 0 4 - 0 5 2 0 0 5 - 0 6 2 0 0 6 - 0 7
IN T S C I I
% F a r B e lo w B a s ic % B e lo w B a s ic % B a s ic % P r o % A d v
SLC Structures and Strategies
Attribute of the 9th Grade Academy (NGA) contribute to our success at
closing the achievement gap
Attributes
• Unifying Vision and Identity• Rigorous Standard Base Curriculum,
Instruction and Assessments• Equity and Access• Personalization• Accountability and Distributed Leadership• Collaboration and Parent/Community
Involvement
Unifying Vision and Identity• Committed to self-
reflection and collaboration
• Staff Retreat as relationship builder
• Monthly Dinner meeting to reflect on practices and intervention for students
• Student Rep. bimonthly meetings
Rigorous Standard Base Curriculum, Instruction and
Assessments• College – Career
Interdisciplinary Project
• Honor Assembly
Equity and Access
• ??????
PersonalizationHomeroom Students:• Develop
Individualized Success Plans
• CST practice
Teachers use:• Common Conference
Planning• PD• Monthly Meeting
Accountability and Distributed Leadership
Fall retreat, each staffmember receives a
manual including the• program’s vision• procedures• policies,• interdisciplinary
projects and protocols.
Collaboration and Parent/Community Involvement
• West Los Angeles College has demonstrated its commitment to supporting our students by offering math tutoring during the school day and after school.
• Lula Washington DanceTheater
• Tuskeegee Airmen
• Asha’s Baba the Storyteller
• LA Bureau of Sanitation: Sewer Science
• Erica, Byrd, a parent consultant, meets with parents monthly
Measuring Progress• When teachers unite to realize their program’s vision, morale and
motivation rise.
• Allow teachers to volunteer to be a part of the school’s restructuring.
• Staff’s commitment to support students’ academic success will• be evident by their beyond the school-day participation and
faithful replication of protocols.
• Uniform SLC instructional practices lead to improved student attendance and academic performance.
• Routine program evaluation and reflection linked to student achievement is essential.
Success
• In this slide I wanted to put the 2 tables in the rig stand base curriculum section, but was have trouble cutting and pasting
Overcoming Barriers
• ????
