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1 Elizabeth Learning Center Focus on Learning 2006 Accreditation Three-Year Term Revisit

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Page 1: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Elizabeth Learning Center

Focus on Learning

2006 Accreditation

Three-Year Term Revisit

Page 2: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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The Visiting Committee

Representing the Western Association of Colleges and Schools Accrediting Commission for Schools Chair Mr. William P. Dunmeyer Principal/Coordinator Carlsbad, California Member Mr. John Oldenburg Assistant Principal Santiago High School Member Dr. Anthony Ortega Assistant Principal Mountain View, California

Page 3: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Table of Contents School Faculty -------------------------------------------------------------------------------- 4 School Description --------------------------------------------------------------------------- 6 Significant Developments Since the Last Visit ---------------------------------------- 36 Implementing and Monitoring the School-wide Action Plan ---------------------- 43 Progress Made on the Identified Critical Areas of Improvement ----------------- 45 Progress Made in Implementing the School-wide Action Plan -------------------- 63 Single Plan for Student Achievement Modifications for 2004-2005 Single Plan for Student Achievement for 2003 WASC Visiting Committee Report 2003

Page 4: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Elizabeth Learning Center High School Staff Administration Barbara Gee – Principal German Cerda – Assistant Principal Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal Daniel Rodriguez – Assistant

Principal Martha Ortega – Office Manager Support Staff Ricardo Marquez – Counselor Eric Grow – Literacy Coach Abraham Petrou – Math Coach Kay Botts – Title I Coordinator Daniel Robles – Bilingual Coordinator Lila James – Testing Coordinator Faculty Jacob Aguilar – Social Studies Scott Barber – Social Studies Juan Cardona – Foreign Language Benjamin Chui – Math Monique Dacay – Science Frank Davis – Computer Tech Robert Del Giudice – Math Carlos Dunkerley – Lifeskills Kimberley Fletcher – Math Terry Fritts – Special Education David Galley – Resource Specialist Osvaldo Gomez – English Mary Gomez – Science Jose Gonzalez – Physical Education Cristi Hebert – English Roger Hull – English Megan Jackson – Science John Jones – Math John McGinty – Social Studies George Nanoski – Science Berch Papikyan – Special Education Kimberly Parker – Arts

Page 5: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Faculty Continued Victoria Perrin – Social Studies Maria Santana – Foreign Language Noemi Villasenor – English Christine Wubben – English Dawn Xitco – Physical Education Lead Teachers Jacob Aguilar – Health Careers Roger Hull – Information Technology Cristi Hebert – Future Endeavors

Page 6: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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School Description

Page 7: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Community Profile Elizabeth Learning Center is located in Cudahy, California. Cudahy is approximately ten miles southeast of Los Angeles, between the 710, 110, 105 and 5 freeways. Cudahy is bordered by Bell to the north, South Gate to the south, Bell Gardens to the east, and Huntington Park to the west. The city of Cudahy covers an area of approximately one square mile. According to the city’s planning division, the population of Cudahy is approximately 26,847. Approximately 90% of Cudahy’s residences are rentals. Cudahy is reported to be the most densely populated municipality west of the Mississippi, and it has the lowest per capita income of all cities in urbanized areas of California. The median resident age in the city of Cudahy is 23.8 years. The ethnic make up of the city is 94.1% Hispanic, 3.6% Caucasian, Non-Hispanic, 2.3% other ethnicities. Approximately sixty-five percent of the adults in the community have not graduated from high school. Ninety-five percent are living below the poverty line, as indicated by their eligibility for federal free lunch program.

LAUSD and District 6 Profile The Los Angeles Unified School District is the second largest school district in the Nation, educating over 700,000 students. The seven member Board of Educations has been working with the Superintendent to improve the overall achievement of all students. Each of the board members represents a geographic constituency within the district. In order to meet the local needs of such a large and diverse community population, the Board of Education has divided the district into eight local districts, each with a local superintendent. These local districts work with area schools to improve school achievement. Elizabeth Learning Center is located within the boundaries of Local District Six. LAUSD Superintendent: Roy Romer Elizabeth Learning Center Board Member: David Tokovsky Local District 6 Superintendent: Merle Price 60,000 students reside within the boundaries of Local District 6. District 6 schools include five high schools and numerous middle and elementary schools. Owing to a board supported district construction bond, a number of schools at all grade levels have opened the past three years, and several more schools will open by the year 2012. With the addition of these schools, a number of schools previously on a year-round schedule returned to a traditional calendar. The goal of district 6 is to return all schools to a traditional calendar by the year 2012. The management team of Local District 6 has developed instructional goals and plans to improve the overall academic achievement of all students. District 6 has provided regular training for administrators and coordinators in the implementation of programs and best practices that will improve student learning. Our local district is particularly intent on improving the re-designation rate and academic achievement of English Language Learners. They have provided content cadres to develop best instructional practices within

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schools. Directors have been assigned schools, which they are responsible to monitor and assist in the implementation of the local districts instructional goals. They regularly visit schools and classrooms to monitor the progress of each school they are assigned. Local District 6 Superintendent: Merle Price Local District Director for Elizabeth Learning Center: Marsha Aguirre

School History Elizabeth Learning Center (ELC) opened as San Antonio School in 1921, making it one of the oldest schools in its community. At the time it opened, Elizabeth Learning Center was a Kindergarten through 8th grade school. Later, ELC’s scope was narrowed to grades K-6. As attendance increased in the 60’s, the school instituted double sessions to accommodate all of the children. To accommodate its swelling student population, Elizabeth Learning Center became the first school in the Los Angeles Unified School District to go on a year-round schedule. The Urban Learning Center Design (ULCD) was a result of President George Bush Sr.’s “Goals 2000.”A nationwide proposal by the New American School’s Development Corporation (NASDC) was launched in 1991. The Los Angeles Educational Partnership, United Teachers, Los Angeles (UTLA) and the Los Angeles Unified School District (LAUSD) collaborated to formed a partnership to a design for a 21st Century school. The result was one of only eleven proposals selected by NASDC, and in 1992 Elizabeth Learning Center became the first Urban Learning Center site. Elizabeth Learning expanded to becoming a Pre-Kindergarden through grade twelve site in 1995. The Urban Learning Center Design is a comprehensive urban school model that aims to create a learning environment where high quality instruction is supported by strong connections to the community. The design is composed of three parts: Teaching and Learning, Governance and Management, and Learning Supports. This model not only creates a school learning community encompassing grades Pre-Kindergarten through twelve on one campus, but addresses a variety of “barriers to learning” which may have a negative impact on a student’s ability to perform well and stay in school. The Teaching and Learning component focuses on the structures of curriculum and teaching at ELC to foster academic success for all students. The Teaching and Learning portion of the Urban Design Plan includes the integration of the California state content standards, a thematic, interdisciplinary curriculum, transitions from school to work and post-secondary education, and the training of teachers as designers and implementers of curriculum. The Governance and Management aspect of the urban design seeks to advance collaboration among all stakeholders in developing and maintaining an educational environment, which will ensure the academic success of all students.

Page 9: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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The Learning Supports component of the urban design provides any additional assistance needed for students to reach their academic potential. This component emphasizes a sense of community within the school, develops ties with the city of Cudahy in sharing resources, integrates health and human services, and provides additional support to parents and community members through adult education. This concept emphasizes that a school program committed to the success of all children must be designed with an array of activities to promote learning. It is a programmatic approach for promoting healthy development and addressing barriers to learning. It encompasses six interrelated programmatic areas:

• Classroom focused enabling • Student and family assistance through direct services • Crisis assistance and prevention • Support for transitions • Home involvement in school • Community outreach.

The learning support component represents a major restructuring of school support services, linking them with community resources in a comprehensive, integrated approach to preventing and removing barriers to learning. The urban learning center design supports advanced technology and training for curriculum and instruction.

Schedules Elizabeth Learning Center is a Concept 6 school (year-round with overlapping tracks). Students and teachers are on track for four months, off two, return for four months, and then are off for two additional months. There are three tracks, each beginning and ending on different months to accommodate approximately 2,700 students. The schedules for the three tracks are as follows:

Table 1: Track Schedules

One track is on vacation at any given time. The elementary school has three tracks. The middle school has two tracks; Tracks B and C. The High School students are all on Track

Track Months in Session Months on VacationA September-December

March-June

July-August January-February

B July-August November-February May-June

September-October March-April

C July-October January-April

November-DecemberMay-June

Page 10: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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A. This track approximates a traditional school year. By the year 2012, the entire school will be a traditional calendar year. At the start of this school year, our secondary school (grades six through 12) began a four by four block schedule. The school begins at 7:25 AM, and ends at 3:08 PM. Students attend four classes a day five days a week. Classes are 98 minutes long on a regular schedule. Teachers and students will complete an entire school year’s course in one semester. Students will then start entirely new courses the second semester. For example, a ninth grade student will take English 9AB the first semester, and then will take Geography AB the second semester. By contract, some Tuesdays are shortened to provide professional development for the high school teachers. All Tuesdays are shortened for middle school teachers for both professional development and common planning time. Secondary nutrition is sixteen minutes long, and secondary lunch is thirty minutes long.

Academy Programs Teachers at Elizabeth Learning Center work collaboratively to prepare students for each grade level. Approximately eight years ago, using the Superintendent’s Call to Action and the state standards, teachers on the same grade level formed clusters, thematic teaching, and began to make technology and health an integral part of the curriculum. Elizabeth Learning Center’s high school was developed with the idea in mind that all students would belong to one of Elizabeth Learning Center’s two career academies: the Information Technological Academy and the Health Academy. Currently, Elizabeth Learning Center’s high school is composed of three academies: the Information Technology Academy, the Health Academy, and the Future Endeavor’s Academy. All eighth grade students at Elizabeth Learning Center who are interested in remaining at Elizabeth Learning Center must show an interest in Health or Information Technology, and participate in a learning process, which simulates the application process for both post secondary learning institutions and future employers. Students must choose the academy (Information technology Academy or Health Academy), complete an application form, secure letters of recommendation, write a letter of intent explaining their interest in a particular academy, and participate in an informal interview. Acceptance into the academy program (high school) is based on a student’s interest in health or information technology. Students who are not interested in health or information technology will attend the comprehensive high school nearby. Students who are accepted at Elizabeth Learning Center are placed in the Future Endeavors Academy for the ninth grade. Once they have completed the ninth grade, students then enter the academy they chose when applying to the academy program. These students will remain in these academies throughout the 10th, 11th, and 12th grades.

Page 11: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Future Endeavors Academy Future Endeavors Academy is a small learning community designed to ease the transition from the middle grades to upper level academy programs. Emphasis is on developing good study habits, a strong sense of work ethic, and awareness of civic responsibility. This academy provides each student with a high quality standards based integrated curriculum, and provides the tools and resources to students that will assist them in becoming successful productive members of society. The Future Endeavors Academy faculty meets regularly to monitor students’ progress, plan and discuss collaborative lessons, and articulate with the faculty from the upper level academies. Additionally, regular meetings with parents and other stakeholders are held at the campus. This year, eighth grade students attended a mandatory intersession before school began to assist them in transitioning to the high school. Informational Technology Academy The Information Technology Academy prepares students for a career in the information-technology field while taking A-G college preparatory courses required for acceptance into a four-year university. The Information Technology program provides students with instruction in computer networking and repair, advanced computer programs, multi-media presentations, Internet use, advanced graphics, entrepreneurial skills and business practices, and the use of computers research. Students can receive A+ certification in their technology classes. In order to receive a certificate from the Informational Technology Academy, students are required to take part in a series of activities in addition to passing their general education and technology classes. These requirements are listed in the table below. Table 2: Information Technology Academy Activity Requirements Grade Required Activity One Required Activity

Two Required Activity Three

10 Complete 50 hours of Community Service

Complete a Sophomore Project

None

11 Meet Requirements for Professional Dress for one semester.

Complete a Junior Project

Complete an 8 Week Mentorship

12 Complete a Senior Project Complete an 8 Week Internship

None

Information technology Academy mentorships are with Boeing Satellite Systems. The program, which began in 1999, provides students with work experience. During their mentorships, students forge new relationships, work together, complete tasks on a deadline, and utilize technology in a variety of ways.

Page 12: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Health Academy The Health Academy prepares students for a career in the health-care field while taking A-G college preparatory courses required for acceptance into a four-year university. The Health Academy’s curriculum, projects, mentorships, and internships provide academy students with experiences in radiology; physical and occupational therapy; patient care; nursing; office work (admitting, medical records, and billing); lab technician; and security and food service. Students also receive Red Cross First Aid and CPR certification. In order to receive a certificate from the Health Academy, students are required to take part in a series of activities beyond their regular classes and their health classes. These requirements are listed in the table below. Table 3: Health Academy Activity Requirements Grade Required Activity One Required Activity

Two Required Activity Three

10 Complete 50 hours of Community Service

Complete a Sophomore Project

None

11 Meet Requirements for Professional Dress for one semester.

Complete a Junior Project

Complete an 8 Week Mentorship

12 Complete a Senior Project Complete an 8 Week Internship

None

Students in the tenth grade perform volunteer service and gain an understanding of community health and wellness. Eleventh grade students participate in a mentor program in which they are paired with health-care professionals holding positions our students aspire to. The mentor program must be completed at the mentor’s workplace, usually during regular school hours. The health-care centers that have participated in this program are CSU, Dominguez Hills Student Health Center, Cudahy Community Dentist, ELC School Nurse, LA County Department of Health, Kaiser Permanente Medical Center in Bellflower, Kaiser Permanente Medical Offices in Cudahy, and Saint Francis Medical Center and Children’s Hospital of Los Angeles. Seniors who complete their mentoring during their junior year, and meet certain skill competencies participate in internships. Internships include working as a Clinic Assistant, Medical Records, Transportation Orderly, Central Supply, or Medical Assistant Intern. The students need to complete eighty hours during their winter inter-session (January-February) to fulfill their internship requirement. Students are placed at Saint Francis Medical Center or Kaiser Permanante, Bellflower. Potential student interns fill out job interest surveys, take a skills test, and attend an orientation before they start as interns. Interns keep a journal of their experiences, and have their work evaluated regularly by their supervisors. Some of the departments which students intern include: cardiology, central supply, physical/occupational therapy, customer service, emergency service, laboratory, medical records, security department, surgery center, respiratory and clinics.

Page 13: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Completion of Academy Programs Students who successfully complete the Health or Information Technology Academies receive a Health or Technology Careers Certificate, which attests to the specialized training they have completed. Upon completion of all course work, academy students have obtained sufficient academic and work-based knowledge to pursue several post-secondary options. One option for students is to enroll in a four-year university and pursue a degree in the health or technology fields. Another option for students who completed one of the academy programs is to enroll into a technical/vocational school/community college to pursue a career in health or technology. A third option is to obtain an entry-level job in the health care or informational technology fields.

Family Resource Center The Family Center is the core of the ELC learning supports structure. On any given day, parents may walk in to sign up for adult education classes or to volunteer. Students come in for counseling appointments, and various committees and panels meet to discuss planning and operations of events affecting the community. The school has hired a licensed psychiatric social worker to coordinate the Family Center, and provide individual and family counseling. Under the supervision of the psychiatric social worker, graduate school counseling interns provide additional family, group, and individual counseling. Elizabeth Learning Center also pays for four 15-hour-per week community representatives to coordinate different programs in the family center, and to act as liaisons between the school and community. The services offered at the Family Center are broad and varied. The Family Center plays host to a variety of different counseling services. The Family Center also houses adult education classes such as ESL, Technology, Citizenship, Parenting and Parent Leadership, and Child Development Workshops. The center provides childcare co-ops for parents attending adult school and school readiness programs. The parent volunteer leader is responsible for organizing volunteer activities. The Family Center also organizes a Welcoming Club for parents and students, as well as other activities for parents. A carefully designed referral plan helps teachers find appropriate resources for students and helps families get the appropriate support they need.

Community Health Center Elizabeth Learning Center’s relationship with California State University, Dominguez Hills (CSUDH), Saint Francis Medical Center and the Los Angeles Unified School District has contributed greatly to the success of the Learning Supports component. This collaborative effort grew out of CSUDH’s recognition of community issues and needs following the unrest in Los Angeles during 1992. St. Francis Medical Center conducted community assessments with LAUSD in an effort to gain federal and private funding to provide a school based health and social service center. A grant from the Kellogg

Page 14: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Foundation resulted, and ELC was chosen as the service site. The school clinic opened in June of 1995. A family nurse practitioner, a community health educator, L.V.N., a medical assistant, and an office assistant staff the Health Clinic. The clinic provides a range of health services, including primary health care, prescriptions, health education and nutritional counseling, immunizations, and screening for tuberculosis, diabetes, and cholesterol, prenatal care as well as care for acute conditions such as asthma. The clinic provides services to students, parents and siblings. The Family Center and the Health Clinic are coordinated so that they share referrals for health, counseling, and other family services.

College Center Elizabeth Learning Center’s College Center opened in the Fall of 2004. This center provides information to students regarding post secondary institutions. This center includes a number of computer stations with Internet access so students may research colleges, apply to colleges online, register for college entrance exams, and apply for financial aid. ELC’s High School Counselor is housed in the College Center to provide additional information and assistance for college and financial aide. Outside phone lines are available to students needing to contact various universities as well.

Technology Resources Elizabeth Learning Center High School is committed to developing an atmosphere that provides students and staff with instruction in sophisticated educational technology. Professional development in technology instruction, and daily access to all stakeholders affords ELC stakeholders cutting edge technology. Students become technologically competent through a continuum of technology skills integrated at every level (K-12). The school maintains a full array of technologies to support instruction. Examples of this include desktop publishing, video acquisition, on-line and off line video editing, multi-media integration of voice, video and data types, telecommunications and use of several related accessories such as scanners, Xerox Live Board, and liquid crystal display units. An IBM classroom (306) houses over thirty networked computers for students and teacher use. This room is used for adult classes in the evenings. In addition, the facility is used to provide staff development for staff after school and on weekends. The Computer Resource Rooms (300, 305, and 308) are used to teach computer classes. Room 300 is equipped with twenty-six IBM computers that are fully networked and connected to the LAN. This center services adult school. Room 308 is used for technological driven classes such as “Virtual Business”. Room 305 contains 56 additional computers. Room 307 allows technological applications specific to health careers. The school has spent a significant amount of funds on laptop technology in recent years. Funds were appropriated to provide a laptop for every teacher in the school to develop standards based lessons. These laptops have wireless Internet access allowing teachers the

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ability use of the Internet anywhere on campus. The school has purchased five mobile laptop carts with twenty laptops each for students. These carts will provide computer access to an entire class of students anywhere on campus. The district has purchased three more mobile laptop carts for the school, which will be arriving soon. Fifty new PCs will be purchased for classrooms as well. The school is served by a T-1 high-speed access line, and is routed through 6 NT servers. These provide file servers, e-mail, web as well as DNS and DHCP service to our network. A significant portion of the computer up-grades has been made possible by E-Rate funding. This includes Cisco 2924 switches, which replace outdated hubs.

Demographic Data

Enrollment Data Elizabeth Learning Center is a Pre-Kindergarten through 12th grade span school. The school has a population of approximately 2,700 students. The total elementary and middle school population is 2,000. This year at the high school level, there is a population of approximately 720 students. The high school grade level populations in the 2004-2005 school year included 113 twelfth grade students, 147 eleventh grade students, 204 students in grade 10, and 193 students in grade nine. The state listed students with disabilities as ungraded. The student population has remained about the same the past two years. All of these students receive free or reduced price meals. Data is reflective of the information collected from the State Department of Education website. A number of our secondary students (grades 6-12) were listed in the State Department of Education as ungraded. Table 4: Student Population Year 9th Grade 10th Grade 11th Grade 12th Grade Total 2002-2003 231 186 101 97 653 2003-2004 185 200 160 116 661 2004-2005 193 204 147 113 692 Ethnic Data In most cases the data provided by the district and state sources contain information from all grade levels. High school data is often combined with middle school, and sometimes elementary information. For example, the ethnic information on the LAUSD School profile shows only school-wide statistics. However, our observation is that high school ethnicities are similar to the ethnicities of the entire school population. Ninety eight per cent of the student population is identified as Latino. Approximately 1% of the student body is identified as white. The remaining 1% includes African American, American Indian Alaskan, and Asian. This demographic composite has been consistent for the past four years. The majority of residents in the city of Cudahy are Latino, making Elizabeth Learning Center a reflection of the city.

Page 16: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Table 5: Student Race/Ethnicity Year American

Indian/Alaskan Native

Asian African American

Latino Pacific Islander

White Total

2000-2001

17

0.6%

10

0.4%

11

0.4%

2740

97.5%

1

0.2%

29

1.0%

2809

2001-2002

14

0.5%

10

0.3%

10

0.3%

2835

97.9%

0

0.0%

34

1.2%

2904

2002-2003

13

0.4%

13

0.2%

7

0.2%

2911

97.9%

0

0.0%

29

1.0%

2974

2003-2004

11

0.4%

12

0.4%

11

0.4%

2901

97.8%

2

0.1%

28

0.9%

2971

2004-2005

6

0.2%

9

0.3%

10

0.4%

2562

98.2%

1

0.0%

21

0.8%

2610

Course Enrollment Data Students enrolled in the Future Endeavors Academy, the Health Academy and the Information Technology Academy must adhere to a rigorous curriculum that consists of college preparatory clases and school-to-career courses. The academies have specific classes in which the student must enroll. Similar classes are designed for both academies. The number of graduating seniors meeting the University of California (UC) and California State University (CSU) requirements has increased. ELC has one academic counselor who serves as the college counselor as well. As college counselor, he informs the 12th grade students about a variety of topics relating to colleges and universities as well as focusing on important deadlines. Table 6: Number of students who meet the University of California and California State University A-G Requirements. Year

A-G Percent of Students in high school enrolled

A-G Percent of Students in high school enrolled and passing with a “C” or better

2002-2003

63.3

60.82

2003-2004

65.1

60.44

2004-2005

64.6

64.00

Language Proficiency Most students entering high school have re-designated as Fluent English Speakers. However, there is a need to provide support for students who are still English Language

Page 17: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Learners, as their number increased each year for the last three years. Since adding our secondary bilingual coordinator to support staff and students, the number of re-designated students has increased in both the middle and high school levels. Re-designated students still need support in academic areas. The vast majority of all of our ELL or FEP students score below proficient in the California Standards test in all content areas tested. The statistics below are as of September 10 of every year, before CELDT testing for the high school students. Table 7: English Language Learners and Fluent Proficient Students Year English Language

Learners Fluent (I or R) English Proficient

English Only Speakers

Total Number of Students

2001-2002

128

21%

409

67%

69

11%

605

2002-2003

139

21%

455

70%

60

9%

654

2003-2004

145

22%

471

71%

49

7%

665

2004-2005

157

23%

484

70%

51

7%

692

Table 8: Reclassified Students, K-12 Year # EL # Reclassified % Reclassified2002-2003 1388 0 0% 2003-2004 1477 14 .95% 2004-2005 1611 113 7.01% In the 2004-2005 school year, forty-four high school EL students were re-classified as RFEP. This current school year, thirty-eight EL high school students have been reclassified as RFEP. More high school EL students are expected to be re-classified by the end of the school year.

Attendance/Dropout Rate The dropout rate is low compared to the district dropout numbers. Academies and smaller learning communities personalize learning, maintain positive relationships with parents, and make education meaningful so that students are more likely to remain in school. This data was collected from Elizabeth Learning Center’s School Accountability Report Card. Our graduation rate slightly dipped from 2002 to 2003, partially due to changes in graduation requirements. The implementation of the 4 X 4 block schedule and research based instructional strategies will improve our graduation rate in future years. Table 9: Number of Dropouts Year Number of Dropouts Dropout Rate (1 – Year) Graduation Rate 2001-2002 15 2.2% 78.8% 2002-2003 49 6.7% 71.2% 2003-2004 29 3.9% 71.7%

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Suspension/Expulsion Discipline issues are not a major problem at Elizabeth Learning Center. Most issues and concerns are resolved in the classroom. In addition to the administration, there is currently one dean who oversees school discipline issues. In 2003-2004, there was an increase in expulsions when several students were found with knives, and one had a toy gun. All expulsions at ELC were at the middle school and elementary levels. There have been no expulsions at the high school level. ELC has a school police officer. ELC is located in a high crime rate area that includes wide-spread gang activity. Table 10: Suspensions and Expulsions for K-12 Year Number of Suspensions Number of Expulsions2002-2003 183 1 2003-2004 226 10 2004-2005 156 4

Staff Elizabeth Learning Center’s K-12 program employed 117 teachers and support staff to serve grades K-12 in the 2004-2005 school year. Since 1999, the percentage of fully credentialed teachers has increased from 57% to 77%. The percentage of Emergency Credential teachers has dropped significantly during that time period as well. At the high school, only three teachers are identified as “provisional” by LAUSD. Two of these teachers are teaching in identified “hard to staff” mathematics and science academic areas. ELC has worked with LAUSD Human Resources to hire “highly qualified” teachers, when vacancies occur, and work with the emergency credentialed teachers to enroll in either district or university credentialing programs. The number of teachers with a masters degree or higher has slightly increased by about 5% with the number of years of teaching experience has increased by less than one year on average over the past five years. All of our counselors are bilingual, as well as the vast majority of our classified staff. This data comes from the State Department of Education website. Table 11: Teacher Credentials K-12 Year Fully Credentialed Univ. Intern District Intern Pre-Intern Emergency 1999-2000

75 57%

2

1.5%

3

2.3%

3

2.3%

46

35%

2000-2001 89

65.9%

5

3.7%

4

2.9%

7

5.1%

34

25%

2001-2002 95

70.4%

4

4.4%

6

4.4%

7

5.2%

23

17%

2002-2003 104

77%

6

4.4%

5

3.7%

8

5.9%

23

17%

2003-2004 99

74.4

7

5.3%

3

2.3%

11

8.3%

14

10.5%

2004-2005 100

78.1%

14

10.9%

NA

NA

3

2.3%

10

7.8%

Page 19: Elizabeth Learning Center Focus on Learning 2006 Accreditation · Wanda Sequeira – Assistant Principal Karl Turner – Assistant Principal Emerita Elizondo – Assistant Principal

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Table 12: Teacher Year of Service and Degrees for K-12 Year Average Years of

Service MA or Higher BA Total Number of

Teachers 2001-2002 10.1 31 23% 102 135 2002-2003 10.3 34 25% 99 135 2003-2004 10.4 37 28% 94 133 2004-2005 10.9 33 28% 83 117

Achievement or Outcome Data The number of high school graduates has increased throughout the years at ELC. The total high school enrollment has increased as well. Enrollment figures are as of September. A number of fourth year students remain in eleventh grade because of an insufficiency of credits required to enter the 12th grade. Many of these students make these credits up in the fall; enter the 12th grade in January, and graduate in June. Table 13: 12th Grade Enrollment and Graduates Year Number of Students Enrolled Graduating Class Number of Graduates1997-1998 48 1st 49 1998-1999 76 2nd 76 1999-2000 115 3rd 113 2000-2001 101 4th 109 2001-2002 87 5th 89 2002-2003 101 6th 109 2003-2004 63 7th 86 2004-2005 112 8th 135

California Standards Test Over the last four years, the California Standards Test (CST) and the California High School Exit Exam (CAHSEE) became the two exams most emphasized among the State mandated exams for two reasons. First, the CST and the CAHSEE use the California State standards as their basis for measuring proficiency. Our school can use these scores to measure students’ academic progress and instructional success. Second, both the CST and CAHSEE are the two major criteria utilized in deciding a school’s API (Academic Performance Index) and AYP (Adequate Yearly Progress). The CST data for Elizabeth Learning Center shows an overall increase in the percentage of all students scoring proficient or higher, In addition, the percentage of all students scoring below basic and far below basic has decreased in the area of English-Language arts. Statistics show that though the percentage of English Language Learners and Students with Disabilities who score proficient or higher have increased in English-LanguageArts, their percentages are significantly lower than their fluent general ed. counterparts. Scores in Mathematics fall far below satisfactory.

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Table 14: Percentage of All Students Who Score Proficient and Advanced For the CST ELA Exam Year Grade 9 Grade 10 Grade 112005 38% 24% 19% 2004 22% 16% 18% 2003 22% 21% 14% 2002 16% 13% 14% 2001 10% 17% 7% Table 15: Percentage of English Language Learners Who Score Proficient and Advanced for the CST ELA Exam Year Grade 9 Grade 10 Grade 112005 14% 10% 3% 2004 9% 3% 8% 2003 2% 2% 0% 2002 3% 0% 0% 2001 0% 0% 0% Table 16: Percentage of Students With Disabilities Who Score Proficient and Advanced for the CST ELA Exam Year Grade 9 Grade 10 Grade 112005 11% 5% 0% 2004 0% 0% 0% 2003 0% 0% 0% 2002 0% 0% NA 2001 0% 0% 0% Table 17: Percentage of Males Who Score Proficient and Advanced For the CST ELA Exam Year Grade 9 Grade 10 Grade 112005 42% 18% 20% 2004 16% 19% 21% 2003 23 % 24% 6% 2002 21% 23% 23% 2001 6% 14% 9%

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Table 18: Percentage of Females Who Score Proficient and Advanced For the CST ELA Exam Year Grade 9 Grade 10 Grade 112005 35% 28% 18% 2004 27% 14% 14% 2003 20% 17% 22% 2002 27% 19% 13 % 2001 12% 20% 5% Table 19: Percentage of All Students Who Score Below Basic and Far Below Basic for the CST ELA Exam Year Grade 9 Grade 10 Grade 112005 16% 29% 42% 2004 35% 48% 47% 2003 39% 42% 56% 2002 52% 49% 46% 2001 60% 57% 62% Table 20: Percentage of All Students Who Score Far Below Basic for the CST ELA Exam Year Grade 9 Grade 10 Grade 112005 5% 12% 21% 2004 12% 15% 23% 2003 10% 17% 38% 2002 25% 21% 18% 2001 30% 21% 23% Table 21: Percentage of All Students who Score Proficient and Advanced for the CST Math Exam Year Alg.

1 Gr. 9

Alg. 1 Gr. 10

Alg. 1 Gr. 11

Geom.Gr. 9

Geom.Gr. 10

Geom.Gr. 11

Alg. II Gr. 9

Alg. II Gr. 10

Alg. II Gr. 11

CST Gen. Math Gr. 9

Sum. MathGr. 11

2005 6% 0% NA 12% 0% 0% 39% 6% 4% NA 5% 2004 1% 1% 0% 7% 0% 0% NA 0% 0% NA 6% 2003 2% 2% 0% 8% 2% 0% NA 5% 0% 3% 11% 2002 2% 3% 0% 9% 3% 0% NA 11% 0% 2% NA The California Standards Test in Mathematics began in 2002.

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Table 22: Percentage of English Language Learners who Score Proficient and Advanced for the CST Math Exam Year Alg.

1 Gr. 9

Alg. 1 Gr. 10

Alg. 1 Gr. 11

Geom.Gr. 9

Geom.Gr. 10

Geom.Gr. 11

Alg. II Gr. 9

Alg. II Gr. 10

Alg. II Gr. 11

CST Gen. Math Gr. 9

Sum. MathGr. 11

2005 2% NA NA NA 0% 0% NA NA NA NA NA 2004 0% 4% NA NA NA 0% NA NA NA NA NA 2003 0% 0% NA NA 0% NA NA NA NA 0% NA 2002 0% 3% NA NA NA NA NA NA NA 0% NA The California Standards Test in Mathematics began in 2002. Table 23: Percentage of Students With Disabilities who Score Proficient and Advanced for the CST Math Exam Year Alg.

1 Gr. 9

Alg. 1 Gr. 10

Alg. 1 Gr. 11

Geom.Gr. 9

Geom.Gr. 10

Geom.Gr. 11

Alg. II Gr. 9

Alg. II Gr. 10

Alg. II Gr. 11

CST Gen. Math Gr. 9

Sum. MathGr. 11

2005 0% NA NA NA 0% 0% NA NA NA NA NA 2004 0% 0% NA NA NA NA NA NA NA NA NA 2003 NA 0% NA NA 0% NA NA NA NA 0% NA 2002 0% NA NA NA NA NA NA NA NA 0% NA The California Standards Test in Mathematics began in 2002. Table 24: Percentage of Male Students who Score Proficient and Advanced for the CST Math Exam Year Alg.

1 Gr. 9

Alg. 1 Gr. 10

Alg. 1 Gr. 11

Geom.Gr. 9

Geom.Gr. 10

Geom.Gr. 11

Alg. II Gr. 9

Alg. II Gr. 10

Alg. II Gr. 11

CST Gen. Math Gr. 9

Sum. MathGr. 11

2005 7% NA NA NA 0% 0% NA NA 9% NA NA 2004 1% 2% NA 13% 0% 0% NA NA NA NA 6% 2003 0% 4% NA 5% 5% 0% NA 4% NA NA NA 2002 0% 5% NA 10% 6% NA NA 8% NA 2% 21% The California Standards Test in Mathematics began in 2002.

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Table 25: Percentage of Female Students who Score Proficient and Advanced for the CST Math Exam Year Alg.

1 Gr. 9

Alg. 1 Gr. 10

Alg. 1 Gr. 11

Geom.Gr. 9

Geom.Gr. 10

Geom.Gr. 11

Alg. II Gr. 9

Alg. II Gr. 10

Alg. II Gr. 11

CST Gen. Math Gr. 9

Sum. MathGr. 11

2005 5% NA NA 5% NA NA NA 4% NA NA 0% 2004 1% 0% NA 5% 0% 0% NA 0% 0% NA 7% 2003 3% 0% NA 10% 0% NA NA 5% NA NA 0% 2002 3% 0% NA 8% 0% 0% NA 13% 0% 2% 0% The California Standards Test in Mathematics began in 2002. Table 26: Percentage of All Students who Score Basic and Far Below Basic for the CST Math Exam Year Alg.

1 Gr. 9

Alg. 1 Gr. 10

Alg. 1 Gr. 11

Geom.Gr. 9

Geom.Gr. 10

Geom.Gr. 11

Alg. II Gr. 9

Alg. II Gr. 10

Alg. II Gr. 11

CST Gen. Math Gr. 9

Sum. MathGr. 11

2005 52% 69% NA 45% 94% 96% 38% 58% 80% NA 70% 2004 75% 78% 63% 56% 76% 91% NA 68% 91% NA 69% 2003 65% 77% 92% 71% 89% 81% NA 72% 94% 61% 67% 2002 70% 67% 67% 55% 87% 93% NA 72% 96% 69% NA The California Standards Test in Mathematics began in 2002. Table 27: Percentage of All Students who Score Far Below Basic for the CST Math Exam Year Alg.

1 Gr. 9

Alg. 1 Gr. 10

Alg. 1 Gr. 11

Geom.Gr. 9

Geom.Gr. 10

Geom.Gr. 11

Alg. II Gr. 9

Alg. II Gr. 10

Alg. II Gr. 11

CST Gen. Math Gr. 9

Sum. MathGr. 11

2005 13% 19% NA 12% 38% 45% 0% 11% 17% NA 15% 2004 18% 24% 18% 13% 13% 35% NA 16% 43% NA 3% 2003 20% 25% 38% 14% 14% 32% NA 20% 63% 23% 32% 2002 17% 14% 17% 21% 21% 39% NA 29% 48% 22% 0% The California Standards Test in Mathematics began in 2002.

California High School Exit Exam The CAHSEE was first given in 2001-2002 with a dictate that the class of 2004 and afterward would be required to pass both parts (mathematics and English-Language Arts in

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order to receive a high school diploma in the state of California. This requirement was delayed until the class of 2006. The passing rate for 10th graders has risen dramatically since the 2000-2001 test administration in both English-Language Arts and Mathematics. Table 28: CAHSEE Results from Grade 10 Year # Tested in English-

Language Arts Number Who Passed English Language Arts

# Tested in Math

# Who passed Math

2000-2001

158

75

47%

160

31

19%

2001-2002

74

30

41%

116

20

17%

2002-2003

162

123

76%

181

79

44%

2003-2004

169

110

65%

183

111

61%

2004-2005

179

138

77%

180

119

66%

2000-2001 administration was with the ninth grade. 2001-2002 administration was with tenth graders who did not pass the exam during 2000-2001 administration. Table 29: 10th Grade CAHSEE Passing Rate Results by Gender Year % of Males

Passing the ELA portion of CAHSEE

% of Females Passing the ELA portion of CAHSEE

% of Males Passing the Math portion of CAHSEE

% of Females Passing the Math portion of CAHSEE

2000-2001

46%

49%

22%

17%

2001-2002

41%

41%

23%

12%

2002-2003

NA

NA

NA

NA

2003-2004

64%

66%

58%

65%

2004-2005

69%

84%

66%

66%

2000-2001 administration was with the ninth grade. 2001-2002 administration was with tenth graders who did not pass the exam during 2000-2001 administration.

Grade Distributions Comparing grade distributions before and after the implementation of the 4 X 4 block schedule saw a few significant changes in the following:

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• Grades went up in the area of Mathematics. • The percentage of A’s went up in Art and Spanish. • The percentage of A’s dropped slightly, and the percentage of Fails increased

slightly. • Grades went down in Health Classes.

An analysis of grades is needed for the spring to determine the reliability of these statistical changes. Grade distributions (A’s and B’s) do not align with proficiency and advanced rates of the California Standards test. Table 30 :Spring 2005 Grade Distribution – Before the Implementation of the 4 X 4 Block Schedule. % of

Students Receiving an A

% of Students Receiving a B

% of Students Receiving a C

% of Students Receiving a D

% of Students Receiving a Fail

English 19% 24% 29% 16% 8% Math 8% 17% 25% 24% 21% Science 20% 25% 23% 12% 16% Social Studies

21%

23%

23%

14%

15%

Spanish 31% 25% 19% 11% 10% Computer Ed.

20%

30%

25%

14%

6%

Health Careers

17%

15%

26%

25%

16%

Art 39% 29% 16% 11% 1%

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Table 31 :Fall 2006 Grade Distribution – After the Implementation of the 4 X 4 Block Schedule % of

Students Receiving an A

% of Students Receiving a B

% of Students Receiving a C

% of Students Receiving a D

% of Students Receiving a Fail

English 15% 24% 29% 15% 13% Math 22% 19% 20% 20% 15% Science 28% 29% 19% 11% 10% Social Studies

19%

28%

24%

12%

14%

Spanish 40% 21% 20% 11% 6% Computer Ed.

17%

31%

29%

13%

8%

Health Careers

13%

14%

26%

28%

24%

Art 50% 24% 6% 12% 5%

SAT I The number of students taking the SAT has increased. The scores in Math have fluctuated in the past three years, but have remained within an eight-point range in the verbal score, and a sixteen-point range in the mathematics. Students are provided SAT tutoring on-campus through the Ivy West Program, and off-site through East Los Angeles Community College. More data analysis and programs are needed to improve these scores. Table 32: Scholastic Achievement Test (SAT I) Year Number of Students Tested Mean Verbal Score Mean Math Score1998-1999 47 371 384 1999-2000 71 403 398 2000-2001 31 394 413 2001-2002 67 376 389 2002-2003 56 417 442 2003-2004 63 405 421 2004-2005 68 407 426

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Table 33: Scholastic Achievement Test (SAT I) By Gender Year Mean Verbal

Score for Males Mean Verbal Score for Females

Mean Math Score for Males

Mean Math Score for Females

2001-2002

388

364

408

370

2002-2003

426

409

465

421

2003-2004

363

418

418

422

2004-2005

428

386

446

405

Advanced Placement The number of students enrolled in Advanced Placement courses has significantly increased. In addition, more students passed with a score of three or higher during the spring semester of 2005. The 4 X 4 Block schedule was modified to increase instructional time for AP classes. ELC also instituted an “AP Boot Camp” before the school year began for students taking AP classes to review important prerequisite knowledge, and to get a jump on AP coursework. Table 34: Advanced Placement Testing

Year AP Enrollment Advanced Placement Exams Passed

2002-2003 186 65 34.9% 2003-2004 200 89 44.6% 2004-2005 263 112 42.6%

Annual Yearly Progress

According to district sources the AYP scores are calculated based on the elementary and middle school data because an elementary location code is assigned to the campus. High school data was not considered. Obtaining data relating to the high school continues to be problematic because of the span school configuration, which is identified by an elementary location code at both the district and the state level. Our school met its targets in participation rate, but has failed to meet its AMOs in the California Standards Test. If our high school were measured separately using the CAHSEE results, we would have met its AMOs in two of the last three years. ELC evaluated CST data to find out why we have not met our CST AMOs, and determined the following.

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• Some of the current instructional strategies used by ELC were not meeting all the academic needs of English Language Learners.

• Though a number of teachers were implementing the backwards planning instructional model, backwards planning was not being implemented school-wide.

• ELC needs to promote more instructional “student talk” in classrooms to promote the development of “academic language”.

• ELC needs to implement school-wide instructional strategies to promote critical thinking skills among all students.

Table 35: AYP all Criteria - School wide (K-12) Year 2003 2004 2005AMOs Met Yea/NO

No

No

No

Table 36: AYP - Proficiency Levels Schoolwide & Subgroups

2003 ELA

2003 Math

2004ELA

2004 Math

2005 ELA

2005 Math

All Students Yes No Yes No No No African American N/A N/A N/A N/A N/A N/A American Indian or Alaskan Native

N/A

N/A

N/A

N/A

N/A

N/A

Asian N/A N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino N/A No Yes No N/A No Pacific Islander Yes N/A N/A N/A N/A N/A White (Not Hispanic) N/A N/A N/A N/A N/A N/A Schoolwide & Subgroups

2003 ELA

2003 Math

2004ELA

2004 Math

2005 ELA

2005 Math

Socioeconomically Disadvantaged

Yes

No

Yes

No

No

No

English Learners No No No No No No Students with Disabilities No No No No No No

• Our school has met all participation rate AMOs for all subgroups every year.

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API API scores are calculated school wide including the elementary, middle, and high school levels. Our school has more than doubled our academic growth target the past three years. Table 37: School wide API

2002 2003

2004

2002-2003

2003- 2004

2004-2005

Percent Tested 99 99 99 Percent Tested 99 99 99 API Base Score

518

560

586

API Growth Score

556

582

620

Growth Target 14 12 11 Actual Growth 38 22 34 Statewide Rank 1 1 1 Similar School Rank

2 2 1

Clubs and Activities Elizabeth Learning Center offers a variety of extracurricular activities to its students. These activities revolve around the six programmatic areas from the “Learning Supports” component. Activities are designed to help students with their academic needs and motivate them to continue their academic excellence. Activities that ELC offers to the students include the following: Academic Decathlon The Academic Decathlon is a ten-event scholastic competition for teams of high school students in the Los Angeles Unified School District. Each high school enters a team of nine students: 3 “A” or honor students, “B” or scholastic students, and 3 “C” students. The competition consists of over sixty schools that are involved in a two-day event of various mind-bending activities. Elizabeth Learning Center has a head coach, who organizes and prepares the selected students for the Academic Decathlon. The head coach works collaboratively with an assistant coach and various teachers to prepare the students for the competition. Elizabeth Learning Center has traditionally done well in this competition, receiving several awards. In the past three years, our school has scored in the upper half of the super-quiz competition. In the 2004 competition, our school scored in the upper 25% of all schools. This year, one of our 10th graders was one of the top eight individual scorers in the entire Los Angeles Unified School District. Adult Education Program The Adult Education Program offers students and parents a chance to improve their English skills by attending various ESL classes. The Adult Education Program also offers technology and citizenship courses. High school students who are not meeting graduation requirements also have the opportunity to attend adult education classes to help fulfill requirements for graduation or a GED. Elizabeth Learning Center and Adult Education are in discussions to establish child-care and increased Saturday classes.

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Best Friends The Best Friends Program provides 6-12th grade girls a supportive milieu to foster self-respect by providing the girls with a strong peer support mechanism as well as guidance from adult mentors. Beginning in 6th grade 20-50 girls are chosen to participate in the “Best Friends” Program. The program provides the girls with information about critical life choices, opportunities to role-play, and goal setting techniques. The program’s goal is to assist girls in making the right choices concerning drugs, alcohol, and sexual activity. Four teachers work together to provide the girls with at least 110 hours of guidance and instruction through group discussions, mentor meetings, fitness classes, nutrition classes, self respect classes, role model presentations, cultural activities and participation in the annual recognition ceremony. The program has received various recognition awards from the community honoring its involvement in volunteer work. HUB Cities Consortium The objective of the HUB Cities Consortium at Elizabeth Learning Center is to provide meaningful work experience and an array of year-round services to students between the ages of fourteen through twenty-one years old. The program and its providers coordinate and integrate activities and information, so the system is coherent and accessible for all youth. The Hub Cities program provides adult mentoring, job shadowing, career exploration, career guidance and counseling, twelve month follow up, leadership development, occupational skills training, paid/unpaid work experience, summer employment, supported services, and tutoring. After orientation and training, students are placed in classrooms or offices at ELC and work as teacher aids or office assistants. Intersession Classes Intersession, intervention, and enrichment classes in academic core areas are held during off track time (vacation) depending on space availability. The Beyond the Bell Extended Learning Academy holds nine Saturday classes three times a year for grades two through twelve. Two hundred to two hundred and fifty students attend each of these sessions. Juveniles At Risk The goal of the Juveniles At Risk Program (J.A.R.) is to help Elizabeth Learning Center students make better choices with their lives. The J.A.R. Program, sponsored by the Huntington Park Police Department, is an intensive 12-session course held every Saturday. The course is a combination of lectures, physical fitness training, community service, and field trips. It teaches students consequence awareness and responsibility. Leadership The Leadership class at Elizabeth Learning Center is composed of student body officers, class representatives, and other interested students. The group is responsible for planning activities for the entire high school, such as dances and activity nights. They also plan school rallies to promote unity among the students and increase school spirit, and supervise fund-raising activities. In addition, they recognize and promote good citizenship and responsible leadership. The Leadership group attends a week long clinic during their off track time at ELC in an effort to build their leadership skills.

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Nutrition Network The Nutrition Network teaches students the benefits of healthful eating and the importance of exercise. Students, parents, and teachers work together to create a Health Expo where parents get the opportunity to eat healthful snacks prepared by the students. Teachers receive monthly lessons about healthy food that they teach in their classrooms Rubber Band Club The Rubber Band Club perform public service in and around the community including serving food at homeless shelters and conducting food drives. Science Club The Science Club provides a variety of instructional activities revolving around science themes and concepts. Weekly meetings provide opportunities for scientific debate and flow of information. Activities include native plant restoration and recycling, environmental community service, meteor shower observations, various scientific excursions, and the creation and administration of diversity surveys Wilderness Adventures Club The Wilderness Adventurers Club offers opportunities to explore local mountains, to learn about the environment, and promote socialization skills. Several trips to the local mountains are planned each year. The students camp overnight and learn about the local habitat. Through pre- and post-teaching, students also learn healthy life styles. They may also go various sailing trips, including a one-week trip to Catalina Island. This experience gives students a chance to explore nature and promote positive social skills. Robotics Club The Robotics Club meets weekly with a professor from CSULB and 30 college students to build and program robotics projects for competitions. Health Academy Governance The Health Academy Governance team comprises of students and faculty advisors who meet weekly to organize and facilitate Health Academy events including fundraisers, blood drives, and the academy intervention program. Information Technology Governance The Information Technology Governance team comprises of students and faculty advisors who meet twice a week to plan activities for the Information Technology Academy. These activities include fundraisers, Parent Appreciation Night, Rush Day, and random acts of kindness. The Information Technology Academy Governance Team also publishes a newsletter called the “Tech Times”. The Bible Club The Bible Club is a student led club that meets weekly. The club provides a non-threatening place for students of all faiths to meet and discuss issues of interest.

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Reconstructing Democracy Club The Reconstructing Democracy Club provides an opportunity for progressively minded and politically active students to get together and engage in campaigns to inform the school community about various political issues of interest. Gay-Straight Alliance The ELC Gay-Straight Alliance (GSA) was created in the fall of 2005 as a result of a student desire to promote tolerance on campus. The group is an official chapter of the National GSA, and meets regularly for discussion, support, and activism. South Youth Services South Youth Services (SYS) is an after school program that promotes a positive environment for the students of Elizabeth Learning Center. This program affords academic and recreational opportunities to its participants. Moreover, the students learn self-respect, discipline, and respect for others. Sports Elizabeth Learning Center offers a variety of inter-scholastic sports for both boys and girls. Students can participate in Baseball, Soccer, Basketball, Softball, Volleyball, Cross-Country, Golf and Tennis at different levels (JV and Varsity). Students Run L.A. The mission of Students Run L.A. (SRLA) is to enable at-risk students to realize their potential, enhance their self-esteem and plot a new course for their future by providing them a truly life-changing experience, training for and completing a 26.2 mile marathon. Elizabeth Learning Center has participated in SRLA for the past five years. Over thirty-five students participated in the Los Angeles Marathon on March 2, 2003. Tutoring Programs After school tutoring classes are available to assist students a number of days a week. Vital Intervention and Directional Alternatives Program The Vital Intervention and Directional Alternatives Program (VIDA) at Elizabeth Learning Center is an intensive 26-week course designed to positively alter the lives of students. The program is open to students between the ages of 13-17 years. The program is a collaborative effort between families, law enforcement and community-based organizations. Students are referred to this program either by the courts or by a student’s parents. Yearbook The goal of the yearbook staff is to design three yearbooks for the three tracks at Elizabeth Learning Center. Students learn organizational skills and layout design. The Yearbook staff develop writing, photography, communication, and graphic design skills. Woodcraft Rangers Woodcraft Rangers is an after school program that provides 5-9th grade students at Elizabeth Learning Center with a wide range of activities. Each day a student participates, he receives a snack, homework assistance, and time in the club of his choice. Woodcraft

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Rangers provide students with activities in four different areas: seasonal sports, dance, drama, and arts and crafts.

School Policies and Programs

The ultimate goal of the governance structure is to keep stakeholder energy and work focused on the Elizabeth Learning Center Mission, Goals Statement, and the ELC Student Outcomes so that student achievement is at the forefront. The Site Management Council (SMC) consists of eighteen stakeholders, elected by their peers and organized across tracks. The council is a broad policy making body. SMC deals with the governance of the school. The focus is on establishing local policy and planning school direction. Under the SMC are committees that work to ensure that there is school- wide continuity. All teachers, coordinators, and administrators must belong to a school committee. Parents and classified employees are encouraged to attend committee meetings whenever possible and/or as a need arises. High school level students may serve on a committee. All committees make policy recommendations to the Site Management Council. Following are the ten committees and their primary functions: The Budget Committee determines the distribution of budget money. It determines expenditures for school wide services; allocates discretionary monies to committees; and monitors expenditures. The Scheduling/Facilities /School Safety Committee makes recommendations regarding school safety and plant maintenance as they relate to the instructional program. The committee plans earthquake drills in conjunction with the Crisis Intervention Team as well. The Arts Program Committee works to implement the arts into the Elementary Curriculum. The Curriculum and Assessment Committee looks at assessment and student data trends to develop programs and Professional Development that will improve instruction. The Athletic Coaches/Fitness Center determines school policies regarding Athletics and the Fitness Center Program. Future Endeavors Academy members work together to create a smaller learning community in which ninth graders develop skills for success in high school. New Teachers Committee includes representatives from administration, support staff, and veteran teachers to provide support to new teachers regarding everyday operational issues, instruction, classroom management, school procedures, and district policies. The Stakeholder Development Committee plans and implements school wide stakeholder development. It acts as a resource for information on stakeholder development opportunities, and plans and provides new teacher orientation

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The Co-Curricular Committee promotes school beautification in conjunction with Scheduling/Facilities. It plans assemblies and school wide fundraisers as well. The Learning Supports Component (LSC) oversees the six sub-committees aligned with the six programmatic areas. The six programmatic areas are: Classroom Focused Enabling, Student and Family Assistance, Home Involvement in Schooling, Support for Transitions, Community Outreach/Volunteers, Crisis/Emergency Assistance and Prevention. Families are large groups of teachers Pre-K through 12. They are organized by track and meet once a month. Out-of-classroom personnel select a family and attend meetings with that family for the year. The families can plan their own schedules, including Back to School Night, Open House and Parent Conferences within the guidelines of the Bargaining Unit agreement, LAUSD policy, and state regulations. Families serve as a vehicle for communication regarding vertical articulation, and work collaboratively to improve instruction. The English Learner Advisory Council (ELAC) and Compensatory Education Advisory Committee (CEAC) are councils of mandated stakeholder composition, with elected chairpersons. The representatives work in two arenas: at the site level and at the Cluster and District level. The responsibilities deal with providing input to advise the Budget Committee and the School Site Council regarding the expenditure of bilingual program funds; and provide input regarding the bilingual program. The School Site Council (SSC) is composed of the principal, four classroom teachers, one other school personnel, three parents or community members and three students. The primary function of the SSC is to develop a comprehensive school plan designed to improve student achievement and to assess the effectiveness of the program. It annually reviews the plan and establishes the compensatory education budgets. All parts of this governance structure are in place to keep stakeholder energy and work focused on student achievement. In this governance structure, everyone has a vested interest in student success. Each stakeholder has an opportunity and a responsibility to be heard and to participate in the business of establishing school wide policy that promotes student success.

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Conclusion Elizabeth Learning Center has undergone many changes over the years. ELC has grown from a one building campus with only elementary students and teachers, to a campus that now contains a number of buildings for both secondary and elementary students and teachers as well as many bungalows, a gym, a family center, and a health center. The students have also seen many new teachers and administrators throughout the years. With changes in staff it is difficult to keep up with the Urban Learning Center Design since constant professional development is needed to inform the staff on the design. Due to staffing changes it is imperative that all stakeholders continue to meet the needs of the students by working closely together. Staff development is the key to bringing everyone up to date with the District’s expectations. Staff members should continue to discuss these expectations that include the Principles of Learning in order to ensure that they are met. Although Elizabeth Learning Center has consistently met its API targets, the school will continue to emphasize improving student achievement in all core academic areas. The educational program still needs improvement, intervention strategies, use assessments to guide instruction, and access and equity for all students need be expanded. Elizabeth Learning Center, with strong leadership and commitment from all stakeholder groups will continue to address the needs of students, parents members and the community. Elizabeth Learning Center will continue to focus on meeting the needs of all students in an effort to close the achievement gap.

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Significant Developments At

Elizabeth Learning Center Since the Last Full Visit.

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Four By Four Block Schedule The year following our last full accreditation visit, our school looked at changing its modified block schedule. Under this old schedule, students went to three periods for two hours each period. Students attended periods one, three and five, or periods two, four and six during a school day. Many of the staff felt that the modified block schedule did not meet the academic needs of the students, and created many logistical problems for staff and students as well. Some of the concerns regarding the modified block schedule were:

• Students and teachers often did not meet for two days. This created discontinuity in the curriculum.

• Numerous bell schedules had to be created in order to keep the instructional minutes for each period balanced. Last year, the high school had nine different schedules, making it difficult for teachers to effectively plan their instruction. Students often had difficulty knowing which schedule to follow on a day to day basis.

• With the modified block schedule, students carried a six period load. • Teachers worked with 150-180 students in one semester, making it difficult to give

students individualized attention. • Teachers did not have a conference period for two days a week, making

collaboration and common planning difficult. • When students were absent, they missed the equivalent of two school days on a

regular schedule. We began to look at the four by four block schedule as an alternative. The school looked at the four by four block schedules used by San Marcos High School in Santa Barbara, and Poly High School in Los Angeles. An expert from District Six presented the pros and cons of this type of schedule to the faculty in the spring of 2005. The faculty subsequently voted to implement the four by four block schedule for the middle and high school instructional programs. Under the four by four block schedule, students receive four periods of instruction daily. Students attend class five days a week for approximately ninety-eight minutes daily under a normal schedule. An entire year’s curriculum is taught in one semester for each class under this schedule. With this, one semester is eight weeks long, and one quarter is a month long. Under a fully adopted four by four block schedule, all full year classes, such as English 10, are taught in one semester. Our high school decided to modify this schedule and allow most AP classes to be taught for the entire school year. The advantages to this schedule are:

• Students take four classes a semester, making it easier for them to concentrate on specific classes.

• Classes meet every day, improving continuity of the curriculum. • Teachers have a daily conference period, making common planning and

collaboration more consistent. • Per semester, teachers work with a smaller number of students. • Students will receive 80 credits per year, instead of 60 credits that a student would

receive in a modified block schedule. • This schedule allows students to take more elective classes.

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Some potential disadvantages of this schedule include:

• Instructional time for each course is slightly shorter (about 20 hours per year’s course) than a full years instructional time on a modified block schedule.

• Teacher class sizes may be slightly larger on average by one to two students. • Teachers are concerned about the CST results for students as a result of this

schedule. Particularly, teachers are concerned that student scores may be negatively affected if they take an English course the first half of the school, but not during the second half.

The school staff will review the four by four block schedule next year to determine if this schedule effectiveness in improving student achievement.

Future Endeavors Academy In the Spring of 2005, teachers and the administrative staff met to discuss ways to:

1. Ease the transition from middle school to high school 2. Ease the transition from the ninth grade to the academy program 3. Fully include the ninth grade students into Elizabeth Learning Center’s high school

smaller learning community. 4. Reduce the drop out rate among ninth graders. The drop out rates are traditionally

high among this group of students throughout LAUSD To resolve the above-mentioned concerns, the ninth grade teachers, support staff, and administrators worked together to develop the “Future Endeavors Academy”, which began with the freshman class in the fall of 2005. The Future Endeavors Academy is a small learning community designed to ease the transition from the middle school and ninth grade to upper-level academy programs. Emphasis is on developing good study habits, a strong sense of work ethic, and an awareness of civic responsibility. Academy teachers have been provided AVID training to assist students in the development of the study skills necessary to succeed in high school. This academy works to provide each student with a high quality, standards based integrated curriculum, and makes available the tools and resources needed for the acquisition of skills to be successful and productive members of society. The Future Endeavors Academy faculty meets regularly to monitor students’ progress, plan and discuss collaborative lessons, and articulates with the faculty from the upper level academies. Additionally, regular meetings with parents and other stakeholders are held on campus.

Program Improvement Status Though Elizabeth Learning Center has met its State API target goal every year and has raised its CAT scores, our school has not met all of the targets for the NCLB (No Child Left Behind) AYP (Adequate Yearly Progress) for the last three years. The state has decided that the testing targets for span schools would be based solely on the California

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Standards Tests for grades two through eight. Because of this failure to meet our testing targets for three years, Elizabeth Learning Center has been designated a “Program Improvement” level-two status school. Because of our “Program Improvement” status, there have been a number of requirements (mandates) that Elizabeth Learning Center has adhered to. Elizabeth Learning Center has appropriated 10% of its Title I funds for professional development. Elizabeth Learning Center has offered parents the opportunity to send students to a “non- program improvement” school. To this date, no parent has accepted this offer. ELC has also provided students who scored below proficiency on the CST exams, and who have not passed the CAHSEE with intervention classes on Saturdays through the Extended Learning Academy. LAUSD has also offered additional intervention support through private programs (worth up to $1500) to students scoring “below basic” on the California Standards Test. Administration, support staff, and community representatives meet regularly to assess and implement the various elements of the “single plan for student achievement” to monitor, and support a quality standards based instructional program which ensures that all students and subgroups meet proficiency as it applies to the California state standards.

Beyond the Bell The Beyond the Bell program was implemented by the Los Angeles Unified School District to provide students with quality after-school programs that: focus on student interests, and help to improve student achievement throughout the district. In the spring of 2004, LAUSD assigned a “Beyond the Bell” administrator to Elizabeth Learning Center. This administrator was charged with implementing the “Beyond the Bell” after-school and Saturday Extended Learning, Elizabeth Learning Center’s after-school tutoring programs, and the inter-session program. Saturday intervention classes are offered to students who need assistance in passing their English or math classes, or were scoring below proficiency on the California Standards Test. CAHSEE prep classes are also offered on Saturdays for students who need assistance in passing the CAHSEE exam. These classes are held nine Saturdays per session three times a year. The Beyond the Bell program provides the majority of the direct intervention programs at our school.

Curricular Changes Since the last full accreditation visit, there have been a number of curricular changes in the high school including:

• Tenth graders now take World History, aligning our social studies curriculum with the state social studies curriculum guidelines. Previously, this course (a graduation requirement) was given to students in the ninth grade.

• With the four by four block schedule, more electives are being offered to meet the student academic needs and interests. These elective courses include World Geography, Psychology, and Mexican American Literature.

• The four by four block schedule allows athletes to take period four (last period) team sports. Students taking this class will be able to participate in inter-scholastic

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competitions without missing academic instruction in other classes, a major problem with the modified block schedule.

• The career element of the Health Careers Academy has been integrated into the science classes, affording more integration of school-to-career curriculum into the core academic classes.

Articulation changes

Since the last accreditation visit in 2003, there have been a number of changes in the high school relating to the articulation. These opportunities include the following:

• Administration and support staff meets weekly to discuss the implementation of the single site plan as it relates to instructional support.

• The administration meets weekly to discuss instructional and operational issues. The single site plan, professional development and weekly classroom visits are among the topics discussed.

• The three academies meet at regular times to discuss instructional issues. • In the school’s family meetings, high school, middle school, and elementary

teachers are paired together to share best practices and to improve learning environments.

• This year in the middle school, there are more professional developments by department, which discuss instructional issues. Data is analyzed, best practice instructional strategies are shared, and student work is examined and discussed. Later this semester, the high school will be included in these professional developments by department.

• To provide more communication with parents, our school has implemented the following: 1. A monthly newsletter/calendar is sent out to the parents communicating news,

events, and celebrating achievements of the school in English and Spanish. 2. The number of parent conference nights has doubled. More bilingual

translators are being provided at these conferences. 3. More parent information meetings are being held.

• The single site plan is reviewed with parents and the School Site council, the Title I Advisory Counsel, and the Bilingual Advisory Counsel. • The principal now holds a bi-monthly “Coffee with the Principal” event to discuss

parent concerns, and community issues. • Administration and support staff meet once a month with local police and city

officials to discuss common safety concerns within the city of Cudahy. • An administrator attends the monthly city town hall meetings.

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Operational and Enrollment Issues Since the last accreditation visit in 2003, there have been several Enrollment and Operational changes that have occurred, including the following:

• When the boundaries of the Ellen Ochoa K-8 Span school changed, enrollment at Elizabeth Learning Center dropped by over 100 students at the elementary level, and 100 students at the middle school level. As a result of this enrollment change, more classroom space opened up to secondary students, and teachers no longer had to travel during the instructional day.

• Construction and modernization funds are allowing Elizabeth Learning Center to modernize the school’s phone system. Among the additions include the installation of phones, bell systems, computer network drops, and alarms in classrooms throughout the school. These improvement projects are to be completed before the end of the school year. Elizabeth Learning Center plans to build a two-story bungalow to replace the older bungalows, and a newer, larger auditorium and cafeteria. Construction on these projects will begin sometime next year.

College Center

With funding assistance from UCLA partners, Elizabeth Learning Center’s “College Center” opened in the fall of 1994. This center has computers, Internet access, and college information for students to look up college and post-secondary information, apply to the post-secondary institution of their choice, apply for financial aid, and register for college entrance examinations. The school’s high school counselor is housed in the college center to provide college counseling services to our high school students.

Staffing Changes Since the last full accreditation visit, there have been a number of staff changes including the following:

• The school has three administrators who are new to the school, including the “Beyond the Bell” Administrator.

• Due to district norming changes, the high school now only has one high school counselor, instead of two, as was the case when the last accreditation team visited.

• Due to funding cuts this year at UCLA, the high school lost the CERC worker from UCLA who worked and provided college counseling in the college center.

• Both the Health Academy and the Information Technology lead teachers left the school to pursue positions at other schools.

• Three math teachers have left the high school math department. One new math teacher has been hired to replace these instructors, and one middle school math teacher moved from the middle school to the high school to replace the other vacated high school teaching position.

• One of the Spanish instructors left the school to pursue a position outside the district. A new teacher was hired to take her place.

• Three of our science teachers have left the school. Their positions were filled with one new hire, and two teachers who came from our middle school.

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• Two English teachers left the school to pursue other positions. They were replaced with one new teacher, and one of the high school math teachers, who is fully credentialed in English.

• Both SDC instructors have left the school. They were replaced by one of Elizabeth Learning Center’s RSP instructors, and one new teacher from the middle school.

• The high school RSP instructor left the school to pursue a position at a private school. This position was filled by one of the high school’s SDC instructors.

• Due to funding cuts our school cut the position of curriculum coordinator. • Due to funding cuts, the school’s psychiatric social worker and the Family Center

Director were combined into one position. • The Title I Coordinator resigned this position to pursue a teaching position. The

position was filled by the curriculum coordinator. • The Dean left the school to take an administrative position in another district. The

position was filled by one of the school’s SDC instructors.

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Implementation and Monitoring The School Wide Action Plan

(Single Plan for Student Achievement or “SPSA”)

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The staff at Elizabeth Learning Center designated the “Single Plan for Student Achievement” as the high school’s self-study action plan. This plan was reviewed on an annual basis by all stakeholders and includes administrative support. Last spring, the entire faculty met for a school-wide needs assessment, including any barriers to learning, as well as student achievement. This data was used by the administrative and support staff to modify the “Single Plan for Student Achievement”. Throughout the school year, all action steps and goals listed within the action plan were discussed and implemented. Administration and support staff met regularly to evaluate the progress made towards these goals. At the beginning of July, the three high school academies met to discuss the upcoming accreditation report. At this time, each academy teacher described all the changes that were made since the last accreditation visit. At the first high school staff meeting of the year, the accreditation process was described in detail. A follow-up committee was chosen from administration, support staff, lead academy teachers, UTLA, and various other faculty members. This group described the changes made in the high school since the last accreditation visit in 2003. The high school staff was broken into their original focus groups, and addressed the progress made in the five critical areas for follow-up. The administrative team held regular meeting regarding the critical areas of improvement. Parents and students met and addressed the critical areas for improvement that were of particular concern and or interest to them. That data was used in writing this report. The document was reviewed and edited by members of the follow-up committee, administration and support staff. The revised document was also presented to parents and faculty for their review and possible revision as well. Once all stakeholders had the opportunity to respond and give input to the report, the document received a final edit and published.

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Progress Made On

The Identified Critical Areas of Improvement

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The WASC Accreditation Visiting Committee report for Elizabeth Learning identified six critical areas our school needed to address in order to improve its overall instructional program. Elizabeth Learning Center has reviewed, analyzed and developed strategies and programs to address these Critical Areas of Improvement, not only in the high school, but throughout the entire K-12 program. These strategies and programs have been integrated into the school’s “Single Plan for Student Achievement”, which now serves as the high school’s school-wide action plan. Future plans to address these critical areas of improvement have been made as well. Elizabeth Learning Center’s progress in the identified critical areas of improvement as well as future plans to further address these areas are described in the following section. 1. Increase Articulation

• School wide – between academies, content area teachers, grade levels, transitions K-12.

• Stakeholders (including governance committees) – to better understand their roles in student learning.

• Data analysis – training in the use of data to drive instruction. Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Administration meets with coaches and coordinators weekly concerning the “Single Plan for Student Achievement” (SPSA), overall instruction, and professional development

1. Alignment of strategies to implement all elements of the“Single Plan for Student Achievement”. 2. Coordination of a quality professional development program, and effective instruction practices.

1. Coaches meeting sign-ins 2. Agendas 3. Handouts 4. Professional development plan 5. Coordinator’s notebook

SPSA (04-05) Modifications Pg 13 Bullet 5 Under “Actions for Improvement”

The administrative team meets weekly to discuss the SPSA implementation, professional development, overall instruction, leadership and data.

1. Alignment of strategies to implement all elements of the SPSA. 2. Coordination of a quality professional development and instructional program.

1.Administrative team sign-ins 2. Agendas 3. Handouts

SPSA (04-05) Modifications Pg 43 – under monitoring of the Modifications

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Activity/Strategies/Programs

Outcomes Evidence SPSA Alignment

The three academies meet at regular times to discuss instructional issues.

1. Common instructional issues, such as the master program, the 4 X 4 block, academy requirements, certification requirements, A-G college entry requirements, graduation requirements curricular projects, and academy business partnerships are discusses. 2. Student needs are addressed (example, aligning the Junior project for both academies with the LAUSD community service graduation requirement), and at-risk student programs such as def-con.

1. Agendas 2. sign-ins 3. Goals of academies 4. Def-Con contracts 5. Academy 3- day professional documents

SPSA (04-05) Modifications Pg 43 – under monitoring of the SPSA.

In the school’s family meetings, high school teachers and elementary teachers are paired together to share best practices.

Improvement in high school learning environments, and shared instructional strategies.

1. High School learning checklists 2. Family meeting agendas 3. Teacher triad lists

Pg 87. # 1 Under Measurable Solutions SPSA 2003

A bi-monthly school newsletter is sent out in, English and Spanish, to the parents communicating news of the school.

More information disseminated to the parents such as safety, instruction, parent participation, etc.

Newsletter SPSA (04-05) Modifications Pg 17 # 3 under Parents

To provide more communication with parents, the number of parent conference nights have doubled. More bilingual translators are provided at these conferences.

Parents are provided with more information concerning their child’s academic progress in a timely manner.

1. Parent conference sign-ins 2. Parent conference mailings/ notifications

SPSA (04-05) Modifications Pg. 14 # 1 Pg. 17 # 1 under School Staff Pg 14 # 1

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

More parent information meetings are being held with information and handouts being provided in English and Spanish

Parents are more informed about academies, as well as graduation, college entrance requirements and the CAHSEE.

1. Parent meeting handouts 2. parent meeting agendas 2. Parent Meeting notifications/ mailings

SPSA (04-05) Modifications Pg 14 # 1

The “Single Plan for Student Achievement” is being discussed with parents and the School Site council, the Title I Advisory Council (CEAC), and the Bilingual Advisory Counsel (BEAC).

The school’s instructional goals are shared with all parent advisory councils

1. Council meeting sign-ins 2. Council meeting agendas

SPSA (04-05) Modifications Pg 43 # 1 under Description of the monitoring process. Pg 14 # 1

The principal holds a bi-monthly “Coffee with the Principal” event to discuss any parent concerns. Guest speakers are invited.

Parents are given additional opportunities to ask questions and to voice concerns

1. Agendas 2. Sign Ins 3. Weekly Bulletin

SPSA (04-05) Modifications Pg 14 # 1

Administration and support staff meets once a month with local police, local district support staff, and city officials to discuss mutual safety concerns within the city of Cudahy and outlying areas.

Improved communication between the school, local police and the city concerning community safety issues.

1. Agendas 2. sign-ins 3. Handouts

Under General Design of ULC Program

An administrator serves as a school liaison to the community at the monthly city “Town Hall” meeting.

Improved communication between the school, local police and the city concerning community safety issues.

Handouts and agendas from meeting.

Under General Design of ULC Program

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Members of the School’s Secondary Literacy Cadre (teachers from all core instructional areas) meet three times a week to discuss best practices as it applies to literacy, and to look at student work.

Best practices will be spread throughout the entire literacy cadre, and ultimately throughout the secondary school.

1. Teacher interviews 2. Classroom observations

Pg 87. # 1 Under Measurable Solutions to Research Based Instructional Practices. SPSA 2003

Administration meets with staff to share disaggregated CST data.

Develop strategies using data to drive instruction

Handouts and agendas from meeting

SPSA (04-05) Modifications Pg. 26 # 3 under Objectives with outcomes.

Faculty has met with students to discuss and explain individual CAHSEE results to students.

Students will be aware their academic progress based on proficiency of the California standards

1. Teacher interviews 2. Student interviews

Not in current SPSA. May be introduced in 2005-2006 SPSA modifications.

In addition to the following activities, Elizabeth Learning Center is developing plans to do the following in regards to increasing articulation. Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

The Future Endeavors Academy teachers will meet with the Eighth Grade Teachers to collaborate on middle school transition to high school. This is already being done with the fifth and sixth grade teachers.

Ninth Grade students will have an easier transition to the high school.

Agendas Pg 87. # 1 Under Measurable Solutions to Research Based Instructional Practices. SPSA 2003

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

There will be an increase of department meetings to discuss instructional issues.

Data and student work will be analyzed, and successful practices shared.

1. Future department meeting agendas 2. Future department meeting sign-ins

SPSA (04-05) Modifications 1. Pg. 26 # 3 2. Pg. 28 # 2

Administration and support staff will hold Saturday and evening meetings with parents to discuss standards based instruction and the CST results, both individually and school-wide.

Parents will better understand the California Standards Test and standards-based instruction to work with the school to improve academic achievement.

1. Meeting agenda 2. Meeting handouts

SPSA (04-05) Modifications Pg 14 # 1 Under “Actions for Improvement” Parent and Community Involvement

2. Assessment and Accountability Practices Development and implementation of an effective assessment and accountability model with appropriate benchmarks and analysis of data, including, but not limited to:

• School-wide • Academies • Content Areas • Classrooms

This past year and a half, ELC, with the assistance of Local District 6, has worked on developing the following assessment and accountability model which helps drive instruction throughout the entire school;

• ELC and Local District 6 are using CST and CAHSEE disaggregated data and LEP redesignation rates as the initial data to develop instructional strategies and practices.

• The school has decided to use a five percent improvement mark annually in LEP redesignation rates, CST proficiency rates, and CAHSEE passing rates in the 10th grade as the annual target for improvement, with meeting the school’s AMO’s (Annual Measurable Objectives) as the long range target as well.

• The school is utilizing LAUSD’s Periodic Assessments and Instructional Guides, and is in the process of developing internal assessments for benchmarks.

• Administration, coaches and teachers are to analyze CST and CAHSEE data to develop instructional strategies.

• Instructional Coaches, Cadre Teachers and Department Lead Teachers will be responsible to present and model these instructional strategies to teachers in professional developments.

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• Teachers will be responsible for implementing these strategies in the classroom, and administering the District’s Periodic Assessments, and internal assessments, when developed, as formative assessments.

• Coaches and teachers will look at the benchmark data (Periodic and Internal Assessments) to analyze, and possibly modify instruction.

• Administrators are responsible to monitor classroom instruction to ensure instructional practices presented at professional developments are integrated into classroom practices.

While our school has successfully implemented a model of looking at data to improve the instructional component of the school, our school is still in the process of developing and utilizing assessments in developing appropriate benchmarks. Before the fall of 2005, middle school, ninth, and tenth English and math courses (up through Algebra I) utilized the LAUSD Periodic assessments to determine appropriate benchmarks. In the fall of 2005, the secondary program switched to a 4 X 4 block schedule, which conflicted with the rest of LAUSD’s periodic assessment implementation schedule. Next year, all LAUSD schools using the 4 X 4 block schedule will be provided support in utilizing the periodic assessments. In the meantime, the secondary English-Language Arts and Math Departments are utilizing periodic assessments which have been previously administered, and disaggregate the data from these assessments without computer assistance. The English-Language Arts Department is developing a comprehensive writing assessment, including prompts, rubrics, and anchor papers to be administered to all ninth and tenth grade students. (See table on page 52)

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Local District looked at redesignation data, and determined that there needed to be better instruction for English Language Learners. Local District 6 has provided professional development to administrators concerning the use of scaffolding strategies for English Language Learners such as word walls, wait time, think-ink-pair sharing and thinking maps

1. Administrators and Support staff will provide training utilizing these scaffolding strategies. 2. Teachers will use these strategies in the classroom 3. The Redesignation rate for English Language Learners will improve.

Administrative Academy agendas, handouts

2003 SPSA Pg. 116 # 1 under Action Steps for Leadership

The administrative team meets regularly to look at data, look at the data instructional implications to develop a quality professional development program.

Coordination of a quality professional development and instructional program based on the analysis of assessment data.

1. Administrative team meeting sign-ins 2. Agendas 3. Handouts

SPSA (04-05) Modifications Pg 43 – under monitoring of the Modifications

Administration meets with coaches and coordinators to look at data, look at the data instructional implications to develop a quality professional development program.

Coordination of a quality professional development program, and effective instruction practices.

1. Coaches meeting sign-ins 2. Agendas 3. Handouts 4. Professional development plan

SPSA (04-05) Modifications Pg 13 Bullet 5 Under “Actions for Improvement”

Administration meets with staff to share disaggregated CST data to inform instruction.

Data is used to develop strategies to drive instruction.

Handouts and agendas from meeting

SPSA (04-05) Modifications Pg. 7 # 4 under Actions for improvement, AMOs

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Coaches, coordinators, and administrators conduct professional developments where research based instructional practices are presented to the faculty.

Research based instructional practices will be integrated into all classrooms. These were the strategies discussed in administrative and support staff meetings, and were determined to be the strategies that would improve student achievement, based on assessment data analyzed.

1. Professional development meeting agendas, handouts

SPSA (04-05) Modifications Pg. 7 # 4 under Actions for improvement, AMOs

Last year’s Periodic assessments are being given in the English-Language Arts and Mathematics Departments. The results of these assessments will be disaggregated by the English and Math Departments to determine areas of weaknesses for re-teaching and re-designing instruction.

This disaggregated data will be used to determine whether benchmarks for instruction are achieved. This data will help the English and Math Departments determine whether instruction is helping students meet the proficiency levels of the standards, or if more scaffolding of instruction is needed.

1. Periodic assessment results 2. Department meeting agendas

SPSA (04-05) Modifications Pg. 8 # 1 under Actions for improvement, AMOs

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

More high school teachers are using rubrics in assessing classroom assignments.

The use of rubrics will help establish appropriate benchmarks in assessing both student work and instruction.

Instructional rubrics.

SPSA (04-05) Modifications Pg. 8 # 5 under Actions for improvement, AMOs

Rubrics are used in evaluating academy projects.

The use of rubrics will help establish appropriate benchmarks in assessing both student work and instruction.

Academy project rubrics

SPSA (04-05) Modifications Pg. 8 # 5 under Actions for improvement, AMOs

Departments within the secondary level have assigned expository writing prompts, and have looked at and analyzed student work.

The development of quality expository writing within all instructional academic core subjects.

Expository writing samples

SPSA (04-05) Modifications Pg. 8 # 5 under Actions for improvement, AMOs

In addition to the previously mentioned activities, Elizabeth Learning Center is developing plans to do the following in regards to designing implementing an effective assessment and accountability model within the high school. (See table on page 55)

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Edusoft will be able to support schools using the four by four block schedule with standards based periodic assessments in English, Mathematics, and Science in the 2006-2007 school year. Standards based periodic assessments will be available to the Social Studies department in the 2007-2008 school year.

Edusoft will be able to disaggregate data from these assessments in a quicker and timelier manner. This disaggregated data will be based on assessments from the California content standards. This data will help the English and Mathematics Departments on determining whether instruction is helping students meet proficiency of the standards, or if more scaffolding of instruction is needed.

1. Future department meeting agendas 2. Future periodic assessment data

SPSA (04-05) Modifications Pg. 8 # 1 under Actions for improvement, AMOs

Teachers within the Literacy Cadre are in the process of developing internal assessments for all core academic departments. These assessments will be completed for the beginning of the 2006-2007 school year.

The results of these assessments will help departments in determining whether student achieved established benchmarks, and the effectiveness of current and future instruction.

Future internal assessments

SPSA (04-05) Modifications Pg. 8 # 5 under Actions for improvement, AMOs

Starting in spring 2006, Academy application essays and expository writing samples of eighth grade students entering the high school will be given to the Future Endeavors Academy Teachers.

Ninth grade teachers will have writing samples to evaluate the strengths and weaknesses of students before instruction is planned.

Academy application essay samples and expository writing samples.

SPSA (04-05) Modifications Pg. 8 # 5 under Actions for improvement, AMOs

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Departments within the middle school have assigned expository writing prompts, followed by looking at and evaluating student work. The high school will begin this process during the second semester

The development of quality expository writing within all instructional academic core subjects.

Expository writing samples.

SPSA (04-05) Modifications Pg. 8 # 5 under Actions for improvement, AMOs

3. Implementation of Standards based Curriculum and Instruction Standards based curriculum and instruction needs to be implemented school-wide and in all courses utilizing the district’s backward planning model Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

All teachers have curricular guides based on the California content standards.

Teachers will refer to the guides in developing their curriculum and lesson plans.

District Instructional guides.

2003 SPSA Pg. 80 #1 Bullet # 1 under “Alignment of Standards, Curriculum, and Assessment.

Support staff has provided professional development for all teachers in implementing a standards based curriculum utilizing the backwards planning model

More teachers are familiar with, and are utilizing the backwards planning model in implementing a standards based curriculum

Professional development agendas, handouts

SPSA (04-05) Modifications Pg 28 #2 under “Objectives with Outcomes”

Specific training has been provided math teachers in “unpacking standards” and other elements of “backwards planning” model in department meetings and individual conferences with teachers.

Math teachers are beginning to implement “backwards planning strategies”

1. Math department meeting agendas 2. Classroom observations

SPSA (04-05) Modifications Pg 26 # 1 under “Objective with Outcomes”

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Administrators visit classrooms once a week to look for evidence of a standard’s based curriculum.

Teachers will be expected to implement a standards based curriculum in their classroom

1. Classroom visitation lists 2. Standards based instruction checklists

2003 SPSA Implementation of Pg 92 # 1 under Action Steps.

A professional development expert from ASCD provided the high school staff all day professional development concerning the “Understanding by Design” backwards-planning model.

All teachers will have a strong understanding of, and will begin to implement the “Understanding by Design” backwards-planning model.

Professional development agenda, handouts

2003 SPSA Pg. 116 # 1 under Action Steps for Leadership

The professional development expert from ASCD will meet with administrators to discuss methods of supporting teachers in implementing the “Understanding by Design” backwards-planning model.

Administrators will provide support for teachers in implementing the “Understanding by Design” backwards-planning model.

Administrator interviews.

2003 SPSA Pg.116 # 1 under Action Steps for Leadership

Both the “Understanding by Design” book and workbook has been purchased for every teacher, support staff member, and administrator.

Training and support using the “Understanding by Design” backwards planning model

Purchase order for “Understanding by Design” book and workbooks

2003 SPSA Pg. 116 # 1 under Action Steps for Leadership

Teachers from different academic levels collaborate to develop learning environments that foster standards based instruction.

Room environments in all classrooms that foster standards based instruction.

1. Family meeting agendas 2. Room environments

2003 SPSA Pg 111 # 1 under “Action Steps”

A selection of administrators, teachers, and support staff attended the national ASCD “Understanding by Design” conference in March.

The staff who attended the conference will provide more support concerning backwards planning.

1. Conference handouts 2. Professional development agendas

2003 SPSA Pg. 116 # 1 under Action Steps for Leadership

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In addition to the following activities, Elizabeth Learning Center is developing plans to do the following in regards implementing a standards based curriculum (and instruction) that utilizes the district’s backwards planning model. Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

The professional development expert from ASCD will return to our school for two days to work with individual departments for a half-day to assist teachers in the developing a “Understanding by Design” backwards-planning model in their curriculum and instruction.

All teachers will continue to implement the “Understanding by Design” backwards planning model

1. Agenda for ½ day Department trainings 2. Teacher curriculum and lessons

2003 SPSA Pg. 116 # 1 under Action Steps for Leadership

4. Use of Research Based Instructional Practices Implementation of appropriate instructional strategies by all staff that address and Foster high-level expectations for all students, for example:

• Differentiated Instruction and utilization of varied strategies. • English Language Learner strategies. • Special learning needs of all learners. • Insuring Active Learners who participate in addressing their own learning.

Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Teachers and staff have been provided training and workbooks using “thinking maps” in their curriculum and instruction in all content areas.

Utilization of thinking maps to scaffold higher thinking skills, and accessing a more rigorous curriculum

1. Professional development agendas 2. Lesson plans utilizing thinking maps 3. Classroom observations

SPSA (04-05) Modifications Pg 8 # 4 Under “Actions for Improvement” 2003 SPSA Pg. 116 # 1 Under “Action Steps for Leadership and Organization”

Local District 6 has provided professional development to administrators concerning the use of scaffolding strategies for English Language Learners

Administrators and Support staff will provide training utilizing these scaffolding strategies.

Administrative Academies Agendas, handouts

2003 SPSA Pg. 116 # 1 under Action Steps for Leadership

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Activity/Strategies/Programs Outcomes Evidence SPSA Alignment

District 6 has trained content cadre teachers to use strategies such as “talking to the text”, and using primary resources to promote literacy strategies in the classroom

Cadre teachers will share strategies with teachers within their respective departments

Content cadre meeting agendas

Pg. 116 # 1 under Action Steps for Leadership 2003 SPSA

Professional Development has been provided to train teachers in strategies promoting student interaction such as “Think-Ink-Pair Share”, and “Wait Time”.

More Student Interaction will promote academic language development for English Language Learners in the classroom.

Professional development agendas

SPSA (04-05) Modifications Pg 8 # 4 Under “Actions for Improvement”

Administrators will look for use of research based instructional practices in their evaluations of teachers.

Teachers will be expected to utilize the research based instructional practices.

Administrator interviews

2003 SPSA Implementation of Pg 92 # 1 under Action Steps.

Administrators visit classrooms once a week to look for evidence of a research based instructional practices

Teachers will be expected to utilize the research based instructional practices which they received training in on a regular basis.

1. Classroom visitation lists 2. Classroom visitation checklists

2003 SPSA Implementation of Pg 92 # 1 under Action Steps.

All students with special needs that are identified as needing resource specialist support are 75% included in the regular classroom, with the resource specialist providing assistance and co-teaching with the regular teacher.

RSP students will have access to a standards based instructional program.

High school master program.

2003 SPSA Pg 123 # 1 under Action Steps –Special Education Compliance

25% of all students with special needs who are identified as SDC students are fully included in the regular classroom in Several core academic areas, with the SDC instructor providing assistance and co-teaching with the regular teacher.

SDC students will have access to a standards based instructional program.

High school master program

2003 SPSA Pg 123 # 2 under Action Steps –Special Education Compliance

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In addition to the previously mentioned activities, Elizabeth Learning Center is developing plans on implementing the following instructional strategies to address and foster high-level expectations for all students. Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Teachers and staff will be provided books on, and training with using “thinking maps” in developing writing skills.

Utilization of thinking maps to scaffold higher thinking skills, and accessing a more rigorous curriculum and promoting writing across the curriculum

1. Professional development agendas 2. Lesson plans utilizing thinking maps

SPSA (04-05) Modifications Pg. 23 # 3 under “Objectives with outcomes”

5. Revision of the school-wide action plans that include:

• Staff and stakeholders training in effective school-wide planning. • Self-Study Action plans need to be revised to include and adequately address:

a. School wide initiatives focusing on learning and assessment. b. Measurable objectives that address student outcomes. c. Appropriate benchmarks to measure student progress and success. d. Monitoring and accountability of overall plan.

• Integration of the Self-Study Action Plans into the Single Plan for Student Achievement.

Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

The Staff decided to use the “Single Plan for Student Achievement” as the Self Study Action Plan.

The SPSA will be the document that will monitor student achievement for the entire school.

SPSA

Recommendation of 2003 Accreditation Committee.

The SPSA is reviewed/revised annually based on previous outcomes

The SPSA is reviewed and modified by all stakeholders based on student outcome and needs

SPSA modifications

SPSA (04-05) Modifications Pg. 43 Under “Description of School Monitoring Process

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Activity/Strategies/Programs Outcomes Evidence SPSA Alignment

Administrators and coaches meet weekly to discuss the instructional elements of the SPSA

Support staff and administration will provide training to teachers in order to implement the instructional elements of the SPSA

Weekly coaches meeting agendas

SPSA (04-05) Modifications Pg. 43 Under “Description of School Monitoring Process

Administration looks at student data to monitor student progress in their administrative team meeting

Data is utilized to drive instruction, and to monitor the benchmarks and student outcomes stated in the single site plan.

Weekly administrative team meeting. agenda

SPSA (04-05) Modifications Pg. 43 Under “Description of School Monitoring Process

Administrators discuss the progress of the Single Site Plan and its implementation

Administration will be accountable for the implementation of the single site plan.

weekly administrative team meeting. agenda

SPSA (04-05) Modifications Pg. 43 Under “Description of School Monitoring Process

The School Site Council regularly monitors the SPSA.

All stakeholder group representatives are informed of the progress made regarding the student achievement goals and outcomes written into the SPSA

School Site Council agendas

SPSA (04-05) Modifications Pg. 43 Under “Description of School Monitoring Process

Staff meets annually to perform a needs assessment relating to student achievement and “barriers to learning” in order to assist in the monitoring of the SPSA

The needs assessment provides the necessary information to modify the SPSA, if needed

1. Agendas 2. SPSA modifications

SPSA (04-05) Modifications Pg. 43 Under “Description of School Monitoring Process

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Activity/Strategies/Programs

Outcomes

Evidence

SPSA Alignment

Administration meets with staff to review disaggregated data in order to monitor the progress of students.

Data is utilized to drive instruction, and to monitor the benchmarks and student outcomes stated in the single site plan.

Professional development agenda.

SPSA (04-05) Modifications Pg. 43 Under “Description of School Monitoring Process

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Progress in Implementing The School-Wide Action Plan

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At the last accreditation visit, the committee recommended that the school merge the Self-Study Action Plan, and the Single Plan for student Achievement. After the visit, many of the elements of the Action Plan were revised. The following year, elements of the Single Site Plan were revised. After reviewing the Single Site Plan and the Self-Study Action plan, it was decided that the high school would utilize the single site plan as their action plan for several reasons.

• The district now allows high school needs to be addressed in the single site plan. Previously, the district directed the school to make the single site plan a K-8 document. Although many of the elements of the single site plan could be applied to the entire school, in the district’s eyes, elements of the high school were not to be included in the document. Now the single site plan covers the entire school.

• All stakeholders are required to monitor, give input on, and to revise the single site plan when appropriate. Utilizing this document as the self-study plan would ensure that accreditation issues would be regularly monitored.

• This plan is being actively monitored and implemented by the administrative, support and teaching staff.

At this time, most of the elements of the school’s single site plan (school-wide action plan) are being carried out. Almost all elements of this plan have been described above in the action steps which address elements of critical need.