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John Marshall High School – LAUSD Smaller Learning Communities

School SLC Impact Report

DRAFT Updated: 4/25/08 re: typos SCHOOL SLC IMPACT REPORT

SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Total Number of SLCs Proposed: 8 ________________________________ ________________________________ Principal’s signature Date _________________________________ ________________________________ UTLA Chapter Chairperson’s signature Date _________________________________ ________________________________ School Site Council Chairperson‘s signature Date



DRAFT Updated: 4/25/08

For submission to Los Angeles Unified School District

COVER SHEET

Name of School: John Marshall Senior High School Location Code: 8750 School SLC Contact: Name: Daniel Harrison Title: Principal

Mailing Address: 3939 Tracy Street Los Angeles, CA 90027 Telephone #: (323) 671-1400

Fax #: (323) 665-8682 Email: [email protected]




TABLE OF CONTENTS

TRANSITION PLAN FOR CALENDAR CHANGE TO SINGLE TRACK .................................................. 1 PROPOSED SCHOOL-WIDE SUMMARY OF SLCS FOR 2008-2009.......................................................... 3 TIMELINE FOR ROLLOUT OF SLCS ............................................................................................................... 4 SLCS BY TRACK ..................................................................................................................................................... 5 SLC SUMMARIES ................................................................................................................................................... 6 DISPUTE/CONFLICT RESOLUTION PLAN .................................................................................................... 9 USE OF SPACE....................................................................................................................................................... 10 CLASS/BELL SCHEDULE................................................................................................................................... 11 COLLABORATION AND PROFESSIONAL DEVELOPMENT TIME...................................................... 12 STAFFING ............................................................................................................................................................... 13 SCHOOL-WIDE PROGRAMS AND ACTIVITIES......................................................................................... 16 STUDENT INTERVENTIONS............................................................................................................................. 17 STUDENT CHOICE............................................................................................................................................... 18 COMMUNITY RESOURCES/PARTNERSHIPS W/ PARENTS .................................................................. 19 COMMUNITY RESOURCES/PARTNERSHIPS W/ COMMUNITY .......................................................... 20 BY-LAWS: SMALL LEARNING COMMUNITIES CAMPUS COUNCIL................................................. 21



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Transition Plan for Calendar Change to Single Track Return to Table of Contents

State of the School Marshall High School is currently on a three-track, year-round, Concept 6 schedule. As of this date there are 4502 students enrolled in grades 9th through 12th. Of those, 360 are enrolled in the Highly Gifted magnet, and 325 are in the School for Advanced Studies. Upon approval of this Impact Report (with the current calendar and enrollment) Marshall High School will have eight small learning communities, an SAS program, and a magnet program. At this time new high schools have been completed and others are scheduled to open within the next few years. These sites will relieve the over crowded conditions at area high schools, including Marshall High School. These new schools are increasing their enrollment by grade level each year drawing from high schools in the area. As a result, it is anticipated that within three years Marshall’s enrollment will change so it will revert to a traditional calendar year. We have included a transition plan as part of the SLC Impact Report. Following is a proposed plan to help manage the changes necessary for a smoother transition to a traditional calendar. This plan is suggested and may be refined once the determination for traditional calendar is decided, all stakeholders are notified and resources for conversion are identified.

Transition Plan Student Achievement

Student Achievement Track C students in the 9th, 10th and 11th grades, when transitioning from a year-round to traditional calendar, are most impacted. During the transition year there may be more than a three month lag in education from May of one school year to the beginning of the next school year in September. To mitigate the effects of this an intervention process will be established. Student data will be collected to identify students who may benefit from a bridge/transition program. Identification of these students may include teacher referral, examination of rollover data and identification by the DSS- Discoverer: Early Warning program. Funding for this program will be sought from such sources as categorical programs (SAIT, Title 1, Bilingual) grants and general school funds. Other student achievement considerations during the transition period include: Timely identification of students in need of intervention or credit recovery and options to

assist them, especially for students on C Track and matriculating students from year-round middle schools

Timely articulation between the middle school and Marshall as to intervention options especially for the middle school students on C Track

The option for students who have sustained enrollment in an SLC for at least three years to graduate from Marshall or attend the new school

Opportunity for students to reconsider their SLC choice during the first year of transition since additional options will now be available to them

The rights of all bargaining units are maintained as per their contracts



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DRAFT Updated: 4/25/08 re: typos SLC Enrollment

At the time that a traditional calendar is implemented for Marshall High School, enrollment may necessitate a re-design of SLCs currently in place. The following points are to be considered: Some SLCs may choose to merge with others with similar visions, themes, or academic

or personalization approaches SLCs should reflect the interest of students and parents as reflected by surveys, Public

Works evaluation of the SLC grant and other means determined by the SLCCC SLCs should provide for a variety of themes/focus so that students’ interests are met SLCCC will be the body that facilitates the SLC transition process using the dispute

resolution model from this SLC Impact Report The SLC Campus Council will act as an advisory body to the SSC and SDM, as needed Enrollment, assignment and placement of students will be a collaborative effort

between the SLC Lead Teachers, the counseling office and the administrative team with student choice being the determinant of highest priority

In order to address equity the Leadership Teams of the SLCs (administrators, counselors, and lead teachers) will balance the SLCs by enrolling some students, randomly selected, in their 2nd choice of SLC

Staffing The staffing procedures for the transition period will follow that outlined in the staffing section of this document.



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DRAFT Updated: 4/25/08 re: typos Return to Table of Contents

Proposed School-wide Summary of SLCs for 2008-2009 The following chart summarizes all smaller learning communities as described in each SLC Design Proposal for the school. Enrollment numbers have not been included due to the uncertainty of how enrollment in newly opened high schools in the community will affect the numbers at Marshall High School. However, Marshall is committed to enrollment that reflects the guidelines established by Bulletin 1600. All SLCs will include grades 9th – 12th grades.

Track Description

A PERFORMING ARTS ACADEMY The Performing Arts Academy offers courses which are thematically linked to the performing arts curriculum. Students specialize in one of three majors: Orchestral Instruments, Rock Instruments, or Theater.

A HIGHLY GIFTED MAGNET - affiliated with school site but not a part of the SLC proposal A

STARS ACADEMY The focus of the STARS Academy is the preparation of students for professional or technical careers.

B

HUMANITAS GLOBAL STUDIES ACADEMY The Humanitas Global Studies Academy focuses on connections among core academic fields and invites students to develop a global perspective on important world issues.

B

DESIGN & TECHNOLOGY ACADEMY In the Design and Technology Academy students develop the skills to research and analyze problems, publish, and express themselves through design.

B RENAISSANCE ACADEMY The Renaissance Academy integrates arts and music within a rigorous humanities program, helping students make connections across disciplines, between cultures, within their community, and to learning itself.

C SCHOOL FOR ADVANCED STUDIES - affiliated with school site but not a part of the SLC proposal C SOCIAL JUSTICE ACADEMY

The Social Justice Academy prepares students for college and careers in which they can have a positive impact on their communities, society, and the world. These may include teaching, social work, law, political science, and community activism.

C SCHOOL FOR ENVIRONMENTAL STUDIES In the School for Environmental Studies students discover how their personal actions affect the global world, how to make positive environmental changes, and how they can foster a global value shift toward a sustainable and secure future for our planet.

C

ARTISTIC VISIONS ACADEMY In the Artistic Visions Academy students express themselves through the visual media, including filmmaking, broadcasting, web-design, journalism, music, and drama, and develop an appreciation of human diversity, a sense of personal integrity, and a heightened consciousness of the world around them.

Please note that one B Track SLC, the Social Justice Academy, will be disbanded at the close of the 2007-2008 school year. Students and teachers previously aligned with this SLC will choose from the remaining SLCs on their track. Also, two A Track SLCs (Health, Sports & Wellness and BETA: Business, Education and Technical Arts) have elected to merge as of September, 2008. Other SLCs may consolidate as enrollment declines.



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Timeline for Rollout of SLCs The following chart summarizes the expected rollout of all SLCs at the school by track. Some SLCs on campus are already in place and therefore will not have an expected date of initiation. The school will also document the expected date by which each SLC will be in full operation with all structures, strategies and resources in place.

Timeline Smaller Learning Community Name Tracks Initiated

(Yes/No) Date of SLC Initiation Expected Date for a

Fully Implementation PERFORMING ARTS ACADEMY

A Yes September 2004 Currently fully implemented.

HEALTH, SPORTS AND WELLNESS ACADEMY May be re-named as per SLC wishes.

A Yes Sports, Health & Wellness-September 2005 Business, Education, and Technical Arts- September 2007

September, 2008

HUMANITAS GLOBAL STUDIES ACADEMY

B Yes July 2001 Currently fully implemented

DESIGN & TECHNOLOGY ACADEMY

B Yes July 2007 July 2010

RENAISSANCE ACADEMY B Yes July 2007 July 2010

SOCIAL JUSTICE ACADEMY C Yes July 2005 July 2008

ARTISTIC VISIONS ACADEMY

C Yes July 2006 July 2009

SCHOOL FOR ENVIRONMENTAL STUDIES

C Yes July 2007 July 2010



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SLCs by Track

The chart below summarizes the total number of SLCs offered at the school by the calendar schedule.

Number of SLCs Total Number of SLCs

Track A 2

Track B 3

Track C 3

Magnets and Other Affiliated Programs

Track A (1 magnet) 1

Track C (1 SAS) 1



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SLC Summaries This chart lists those individuals who were part of the original Proposal Writing/ Design Team process which produced the Proposals which were approved by the Office of School Redesign Central Committee in spring, 2007. Therefore this chart does not necessarily document the current or complete staff of the SLCs. Staff who is no longer affiliated with the SLC is indicated by an asterisk (*). Future SLC staffing will follow LAUSD/UTLA contract.

SLC Name Design Team Members - Name

Title/Position

A Track Dee Dee Paakkari Music *Carolyn McKnight English/Drama Jill Diamond English/Drama Jack Fris English/Stage/Drama Scott Banks English Pam Jamison English Susie Alvarez-Tostado Social Studies Suzan Spann Science *Robert Gomez Science Nora Symblyan Math *Rajeev Talwani Math Mike Finn Special Education/Guitar Joe Manahan Special Education Wanda Penner Special Education (Visually Impaired)

PERFORMING ARTS ACADEMY

Scott Thompson Special Education Robin Lee-Ramirez Administrator Patricia Kljunak Counselor *Barbara Myrick English Eugenie Young Math *Larissa Madoyan Math Beatrice Lalinde Science Andy Geiger Science John Arbogast Social studies Beverly Fierro Health Life Skills (Rainbow) *Maggie Lapre Health Life Skills (Rainbow) Julie Brard Health Life Skills (Rainbow) Wendy Triplett P.E.

HEALTH SPORTS, &WELLNESS ACADEMY

Rose Kwok P.E. Alicia Semon English Sarah Van Hazinga English JoAnne Mitchell English *Melina Gutierrez Math

BUSINESS, EDUCATION AND TECHNICAL ARTS ACADEMY (BETA)-

Gerald Amaya English B Trackrac

Ken Brown English Andrea Cohen Social Studies David Dandridge Social Studies

HUMANITAS – GLOBAL STUDIES ACADEMY

*Richard Graham Math



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DRAFT Updated: 4/25/08 re: typos SLC Name Design Team Members -

Name Title/Position

*Jeffrey Kirkman Foreign Language Jack Klein Social Studies Suzanna Mkurchyan Science Kevin Moran English/Drama Jane Patterson English – Paul Payne Math– *Erica Savoie English Marcia Slaten Social Studies

Taylor Wichmanowski Science Tamara Cogan English *Keiko Clampett Math

DESIGN & TECHNOLOGY ACADEMY

Belinda Toscano Clothing Design/Passported elective Alberto Vazquez English Andy Molnar English Hugo Velazquez Math Yelena Shirchenko Math Nicole Lapolte Science Mark Nemetz Social Studies Sophia Lee Music/Passported

RENAISSANCE ACADEMY

Cheryl Knight Art/Passported Elective Peter Philippoff Social Studies Max Castillo-Sanchez Social Studies Sally Miller English Kelley Besser English Joan Pearson English

SOCIAL JUSTICE ACADEMY

Kristine Tserunyan Science Tara Alton Science Michael Okulitch Special Education

C Track Kristin Szilagyi English Jade Ellis English Beth Irizarry English Martha Atwell ESL Gladys Reyes Social Studies

SOCIAL JUSTICE ACADEMY

Giancarlo Lazarte-Amando Social Studies *Adam Watstein Film/Media ARTISTIC VISION ACADEMY Beth Bush English

*Bob Grakel Social Studies/Cinema *Jean Scheaffer English Jeff Coleman English Joanna Erdos English/Drama Jeanine Ward Drama/Dance R. P. Munda Math Michelle Tom Math Karen David Health/Life Skills Jose Galdos Computer Education James Rozsa Music

Jay Benoit Science Kevin Nagaishi Science

SCHOOL FOR ENVIRONMENTAL STUDIES

Marci Kaye Special Education



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DRAFT Updated: 4/25/08 re: typos SLC Name Design Team Members -

Name Title/Position

Alicia Bernal ESL Julia Novik Math Marj Hoyt Science Gayle Platt Social Studies

Diane Carter Passported Elective – Foreign Language



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Dispute/Conflict Resolution Plan The Small Learning Community teachers at John Marshall High School support an environment of cooperation and collaboration related to shared use of resources and facilities. This includes direct communication and discussion in the spirit of cooperation and overall shared school identity. Since future concerns can not be predicted we resolve to adhere to the UTLA Contract in all areas. If any stakeholder at John Marshall High School feels that a situation exists that is in violation of the provisions of the School Impact Report or is dissatisfied with any aspect of SLC implementation, she/he may request a hearing. For those areas not covered under the UTLA contract or LAUSD, state, or federal policy the faculty agrees to the following Dispute/Conflict Resolution Plan: LEVEL 1

1. Decisions will first be made locally within SLCs or between SLCs or between the individual and other parties involved.

2. If informal resolution is not effective, he/she may request a meeting be held with those involved: the Administrator(s) in charge of the SLC, the SLC Lead Teachers(s) and any other individuals necessary for the decision. UTLA will be notified of the dispute, at the discretion of the complainant. A maximum time of 3 days will be allowed to resolve this issue.

3. A written summary of the decision made will be held by the administrator. LEVEL 2

1. If the complaint is unresolved with the Level 1 decision, then within five days the complainant may request arbitration with the Principal, the UTLA Chapter Chair or UTLA Co-chair and the affected SLC Lead Teacher(s).

2. A hearing will be held within 3 days. 3. A decision regarding the issue will be made by consensus within three days by the

hearing parties involved. LEVEL 3

1. If those involved in the dispute do not agree with the Level 2 decision they have the right to present their concerns to the SLCCC.

2. The SLCCC will reach a decision regarding this issue at the next regularly scheduled SLCCC meeting by consensus. If a consensus can not be reached a vote will be taken with 50% +1 needed for passage.

3. If there is a tie vote the matter will go to the SSC.

The Dispute/Conflict Resolution model in the SLC School Impact Report will be reexamined regularly by the Small Learning Community Campus Council (see Addendum: SLCCC By-laws) and School Site Council for affirmation, modifications or revisions. This Conflict Resolution process does not negate any rights covered under the UTLA contract or that of any other bargaining units.



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Use of Space The designation of dedicated space will be implemented incrementally beginning with the 2008-2009 school year. John Marshall High School supports an environment of cooperation and collaboration related to shared use of resources and facilities. A framework for the allocation of space, presented by the Architects for Achievement, will be considered as a design plan. However, given that those at the school site are most informed about available space and specific needs of each SLC the final determination will be made in collaboration with the SLC Lead Teachers, appropriate governance bodies, school administration and other district supports. Conflicts will be handled through the conflict Resolution process, exclusive of safety concerns and accessibility needs. Facilities for each SLC may include:

• An SLC Office with clerical space for a clerical person • A teacher workroom/ meeting space • A counselor’s office for an assigned counselor

At this time the following areas will be shared by all students in SLCs:

Student Cafeteria Auditorium P.E. Facilities Library Media Center Oral Arts Room

Schedules for use of these facilities will be recommended by the SLC Campus Council to the appropriate Governance body and/or directed through the Conflict Resolution structure to ensure equity in the utilization of facilities. Through the SLC Campus Council recommendation process and/or Conflict Resolution process, it will be determined if space, currently dedicated to specific functions, will continue to be school-wide services or if the SLCs will absorb the responsibilities. These may include: Counseling Office Admissions Office College Advisor Dean’s Office Career Guidance/ Work Experience Office Attendance Office Main Office



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Class/Bell Schedule Current bell schedules will continue until such time the faculty institutes a change. If an individual SLC requests consideration for a different bell schedule they will follow the UTLA contract: Article IX, 9.0.

Regular Bell Schedule Period Begin End

1 7:25 8:29 2 8:35 9:43

Nutrition 9:43 10:03 3 10:09 11:13 4 11:19 12:23

Lunch 12:23 12:53 5 12:59 2:04

6 2:10 3:13

Professional Development Period Begin End

1 7:25 8:15 2 8:21 9:11

Nutrition 9:11 9:31

3 9:37 10:27 4 10:33 11:23

5 11:29 12:18

Lunch 12:18 12:48 6 12:54 1:43

Minimum Day Bell Schedule

Period Begin End

1 7:25 8:05

2 8:11 8:55

3 9:01 9:41

Nutrition 9:41 10:01

4 10:07 10:47

5 10:53 11:33

6 11:39 12:19

Shortened Day Period Begin End

1 7:25 8:17

2 8:23 9:19

Nutrition 9:19 9:39

3 9:45 10:37

4 10:43 11:35

5 11:41 12:33

Lunch 12:33 1:03

6 1:09 2:01



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Collaboration and Professional Development Time The school will participate in all professional development set through LAUSD/UTLA. Professional Development topics will be determined as per LAUSD/UTLA Contract. SLCs will address their specific PD in each proposal and reflect upon their needs annually. Individual SLC Collaboration time will be reflected in each SLC proposal. In addition, SLC lead teachers will work in collaboration with the APSCS, designated SLC counselor, SLC Administrator and SCS to provide common conference periods in a reasonable and equitable manner. Following are some suggested topics. Personalization Advisory and/or student advocacy models Thematic integration Developing and incorporating essential questions in all content areas. CTE & Career Pathways Sustaining a college bound culture Senior projects Strategies to assist struggling students to accessing grade level standards Dropout Prevention and Intervention Effective use of hard and soft data to assess student progress and needs Authentic forms of assessments to reflect instructional practices and determine intervention for struggling students within the school day Metacognition Effective use of data to inform practice Scaffolding lessons Student directed learning and evaluation Instructional Coherence Backwards Planning Standards-based lesson planning Effective Project Based Learning Portfolio assessments Lesson calibration Parent and Community Collaboration Parent involvement in learning at home Parents as partners Differentiation Collaboration, co-teaching and co-planning for classes with special ed. students Strategies for EL students Professional Practices Lesson Study Communication skills as part of a professional learning community Team teaching Evaluating rigor Administrators as support for the instructional program



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Staffing Staffing Procedures By July 1, 2008 all certificated staff will be assigned to an SLC. For the staffing of the SLCs the UTLA contract language will apply. A Teacher Preference form will be provided to all staff asking each one to prioritize interests in teaching in each of the SLC’s, and, recognizing that teacher commitment to SLC proposal attributes is a means to improved student achievement, these preferences will be strongly considered when staffing assignments are made. The site Principal, working in collaboration with Lead Teachers, SLC administrators and appropriate District personnel, will facilitate staffing assignments and make the final determinations regarding staff assignments. . In order to build and enhance personalization, teachers will be assigned, to the greatest extent possible, to teach students in their SLC, and they will be assigned to teach as many classes as possible within their SLC. In order to meet the A–G requirements and for other sound educational reasons, it may be necessary, on occasion, to assign certificated staff to teach shared classes or to teach classes that are outside (passport) of their SLCs. Below are some examples of courses that fit into the category of passport classes:

♦ Applied Technology ♦ Visual and performing Arts ♦ First and second year ESL Classes ♦ Foreign language classes ♦ Special Education Special Day Classes ♦ Advanced Placement Classes ♦ Leadership ♦ Yearbook ♦ Athletics ♦ Health & Life Skills

Teacher-initiated transfers between SLCs will only be considered at the end of an academic school year, as part of the regular staffing procedures that each SLC will follow. This process is in consideration of continuity of instruction and coherence. Requests for transfers between SLCs should be made to the school administrator by April 15th of the current academic year. School-wide Positions In the event that the following positions are filled at Marshall High School, these positions will, in most cases, be assigned school wide rather than assigned to a specific SLC:

♦ College and Career Counselor ♦ Psychiatric Social Worker(s) ♦ School Psychologist ♦ Intervention Administrator (Beyond the Bell) ♦ Intervention Counselor(s) (Beyond the Bell or local funding)



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DRAFT Updated: 4/25/08 re: typos

♦ School Nurse ♦ School Librarian ♦ Dean(s) of Students (elected) ♦ Some clerical positions ♦ Categorical Program Coordinator ♦ Testing Coordinator ♦ Academic Coaches ♦ Security personnel ♦ Custodians ♦ Cafeteria workers ♦ Other positions to be determined by approval of SSC

Lead Teachers The selection and responsibility of Lead Teachers will adhere to UTLA contract and policies. Administrators An administrator will be assigned to each small learning community. The most desirable situation is that the SLC administrators and their counselors will be housed in individual small learning community offices located within their small learning communities. Within their assigned small learning community, administrators, in collaboration with lead teachers and their small learning community staff may address the following (this is not an exclusive list): personnel issues (in conjunction with the UTLA Chapter Chair as appropriate under the

UTLA Contract) budgets discipline procedures (as per UTLA contract and district policy) The scheduling of staff meetings within their small learning communities as per UTLA

guidelines student requests to enter or exit the SLC

The Lead Teacher, administrator and dean provide basic discipline and ensure safety for students within their communities in conjunction with SDM. They interface with parents, with supporting businesses, and with the general community. They prepare matrices and master schedules for their SLCs. They also prepare and lead productive staff development activities specific to their SLCs and the needs of their staff. They supervise and provide support for instruction. The administrator and educational leaders are responsible for ensuring a productive and successful high school experience for all their students. Counselors As much as possible one counselor will be assigned to each small learning community. The counselor for each small learning community is responsible for programming all students within that small learning community. The counselor will ensure that all students have equal access to a rigorous standard based curriculum that meets A–G requirements and Career Pathways by monitoring students for intervention. He or she will serve as liaison between teachers and parents or guardians. Counselors will develop a graduation plan with each



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DRAFT Updated: 4/25/08 re: typos student and SLC teachers beginning in the 9th grade, and will review each plan with

students’ parents or guardians annually. Clerical Staff The clerical staff will continue providing service to the entire campus. Custodial Staff The custodial staff will continue providing service to the entire campus.



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School-wide Programs and Activities The following lists examples of programs and activities available to students school-wide on all tracks (Excludes Intervention programs).

9th Grade

10th Grade

11th Grade

12th Grade

AP Classes Yes yes Yes Yes

Electives Yes Yes Yes Yes

Student Leadership Yes Yes Yes Yes

Clubs Yes Yes Yes Yes

Yearbook and Journalism Yes Yes Yes Yes

Visual and Performing Arts Yes Yes Yes Yes

Athletics Yes Yes Yes Yes

Adult School Yes Yes Yes Yes

ROP Yes Yes Yes Yes

Community-based organizations Yes Yes Yes Yes

ESL Yes Yes Yes Yes

Special Ed. Yes Yes Yes Yes



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Student Interventions SLC specific interventions are listed in individual SLC Proposal. The following services for students are available school-wide for students at the grade levels indicated.

TARGETED STUDENTS

LEARNING STRATEGIES FOR READING/LANGUAGE ARTS

PROGRAM REQUIRED BY DISTRICT (YES/NO)

All BEYOND THE BELL – Prescriptive lessons and assessment in ELA and math Yes

All Title I Tutoring – Individualized content area assistance includes Vantage program No

11th and 12th CAHSEE Prep Program – ELA, vocabulary development, contextual reading, math and composition.

No

EL Students Intervention Yes

All After-School Tutoring Program No

Class of 2011 Gear Up: counseling, mentoring, parent assistance

No

A - Track Peer Mentoring No

All S.P.A.C.E. No



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Student Choice All incoming students, including transitioning 9th graders and transferring upperclassmen, will be enrolled in an SLC. A recruitment fair for matriculating students will be held in the early spring of each school year. All SLCs will work collaboratively to share information with students and parents. All recruitment strategies will be equitable in the areas of time, resources, advertisement, announcements etc. as agreed upon by the SLC Lead Teachers. Any disputes regarding recruitment will follow the Dispute/Conflict Resolution Process delineated in this school impact report. Students will be assigned to SLCs based on the following considerations:

• Student choice, as indicated on the Student Selection form, and the approval of a parent or guardian

• The desire to create a diverse student body, reflective of the demographics of the entire campus, within each SLC

Procedure:

• Students will indicate their 1st, 2nd, and 3rd choice on a Student Selection Form. • The APSCS, Counselors and Lead Teachers of the SLCs on a given track will then

balance distribution among the SLCs, if necessary, by moving some students, randomly chosen, to their second or third choice based on the demographic requirements of Bulletin 1600. This will be done without reference to any personal student information.

Within a year-round schedule, due to enrollment and staffing constraints, SLC enrollment is limited. As space becomes available, at the end of each school year, students may request a transfer to another SLC. The decision to change an SLC will include discussion with the SLC Lead Teachers (sending and receiving) the counselors, parents and the SLC Administrator.



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Community Resources/Partnerships w/ Parents Parent surveys conducted through the Title One office, and input from parents’ representatives on School Site Council indicate a greater need for school-wide parent and school communication beyond those traditional means such as back-to-School Night and Open House. Drawing from J.L. Epstein’s work School, Family and Community Partnerships the following suggested areas will provide a focus for teachers’ professional development and parent training planned with the assistance of the Title 1 Office: Parenting

o Suggestions for home conditions that support learning at each grade level o Parent education courses or training for parents such as GED, college credit,

family literacy Communication between school and home

o Parent pick-up of report cards with conferences on improving grades by SLCs

o Clear information on choosing SLCs, courses, programs and activities within the school

o Clear information on all school policies, programs, reforms and transitions Volunteering

o Survey to identify available talents, time and locations for volunteer opportunities

o Telephone trees to inform on areas of interest o Parent Center activities

Learning at Home o Information for families on skills required for students in all subjects at each

grade level o Community learning activities o College planning

Participation in decision making within the school community o Information about ways to become actively involved in governance councils

at all levels (local, district) o Information on election procedures for governance councils o Networks to link families with parent representatives

Parent collaboration with surrounding community resources and services o Information for families on community health, cultural, recreational, social

support and other programs or services o Information on community activities that link to learning skills and talents o Service integration through partnerships involving school, civic, and other

agencies, organizations and businesses In order to maximize personalization, SLCs’ parent and community partnerships will each have a unique focus reflecting their vision. See SLC proposals for implementation strategies. Each SLC will develop community partnerships reflecting their unique vision, needs and Career Pathways. School-wide personnel, such as the Career Counselor will assist all SLCs as needed.



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Community Resources/Partnerships w/ Community Following are current or potential resources and community partners that exist school-wide. Each SLC plan will list community partnerships specific to their SLC and/or Career Pathway. Existing School Wide Partners (available for all SLCs) Role/Use of Resource for SLC

Institute for Global Studies Mentorships, Career Guidance, Defining Issues Jacob Engineering Mentorships, Career Guidance, Job Shadowing Children’s Hospital Mentorships, Career Guidance, Job Shadowing Surfas Restaurant Supply Mentorships, Career Guidance Urban Educational Partnership Mentorships, Career Guidance, Defining Issues Southwest Chamber Orchestra Mentorships, Career Guidance, Job Shadowing Constitutional Rights Foundation. Mentorships, Career Guidance, Defining Issues Gear Up College Readiness, Financial Resources for College Asian Pacific Health Care Venture Internships, Community Service Projects, Health

Care and Counseling and Community Outreach



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DRAFT Updated: 4/25/08 re: typos

Return to Table of Contents ADDENDUM I

Return to Table of Contents

By-Laws: Small Learning Communities Campus Council I. Name of Advisory Council The name of this council shall be the John Marshall High School Small Learning Communities Campus Council II. Function of Advisory Council The Small Learning Community work at John Marshall High will be guided by the School Small Learning Community Campus Council (SLCCC). To maintain school-wide coherence as an advisory committee the Marshall SLCCC will reference the district guide for other advisory committees (CEAC and ELAC) as delineated in LAUSD, BUL-1231 but adapted to John Marshall’s SLCs and School Impact Report. The John Marshall SLCCC may advise and make recommendations in writing to the principal and the SSC on the development and going management of an effective SLC program and plan that raises the achievement of all students. Under the direction of the school site Principal the SCLCC may participate in the following:

• Assessment of SLC progress toward raising student achievement • Establishment of SLC priorities • Planning of the SLC educational program and budget resources • Evaluation of the SLC implementation and its academic effectiveness • Maintenance of minutes and all decisions resulting from the Conflict Resolution

process • Review and propose modifications to the SIR

III. Members

A. Composition The SLCCC will be comprised of elected (as per UTLA Contract) Lead Teachers of all SLCs and the Principal or named designees. Members will have decision making rights on action matters to recommend to the School Site Council. Each Lead Teacher shall be a member of the SLC from which he/she is elected and, for purposes of determining composition, shall be considered as a representative of only the group that has elected him/her. All elected members shall have equal voting rights.

B. Term of Office All members of the SLCCC shall serve for the term specified in the UTLA contract.

C. Voting Rights



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DRAFT Updated: 4/25/08 re: typos Each elected member has one vote.

D. Termination of Membership

Termination of a Lead Teacher will follow the UTLA contract. IV. Meetings of the SLCCC

A. Regular Meetings The John Marshall SLCCC will meet at least once a month or as often as decided by the SLC Lead Teachers. Agenda items will be submitted to the principal or designee at least 3 days prior to the publication and dissemination of the SLCCC meeting notice. The school principal or designee shall have the responsibility for the proper functioning and implementation of the SLCCC.

B. Place of Meetings The time and location of the meetings will be written in the agenda, publicized and posted.

C. Notice of Meetings Lead Teachers will be responsible for notifying their SLC teachers of the meetings and agenda. Notice and agenda of the meetings will be posted in conspicuous locations available to all stakeholders as well as the first page of the school’s web page under “Upcoming Events” as are SSC and SDM meetings. The notice will indicate the date, time, place and agenda items for each meeting.

D. Minutes of meetings Drafts of minutes will be published and disseminated to SLC Lead Teachers. The SLCCC’s recommendations and reports must be reflected in the minutes.

E. All meetings shall be open to all stakeholders V. Decisions of the SLCCC Decisions regarding SLCCC recommendations to the SSC will be made within the quorum (Lead Teachers and Principal or designee) first by consensus. If consensus can not be reached a vote will be taken with 50% +1 needed to concur. This is exclusive of Conflict/ Dispute Resolutions as that process is outlined the SLC School Impact Report. VI. Quorum 51% of SLCCC membership will be required in order to address the agenda items and/or make recommendations to the SSC.

Delegation of Authority The SLCCC may delegate authority to an established SSC (Education Code sections 52870, 54425, and 54733), provided that the SLCCC and SLC membership has first been duly



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DRAFT Updated: 4/25/08 re: typos informed of the option, and has voted to waive its rights and to delegate its authority to the

SSC (not to exceed two years). This action shall be reflected in the minutes of the applicable statutory council. The process for delegating authority must include the following steps: Elect an SLCCC with identifiable members SLCCC members need to be informed and knowledgeable of their responsibilities before they vote to delegate. At a scheduled SLCCC meeting, discuss and vote by ballot to delegate the SLCCC responsibilities to the SSC. Record this decision in the SLCCC minutes. The SSC at its next regularly scheduled meeting must vote to accept the responsibilities, record this decision in the minutes; maintain agenda and handouts, minutes and ballots, and a record of attendance in a secure location. An SLCCC subcommittee (elected Lead Teachers) must be formed and the subcommittee must provide, in writing, advice to the SSC. The subcommittee needs to advise and comment on proposed expenditures, from all sources, to support SLC work. The sub committee’s recommendations and reports must be reflected in the SSC minutes. Decisions and actions taken by SSC need to be documented in the minutes. . .

john marshall high school – lausd school slc impact report ... · john marshall high school –...

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