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Los Angeles Unified School District: Carson High School Advanced Studies Academy SLC Design Proposal

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Smaller Learning Communities

SLC Design Proposal

submitted to Los Angeles Unified School District

I. SLC DESIGN PROPOSAL RECOMMENDATION SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Name of School: Carson High School Name of Small Learning Community: Advanced Studies Academy ________________________________ ________________________________ Principal’s signature Date Kenneth Keener _________________________________ ________________________________ UTLA Chapter Chairperson’s signature Date Kary Harger _________________________________ ________________________________ School Site Council Chairperson ‘s signature Date

SLC Design Proposal, Recommendation Sign-off Routing Sheet 06 June 2007


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SLC Design Proposal

II. COVER SHEET

Name of School: Carson High School Location Code: 8575 Proposed SLC Name: Advanced Studies Academy Design Team Leader Name: Stephan Schuetze-Coburn Title: Teacher Mailing Address: 22328 Main Street; Carson, CA 90745 Telephone #: 310.847.6000 Fax #: 310.518.5817 Email: [email protected]

ASA ADVISORY BOARD Name Title/Organization

Affiliation Address Phone Email

G. Barthelme Assistant Principal CHS 310.847.6021 [email protected] T. Caceres Counselor CHS 310.847.6007 [email protected] S. Schuetze-Coburn Teacher/English CHS 310.847.6000 [email protected] S. Bottlik Teacher/English CHS 310.847.6441 [email protected] J. Leibner Teacher/English CHS 310.847.6421 [email protected] C. North Teacher/English CHS 310.847.6297 [email protected] A. Herrera-Shahabi Teacher/Spanish CHS 310.847.6000 C. Harris Teacher/Math CHS 310.847.6417 [email protected] K. Harger Teacher/Social Studies CHS 310.847.6282 [email protected] Samantha Bertulano Student/President,

ASA Association 329 E 228th St Carson, CA 90745

310.835.0346 [email protected]

Cheri Crisostomo Student/12th Grade Class Representative

853 E Desford St Carson, CA 90745


Andrea Magbanua Student/11th Grade Class Representative

330 W 223rd St Carson, CA 90745


Holly Kelley Student/10th Grade Class Representative

199509 Reinhart AveCarson, CA 90746

310.515.4771 —

Sheryll Buhain Student/9th Grade Class Representative

545 E 221st St Carson, CA 90745

310.549.0031 —

Mrs. Marlou Bertulano Parent Representative 329 E 228th St Carson, CA 90745

310.835.0346 —

Mrs. Sandy Srey Parent Representative 22518 Island Ave Carson, CA 90745

310.835.0697 —

SLC Design Proposal, Cover Sheet

06 June 2007

mailto:[email protected]


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SLC Design Proposal

III. TABLE OF CONTENTS

I. SLC Design Proposal Routing Sheet .......................................................................1

II. Cover Sheet..............................................................................................................2

III. Table of Contents.....................................................................................................3

IV. Letter of Intent .........................................................................................................4

V. SLC Technical Assistance Options Checklist..........................................................5

VI. SLC Design by Attribute .........................................................................................6

A. Self-Assessment Rubrics by Attribute ................................................ 7-19

B. Gap Analysis by Attribute ................................................................ 20-43

SLC Design Proposal, Table of Contents 06 June 2007


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SLC Design Proposal

submitted to Los Angeles Unified School District

IV. LETTER OF INTENT The primary goal of the Advanced Studies Academy (ASA) small learning community is to establish and foster a vibrant intellectual environment in which students can develop an awareness of their own passions, pursue a rigorous course of study which supports their interests, and become well-rounded citizens who can compete in any academic context. ASA emphasizes both right-brain and left-brain learning in order to promote the intellectual process of understanding the universe in an open-minded, inquisitive, and interactive manner. All ASA students complete a four-year program of A–G Liberal Arts courses which emphasizes personal growth and responsibility, individual expression, and increasing sophistication. All ASA students are encouraged to take Honors and AP courses which will prepare them to be competitive at the most selective national universities. All ASA students are expected to develop a strong sense of cultural awareness, become confident, active participants in the larger world, and learn to take risks which promote their individual aspirations. ASA strives to be fully inclusive. Any Carson High student to whom ASA’s mission appeals is eligible for ASA. Students select specific courses in consultation with the ASA Counselor according to personal desire, motivation, and programmatic need. A system of student-led mentoring both promotes interaction among upper and lower classmen and supports students in search of additional assistance. College awareness and guidance in developing a personal post-high school plan for each student is a priority for students, parents, and teachers alike.

SLC Design Proposal, Letter of Intent 06 June 2007


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V. SLC TECHNICAL ASSISTANCE CHECKLIST SLC Design Teams are entitled to receive professional development and technical support. What are the greatest challenges that you can foresee at this time to completing your work? What assistance do you need? Please check all that apply and attach to your letter of intent.

Foreseeable Challenges Check All That Apply

Attribute analysis

Vision creation/identity

Student outcomes

Matrix

School to work transition

Academic requirements: A-G

Content integration

Assessments/evaluation

Alterations to facilities

Resilience building

Youth development strategies

Advisories

Leadership roles

Bell schedules

Contract issues/waivers

Best practices

Articulation

Budgets √

Sustainability

Community partnerships √

Parent outreach and involvement

Student outreach and involvement

School staff outreach and Involvement

Union (UTLA) agreements

Other: Resources for promoting student cultural opportunities (e.g. complementary theater tickets)

√

SLC Design Proposal, SLC Technical Assistance Checklist 06 June 2007


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SLC Design Proposal, SLC Design by Attribute, A. Self-Assessment Rubric 06 June 2007

VI. SLC DESIGN BY ATTRIBUTE:

A. Self-Assessment Rubric Directions: Using the following SLC Self-Assessment Rubric, please assess your SLC plans and progress in light of the seven LAUSD Attributes for Smaller Learning Communities. For each attribute, we have provided the benchmark established by the District. You should rate your SLC development progress against each of the indicators in this chart using the following scale:

1. No Evidence. Strategies have not been developed; planning will take place in the future. 2. Planning. Strategies that are in the planning stages; some or a few SLC team members are involved in planning. 3. Early. Strategies have been developed that will take the SLC effort beyond planning to implementation; SLC team members are being

recruited for implementation and participation responsibilities; some SLC team members are impacted now. 4. Developmental. The team is in early stages of thinking through how to implement this component fully; impact on the SLC team is growing. 5. Solid. The SLC team is ready to begin implementing this component but may need to revise or fine tune it in the future; all SLC team

members are actively participating. 6. Full. The element has been fully implemented and/or embraced for this SLC; 100% of the SLC team is participating and impact is positive.

In addition, you should describe the status of your SLC planning for each of the indicators. In particular, you should provide a rationale and/or evidence to support your self-assessment on the 1-6 scale. Bulleted lists under each item are acceptable. Our advice is to keep your answers brief and simple, but thorough and clear. When this self-assessment process is completed, you can then go on to the Gap Analysis following which will help you to assess your next steps and the resources you will need to complete development and implementation of your SLC. This gap analysis is extremely important in helping the district to assess how support can be provided to your school.


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Self-Assessme t Rubric 06 June 2007

SLC Design Proposal, SLC Design by Attribute, A. n

1. Unifying Vision/Identity Benchmark A. Unifying Vision: A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum.

No Evidence Planning Early Developmental Solid Full Average Self-Rating on All Attribute

Indicators Below (Circle One) 1 2 3 4 5 6

1. Unifying Vision/Identity Benchmark A. Unifying Vision: A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum. Detailed Self-Rating by Indicator

INDICATORS STATUS OF SLC TEAM/PROPOSAL SELF RATING 1-6

1.A.1. Our SLC Team has collaborated in developing a vision and goals for the proposed SLC.

• ASA team members have all contributed to SLC plan. 6

1.A.2. Our SLC team holds the same educational beliefs and values.

• ASA team members have previously collaborated because of shared vision.

6

1.A.3. Our SLC vision incorporates a plan for ensuring academic achievement of ALL students at high levels.

• ASA team members work to move ALL students to next level. 6

1.A.4. Our SLC vision incorporates a focus on instruction and youth development.

• ASA team members work to see that ALL students receive personalized instruction and that individual needs are met.

6

1.A.5. Our SLC vision incorporates avenues for family and community engagement.

• ASA team members encourage family and community involvement through ASA programs.

5

1.A.6. Our team has a vision for how the SLC will fit within the overall school (e.g., Master Schedule).

• ASA team members have a solid understanding of the Master Schedule.

6

1.A.7. We have an action plan and timeline for how we will implement the SLC.

• ASA team members have a general outline derived from the school-wide plan.

4

1.A.8. We have a budgetary plan for how we will implement the SLC and achieve specific improvement goals.

• ASA team members have begun discussion on budgetary needs. 2

1.A.9. Our SLC plan includes partnerships with employers, postsecondary institutions and other external providers.

• ASA team members have begun discussion on partnerships. 2

1.A.10. Our SLC plan includes a plan for use of • ASA team members have a general outline based on available space 4


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1. Unifying Vision/Identity Benchmark A. Unifying Vision: A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum. Detailed Self-Rating by Indicator

INDICATORS STATUS OF SLC TEAM/PROPOSAL SELF RATING 1-6

space and physical location of classrooms. and Academy needs.


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1. Unifying Vision/Identity Benchmark B. Identity: Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety.



1. Unifying Vision/Identity Benchmark B. Identity: Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety. Detailed Self-Rating by Indicator

INDICATORS STATUS OF SLC TEAM/PROPOSAL SELF RATING1-6

1.B.1. The proposed SLC has an educational philosophy and approach that is shared.

• ASA has an established educational philosophy. 6

1.B.2. Our proposed SLC has a unique academic identity.

• ASA has an established identity on campus. 6

1.B.3. Our SLC will include a distinct, heterogeneous group of 300-500 students.

• ASA will have approximately 450 students from the diverse Carson High population.

6

1.B.4. Our SLC team has a plan for integrating specific courses into the school master schedule for student programming.

• ASA team members have developed an Academy matrix which is in the process of being coordinated with other SLCs.

5

1.B.5. Our SLC has a plan for distinct a physical location (boundaries) on campus.

• ASA has a general outline as stated under 1.A.10. 4

1.B.6. We have identified a teacher-director for our SLC.

• ASA has a coordinator. 6


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1. Unifying Vision/Identity Benchmark B. Identity: Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety. Detailed Self-Rating by Indicator


1.B.7. Our SLC includes rigorous, standards-based curriculum, instruction, and assessment.

• ASA is founded upon the most challenging curriculum and instruction. 6

1.B.8. Our SLC teams have a plan for making decisions related to budget, personnel and facilities.

• ASA Advisory Board is functional and ASA Town Hall structure has been outlined and put into effect.

5

1.B.9. Our SLC team has a plan for making decisions related to student conduct and issues of community safety.

• ASA Uniform Code of Conduct is in development. 4


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2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark: A standards-based educational program embodies high expectations for every student so that they achieve grade-level standards, use appropriate technology, district adopted textbooks, and materials to support instruction, meet high school graduation requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Instruction is adapted based upon learning needs within a rigorous culturally relevant and linguistically responsive curriculum; student performance is measured to report on progress and accomplishments and to inform future instructional practices. Multiple forms of standards-based assessments are used to including some benchmarks by the district. Additionally, school indicators are used as measures of school progress including, for example attendance, dropout rates, number of high school graduates, etc.



2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark: A standards-based educational program embodies high expectations for every student so that they achieve grade-level standards, use appropriate technology, district adopted textbooks, and materials to support instruction, meet high school graduation requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Instruction is adapted based upon learning needs within a rigorous culturally relevant and linguistically responsive curriculum; student performance is measured to report on progress and accomplishments and to inform future instructional practices. Multiple forms of standards-based assessments are used to including some benchmarks by the district. Additionally, school indicators are used as measures of school progress including, for example attendance, dropout rates, number of high school graduates, etc. Detailed Self-Rating by Indicator


2.1. Our SLC’s specific course offerings/sequence of classes align to district graduation and university admission (A-G) requirements.

• All students are expected to complete A-G requirements. 6

2.2 Our SLC’s specific course offerings/sequence of classes align with state content and performance standards.

• All academic classes are standards based. 6

2.3. Curriculum and instruction for our SLC is organized around a distinctive SLC educational philosophy, theme, or interdisciplinary focus.

• ASA has an established educational philosophy. 6


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2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark: A standards-based educational program embodies high expectations for every student so that they achieve grade-level standards, use appropriate technology, district adopted textbooks, and materials to support instruction, meet high school graduation requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Instruction is adapted based upon learning needs within a rigorous culturally relevant and linguistically responsive curriculum; student performance is measured to report on progress and accomplishments and to inform future instructional practices. Multiple forms of standards-based assessments are used to including some benchmarks by the district. Additionally, school indicators are used as measures of school progress including, for example attendance, dropout rates, number of high school graduates, etc. Detailed Self-Rating by Indicator


2.4. Our SLC plan includes provisions for how curriculum and instruction will be articulated (up to post-secondary and down to middle schools) to provide a coherent educational experience resulting in students moving toward graduation.

• ASA embraces vertical teaming. 6

2.5. Our SLC plan presents how multiple forms of student assessment will be used to measure student progress toward meeting or exceeding standards.

• ASA Traveling Portfolios demonstrating multiple forms of assessment will be required of all students.

5

2.6. Our SLC plan presents how we will adapt/modify instruction for English Learners, Special Education students, and other students with special needs.

• An outline for adapting currently used ASA instructional techniques is under discussion.

3

2.7. Our SLC plan includes structured academic interventions to meet individual student needs.

• A procedure for addressing at-risk students is under development. 4

2.8. Teaching and learning in our proposed SLC will be enhanced through adequate/appropriate instructional technology.

• ASA teachers integrate instructional technology into instructional techniques and student assignments.

6

2.9. Our SLC plan ensures that high-quality, credentialed teachers are available for all courses.

• All ASA teachers are credentialed. Two hold National Board Certification. Several hold graduate degrees.

6


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3. Equity and Access Benchmark: Every student will participate in a rigorous quality curriculum that is culturally relevant and linguistically responsive to their unique learning needs, thereby eliminating achievement gaps between groups for students.




Detailed Self-Rating by Indicator


3.1. Our SLC will support a diverse community of learners representing the range of different student subgroups present at our school.

• ASA will include a cross-section of Carson High students. 5

3.2. Our SLC has an open and inclusive admissions policy that includes students from the local and traveling communities.

• ASA admissions policy is nonrestrictive. No entrance requirements have been established; any student may apply to ASA.

6

3.3. Our SLC plan recognizes the need for accommodating student interests and parental desires in admissions and course programming.

• ASA fully supports student choice and flexible programming. 6

3.4. Our SLC plan shows evidence that we have outcome data for our SLC’s prospective students.

• The inclusion of outcome data is in planning. 2

3.5. Our SLC plan supports heterogeneous groupings of students to support academic and personal development. (Note: ELD 1-3 (High Point) and Language! May be tracked by LAUSD mandate)

• Course programming is based on student choice and individual programmatic need.

5

3.6. Our SLC plan allows students equal opportunities to participate in Advanced Placement (AP) and other advanced courses.

• ASA prepares students to be successful in advanced classes. • ASA encourages all students to take at least one AP or Honors class. • AP and Honors classes are offered in all academic areas.

6

3.7. The proposed SLC supports high expectations for all students with culturally relevant and

• ASA team members expect a high level of performance from all students.

5


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Detailed Self-Rating by Indicator


linguistically responsive teaching to support all students.

• Students are generally supported with relevant and responsive instructional strategies.

3.8. Our SLC plan articulates how academic intervention will be provided to those students in need.

• Procedures for addressing at-risk students are under development. • Integration of intervention techniques in all classes is under development.

4

3.9. Our proposed SLC has space for a learning environment that is safe and equitable for instruction.

• The general outline of space needs indicates that available space will be adequate.

5


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4. Personalization Benchmark: A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students.



4. Personalization Benchmark: A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students. Detailed Self-Rating by Indicator


4.1. Students in our proposed SLC will experience personalized instruction that incorporates their experiences and cultures.

• ASA is responsive to cultural demographics of Carson High. 6

4.2. Instruction in our SLC will be based on diverse learning styles and multiple intelligences.

• ASA promotes innovative and diverse instructional methods. 6

4.3. Our SLC plan includes specific strategies to transition freshmen into the school that support them academically, personally and socially.

• ASA promotes personal growth and responsibility. • ASA freshmen participate in a Big Sister/Brother–Little Sister/Brother program.

6

4.4. Our proposed SLC will serve a population of 300-500 students based upon increased teacher/adult contact with students.

• ASA projected enrollment is 450 students. 6

4.5. Students enrolled in our SLC will have the opportunity to work with one or more teachers for multiple years in caring, supportive relationships (e.g., advisory, mentoring, dropout prevention)

• ASA pairs grades (e.g. 9th & 12th, 10th & 12th, 11th & 12) for English, increasing student mentoring opportunities.

6

4.6. Our SLC plan includes provisions so that students will have access to adult mentors/advisors and role models.

• ASA Counselor, College Counselor, and Career Counselor provide general academic and career advice. • ASA Teachers act as mentors and promote a college culture.

5

4.7. Students enrolled in our SLC will receive college and career planning and guidance from teachers and/or counselors that includes preparation of a written secondary course plan and postsecondary plan.

• ASA Counselor, College Counselor, and Career Counselor provide college and career planning. • ASA students are required to prepare an individualized high school and post-high school plan.

6


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4. Personalization Benchmark: A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students. Detailed Self-Rating by Indicator


4.8. Verbal counseling from teachers and/or counselors will be a regular part of student educational programming for our SLC.

• ASA teachers regularly promote college culture in their classes. 6

4.9. Staff in our SLC will conduct parent outreach and conferences on student’s personal needs to support students.

• ASA has developed a model for student-led conferences. 5

4.10. Students enrolled in our SLC will have opportunities for learning that extend beyond the instructional day including after-school programs, dual enrollment college courses, internships, etc.

• ASA teachers offer after-school college classes. • ASA students are encouraged to enroll in college classes at local community colleges. • ASA offers opportunities and encourages participation in after-school cultural events. • ASA offers opportunities for college visitations.

6


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5. Accountability and Distributed Leadership Benchmark: Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community.



5. Accountability and Distributed Leadership Benchmark: Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community. Detailed Self-Rating by Indicator


5.1. Our SLC team has agreed to personal and collective responsibility for achieving the vision and mission for SLC vision and mission of success for all students.

• ASA team members share a common vision. • ASA team members constructively work together.

6

5.2. Our SLC team has agreed that leadership for the SLC will be individual, collective, distributive and active.

• ASA team members work independently and collaboratively. 6

5.3. Our SLC has a plan for convincing the principal and other administrators that the proposed SLC demonstrates strong, engaged and positive leadership.

• ASA team members have demonstrated leadership during both the initial planning phase (e.g. as members of the SLC Governance Board) and the transformation of the existing academy to an SLC.

6

5.4. Our SLC has a plan for communicating the vision and the implementation plan for the proposed SLC to the entire school staff.

• A presentation articulating the complementary role that ASA will play at Carson High is in the planning stages.

3

5.5. Members of our SLC team have the expertise and capacity to use internal and external school/student data from multiple sources to make decisions.

• ASA team members have evaluated school and student data at past PD sessions.

5

5.6. Our SLC proposal includes a timetable specifying the intervals at which the plan will be re-evaluated and revised as necessary.

• ASA has a general understanding of the steps which must be charted. 3

5.7. Our SLC plan identifies where district and/or school support and technical assistance may be

• Initial discussions have been started. 2


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5. Accountability and Distributed Leadership Benchmark: Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community. Detailed Self-Rating by Indicator


needed to implement the SLC.


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6. Collaboration/Parent and Community Engagement Benchmark: All members of the SLC are viewed as critical allies and are significantly included in the school community (i.e., students, teachers, support staff, parents, administrators, business, and community partners). An ongoing partnership is aimed at supporting continuous improvement of student achievement. Authentic engagement leads to sustained participation in critical school decisions and implementation of school efforts.



6. Collaboration/Parent and Community Engagement Benchmark: All members of the SLC are viewed as critical allies and are significantly included in the school community (i.e., students, teachers, support staff, parents, administrators, business, and community partners). An ongoing partnership is aimed at supporting continuous improvement of student achievement. Authentic engagement leads to sustained participation in critical school decisions and implementation of school efforts. Detailed Self-Rating by Indicator


6.1. Our SLC plan showcases how to take advantage of partnerships with community members, employers, postsecondary institutions and others necessary to implement SLCs.

• Initial discussions to understand methods of showcasing community partnerships have taken place.

2

6.2. Our SLC plan showcases how community partners, employers and businesses will be involved in the development of curriculum, activities and other components to support SLCs.

• Initial discussions to understand methods of showcasing community partnerships have taken place.

2

6.3. Our SLC plan showcases how parents will be key collaborators and contributing members to the SLC community.

• Some roles of parents in providing contributions to the ASA community have been determined. • Strategies to increase parent involvement are under development.

4

6.4. Our SLC plan includes opportunities for partners and parents to gather easily at appropriate times and locations.

• Initial discussions of proposals for bringing all members of the larger community together have begun.

3

6.5. Our SLC plan demonstrates how parents will be involved in decision-making for their students including SLC choice, curriculum planning, student activities and future plans.

• Some opportunities for parents to increase their involvement in student-centered decisions have been identified.

4


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7. Professional Development Benchmark: Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement.



7. Professional Development Benchmark: Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement. Detailed Self-Rating by Indicator


7.1. Our SLC plan includes a schedule of regular, ongoing meetings to discuss students, their work and to plan and implement SLC activities.

• ASA team members partially share common planning time. • ASA team members currently meet informally on an as-needed basis to plan and coordinate ASA activities. • Options for increasing frequency of ongoing meetings are under discussion.

4

7.2. Our SLC plan suggests how these meetings will be integrated into the school’s schedule of professional development.

• ASA professional development structure is under discussion. 4

7.3. Our SLC team is a “professional community of practice” that is collaborative and public.

• ASA has an established track record of professional collaboration. 6

7.4. Our SLC plan includes professional development that supports alignment of instruction with academic standards and accountability requirements.

• ASA professional development practice focuses on academic standards. • Ways of enhancing ASA professional development in this area are under discussion.

5

7.5. Our SLC plan includes professional development • ASA professional development needs are under discussion. 4


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7. Professional Development Benchmark: Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement. Detailed Self-Rating by Indicator


that supports other, site-specific school improvement goals. 7.6. Our SLC plan includes professional development that supports the use of student data and assessment results to inform instruction and to make mid-course corrections in instructional practice.

• ASA professional development needs are under discussion. 4

7.7. Our SLC plan includes professional development that prepares teachers, counselors and other staff to personalize the educational experience of students.

• ASA professional development needs are under discussion. 4


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SLC Design Proposal, SLC Design by Attribute, B. Gap Analysis 06 June 2007

VI. SLC DESIGN BY ATTRIBUTE:

B. Gap Analysis Directions: The following Gap Analysis worksheet is the second part of the district’s guidelines for SLC self-assessment and planning. Each Small Learning Community at a school should first complete the SLC Self-Assessment Rubric preceding. The Gap Analysis (enclosed here and also organized around the seven attributes) is a continuation of this original checklist, and will only be useful to your SLC if this original checklist is completed first. For each attribute, we have provided the benchmark established by the District. You should assess your SLC development progress against each of the indicators linked to the seven attributes by responding in bulleted lists in the following columns. Our advice is to keep your answers brief and simple, but thorough and clear.

• Where We Want to Be: Having already documented your current status in the SLC Self Assessment Rubric, your SLC will now document your future direction and vision of where you want your SLC to be.

• How We Are Going To Get There: Your SLC Design Proposal will document your plan of action. Your plan of

action should be based on an analysis (gap analysis) between your current status (outlined in the SLC Self Assessment Rubric) and where you are going. The difference between present and future direction will help you to develop specific steps to outline your plan of action.

• How We Will Measure and Demonstrate Our Success: Having outlined your plan of action, your SLC will now determine measurable metrics against which you will be able to self-monitor your progress at each step in your action plan.

• What We Need: Document the specific resources you will need to accomplish each step in your action plan, such as

time, resources, budget, waivers, support. This assessment will then help you to garner the resources you need from other sources.


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1. Unifying Vision/Identity Benchmark A. Unifying Vision A shared vision created by a group of educators, support staff, students, parents, and community who comprise the SLC who assume responsibility for the learning of every student through a distinctive and focused standards-based curriculum.

INDICATORS

Future direction

Where we want to be (vision and culture)

Plan of action

How we are going to get there (gap analysis

and action plan)

Metrics

How we will measure and demonstrate our success with clear

metrics

Resources needed

What we need (time, resources, budget, waivers, support)

1.A.1. Our SLC Team has collaborated in developing a vision and goals for the proposed SLC.

• Maintenance of high levels of collaboration among all ASA team members.

— — —

1.A.2. Our SLC team holds the same educational beliefs and values.

• Maintenance of our common vision among all continuing and new ASA team members.

— — —

1.A.3. Our SLC vision incorporates a plan for ensuring academic achievement of ALL students at high levels.

• Maintenance of high expectations for ALL students.

— — —

1.A.4. Our SLC vision incorporates a focus on instruction and youth development.

• Maintenance of focus on individual student growth.

— — —

1.A.5. Our SLC vision incorporates avenues for family and community engagement.

• Fuller participation of parents at ASA programs and events. • Greater involvement of community partners at high school level.

• Increase parent and community awareness of ASA programs and events. • Increase parent participation at ASA programs and events. • Develop community partners to support ASA programs and events.

• By tracking parent participation at ASA programs and events. • By documenting level of community support of ASA programs and events.

• Email lists for contacts. • Staff support for mailings. • Community contacts. • Server space to document programs and events.

1.A.6. Our team has a vision for how the SLC will fit within the overall school (e.g., Master Schedule).

• Maintenance of communication with AP SCS and other SLC coordinators to ensure Master Schedule is

— — —


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INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


viable.

1.A.7. We have an action plan and timeline for how we will implement the SLC.

• Completion of ASA action plan and timeline.

• Target areas of plan that have only been outlined for discussion at ASA team meetings. • Complete draft of action plan and timeline proposals. • Revise draft as required. • Secure approval of drafts from ASA Advisory Board and all necessary SLC administrative bodies.

• By receiving approval of action plan and timeline proposals from ASA Advisory Board. • By receiving approval from Carson High SLC Governance Board and School Site Council.

• Additional meeting time for ASA team members to flesh out ideas. • Additional time for ASA coordinator to prepare drafts and revisions.

1.A.8. We have a budgetary plan for how we will implement the SLC and achieve specific improvement goals.

• Completion of ASA budgetary plan.

• Identify budgetary priorities. • Set budgetary goals. • Draft budgetary plan. • Revise draft as required. • Secure approval of drafts from ASA Advisory Board and all necessary SLC administrative bodies.

• By receiving approval of budgetary plan from ASA Advisory Board. • By receiving approval from Carson High SLC Governance Board and School Site Council.

• Additional meeting time for ASA team members to set priorities and goals. • Budgetary model or template. • Budgetary consultant.

1.A.9. Our SLC plan includes partnerships with employers, postsecondary institutions and other external providers.

• Integration of partnerships with local CSU and community colleges into ASA plan. • Integration of career partnership opportunities into

• Meet with College and Career Counselors to explore partnership ideas. • Draft partnership proposals.

• By incorporating concrete partnership proposals into ASA plan.

• Contacts at CSU and community colleges. • Business contacts in Carson community. • Partnership advisors.


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INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


ASA plan.

1.A.10. Our SLC plan includes a plan for use of space and physical location of classrooms.

• Completion of detailed ASA plan for use of Carson High campus space.

• Complete space needs assessment. • Complete detailed space use priority list. • Complete draft of space use plan. • Revise draft as required. • Secure approval of drafts from ASA Advisory Board and all necessary SLC administrative bodies.

• By receiving approval of space use plan from ASA Advisory Board. • By receiving approval from Carson High SLC Governance Board and School Site Council.

• Additional meeting time for ASA team members to prioritize use of campus space. • Additional time for ASA coordinator to prepare drafts and revisions.

1.A.11. We have a process for developing a common vision and unifying focus based on student needs.*

• Maintenance of ASA Advisory Board and team member meetings during which student needs are articulated and incorporated into ASA focus.

— — —

1.A.12. We have a process for filtering all decisions through the SLC vision.*

• Maintenance of ASA Advisory Board and Town Hall meetings during which SLC decisions are vetted.

— — —

1.A.13. Articulation of Expected Community Learning Results.*

• Development of new Expected Community Learning Results for all ASA students.

• Revisit and revise ASA ECLRs. • Secure approval from ASA

• By receiving approval of new ECLRs from ASA Advisory Board.

• Additional meeting time.

* Indicators in the Gap Analysis marked with an asterisk do not appear in the Self-Assessment Rubric by Attribute but are explicitly identified in LAUSD’s SLC Design Proposal instructions as elements assigned to these attributes.


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INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


Advisory Board.


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B. Identity Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety.

INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


1.B.1. The proposed SLC has an educational philosophy and approach that is shared.

• Maintenance of shared vision. — — —

1.B.2. Our proposed SLC has a unique academic identity.

• Maintenance of ASA identity both on campus and withing ASA.

— — —

1.B.3. Our SLC will include a distinct, heterogeneous group of 300-500 students.

• Maintenance of student numbers.

— — —

1.B.4. Our SLC team has a plan for integrating specific courses into the school master schedule for student programming.

• Integration of ASA course plan into Carson High Master Schedule.

• Meet with all SLC Coordinators and AP SCS. • Review and revise ASA course plan.

• By achieving integration of ASA course plan into Carson High Master Schedule.

• Schedule for meeting with SLC coordinators. • Time for ASA coordinator to revise ASA course plan.

1.B.5. Our SLC has a plan for distinct a physical location (boundaries) on campus.

• Completion of ASA physical location plan (coordinated with 1.A.10.)

• Complete space use plan draft. • Determine physical location profile. • Write and revise plan draft as required. • Secure approval of plan draft from ASA Advisory Board and all necessary SLC administrative bodies.

• By receiving approval of physical location plan from ASA Advisory Board. • By receiving approval from Carson High SLC Governance Board and School Site Council.

• Additional meeting time in conjunction with 1.A.10. • Additional time for ASA coordinator to prepare drafts and revisions.

1.B.6. We have identified a teacher-director for our SLC.

• Maintenance of current ASA leadership.

— — —


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B. Identity Each fully implemented SLC has an educational philosophy and approach that is known and shared by students, staff, families and community partners. SLCs have a unique academic identity, distinct and heterogeneous groups of students, distinct physical boundaries and an administrator or teacher leader that leads a cohesive faculty team. SLC teams make decisions related to: curriculum, instruction and assessment; budget, personnel and facilities; master schedule and student programming; student conduct and issues of community safety.

INDICATORS

Future direction


Metrics Plan of action Resources needed How we will measure How we are going to What we need (time, resources, budget, waivers, support)

and demonstrate our get there (gap analysis success with clear and action plan) metrics

1.B.7. Our SLC includes rigorous, standards-based curriculum, instruction, and assessment.

• Maintenance of academic rigor in all classes.

— — —

1.B.8. Our SLC teams have plans for making decisions related to budget, personnel, and facilities.

• Completion and adoption of formal decision-making protocols for ASA budget, personnel, and facilities.

• Complete draft of protocols. • Present protocols for adoption by ASA Advisory Council.

• By adopting a formal set of protocols.

• Additional time for ASA team members to draft and review protocols.

1.B.9. Our SLC team has a plan for making decisions related to student conduct and issues of community safety.

• Completion and adoption of ASA Uniform Code of Conduct. • Completion and adoption of formal protocols for addressing student conduct and community safety issues.

• Complete draft of conduct code. • Complete draft of protocols. • Review drafts at ASA team member meeting. • Revise code and protocols as necessary. • Present code and protocols for adoption at ASA Town Hall meeting.

• By adopting a formal code of conduct and set of protocols.

• Additional time for ASA team members to draft and review code of conduct and protocols.



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2. Rigorous Standards-Based Curriculum, Instruction, and Assessment Benchmark A standards-based educational program embodies high expectations for every student so that they achieve grade-level standards, use appropriate technology, district adopted textbooks, and materials to support instruction, meet high school graduation requirements, college entrance requirements and are prepared for post-secondary experiences and the world of work. Instruction is adapted based upon learning needs within a rigorous culturally relevant and linguistically responsive curriculum; student performance is measured to report on progress and accomplishments and to inform future instructional practices. Multiple forms of standards-based assessments are used to including some benchmarks by the district. Additionally, school indicators are used as measures of school progress including, for example attendance, dropout rates, number of high school graduates, etc.

INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


2.1. Our SLC’s specific course offerings/sequence of classes align to district graduation and university admission (A-G) requirements.

• Maintenance of courses meeting A-G requirements.

— — —

2.2. Our SLC’s specific course offerings/sequence of classes align with state content and performance standards.

• Maintenance of standards-based instruction.

— — —

2.3. Curriculum and instruction for our SLC is organized around a distinctive SLC educational philosophy, theme, or interdisciplinary focus.

• Maintenance of ASA focus. — — —

2.4. Our SLC plan includes provisions for how curriculum and instruction will be articulated (up to post-secondary and down to middle schools) to provide a coherent educational experience resulting in students moving toward graduation.

• Maintenance of vertical teaming.

— — —

2.5. Our SLC plan presents how multiple forms of student assessment will be used to measure student progress toward meeting or exceeding standards.

• Full implementation of ASA Traveling Portfolio.

• Finalize details of portfolio contents. • Provide PD for all ASA teachers using portfolio.

• By evaluating the effectiveness of the portfolio to assess student achievement.

• Materials for portfolio creation (eventually, web space for portfolio uploading). • PD time for teachers.



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INDICATORS

Future direction


Metrics Plan of action Resources needed How we will measure How we are going to and demonstrate our get there (gap analysis success with clear and action plan) metrics


2.6. Our SLC plan presents how we will adapt/modify instruction for English Learners, Special Education students, and other students with special needs.

• Adoption of guidelines for adapting/modifying ASA curriculum for students with special needs.

• Review special needs for new ASA cohort. • Review state and district mandates • Draft and revise guidelines.

• By adopting a set of guidelines for students with special needs.

• Projected enrollment information from EL Coordinator and AP for Special Ed. • PD time for curriculum review. • Additional time to draft and revise guidelines.

2.7. Our SLC plan includes structured academic interventions to meet individual student needs.

• Adoption of academy-wide intervention procedures.

• Review areas calling for intervention. • Prioritize intervention needs. • Draft and revise intervention procedures.

• By adopting a set of intervention procedures to meet individual student needs.

• Additional meeting time for ASA team members to prioritize intervention needs. • Additional time to draft and revise guidelines.

2.8. Teaching and learning in our proposed SLC will be enhanced through adequate/appropriate instructional technology.

• Maintenance of use of technology.

— — —

2.9. Our SLC plan ensures that high-quality, credentialed teachers are available for all courses.

• Maintenance of quality teachers.

— — —



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2.10. Our SLC plan includes project-based learning that demonstrates the expected rigor in all classes.*

• Maintenance of projects that support students’ own interests and emphasize personal growth and individual expression.

— — —

2.11. Our SLC plan includes assessments to make decisions regarding the instructional program.*

• Maintenance of periodic assessments in ASA program. • Maintenance of assessments used in vertical teaming.

— — —

2.12. Our SLC plan allocates time for staff to work together to ensure that they have a unified definition and an ongoing application of academic rigor.*

• Implementation of common planning time in all academic subjects.

• Assess common planning needs and the degree to which common planning time can be implemented. • Incorporate common planning time tnto Master Schedule.

• By implementing common planning time for the majority of ASA teachers.

• Updated Master Schedule information. • Time for ASA Coordinator to work out scheduling to maximize common planning time.




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Future direction




2.13. Our SLC plan includes systems and protocols which support instructional experimentation and pilot studies.*

• Implementation of experimental instructional strategies in nonhonors classes to increase student achievement.

• Review curriculum among teachers. • Adopt strategies. • Implement strategies. • Review effectiveness.

• By implementing instructional strategies that increase student achievement.

• Additional meeting time for ASA teachers to review curriculum and instructional strategies. • Additional time to review effectiveness of strategies and make adjustments.




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3. Equity and Access Benchmark

Every student will participate in a rigorous quality curriculum that is culturally relevant and linguistically responsive to their unique learning needs, thereby eliminating achievement gaps between groups for students.

INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


3.1. Our SLC will support a diverse community of learners representing the range of different student subgroups present at our school.

• Enrollment of a representative cross-section of Carson High students in ASA.

• Develop outreach strategies to increase enrollment of underrepresented subgroups of incoming students. • Promote ASA among underrepresented Carson High students.

• By attaining enrollment of a representative cross-section of students.

• Cooperation from feeder schools (access to middle schools to promote an understanding of student choices). • School-wide SLC education effort.

3.2. Our SLC has an open and inclusive admissions policy that includes students from the local and traveling communities.

• Maintenance of inclusive admissions policy.

— — —

3.3. Our SLC plan recognizes the need for accommodating student interests and parental desires in admissions and course programming.

• Maintenance of programming flexibility.

— — —

3.4. Our SLC plan shows evidence that we have analyzed and reviewed disaggregated student outcome data for our SLC’s prospective students.



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INDICATORS

Future direction




3.5. Our SLC plan supports heterogeneous groupings of students to support academic and personal development. (Note: ELD 1-3 (High Point) and Language! May be tracked by LAUSD mandate)

• Integration of a diversity of students into ASA.

• Implement expanded ASA plan. • Review enrollment data. • Adjust plan as needed.

• By attaining integration of a diversity of students.

• Time for ASA team members to review enrollment data and suggest adjustments to plan.

3.6. Our SLC plan allows students equal opportunities to participate in Advanced Placement (AP) and other advanced courses.

• Maintenance of open enrollment in AP and Honors classes.

— — —

3.7. Our proposed SLC supports high expectations for all students with culturally relevant and linguistically responsive teaching to support all students.a

• Elimination of achievement gap among all student groups by fully adapting a variety of culturally relevant and linguistically responsive techniques which reach all students.

• Identify specific underperforming groups. • Identify specific needs of these groups. • Implement effective techniques in all disciplines.

• By reducing the achievement gap among student groups.

• Time for ASA team members to review student data. • Time to review instructional strategies. • Ability to monitor trends in achievement.

3.8. Our SLC plan articulates how academic intervention will be provided to those students in need.

• Implementation of academic intervention plan.

• Identify students in need of academic intervention. • Develop programmatic means of addressing student needs, both during and after the school day. • Integrate intervention techniques into all classes.

• By implementing intervention plan in all academic classes. • By improving academic achievement of all students.

• Student test scores. • Time for ASA team members to develop intervention plan. • Opportunity to train all ASA teachers.

3.9. Our proposed SLC has space • Verification of space needs • Verify actual student • By verifying that space • Enrollment numbers


a LAUSD’s SLC Design Proposal instruction lists this indicator under Rigorous Standards-Based Curriculum, Instruction and Assessment attribute.


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INDICATORS

Future direction




for a learning environment that is safe and equitable for instruction.

based on student enrollment and program.

enrollment matches projections. • Verify actual course offerings match tentative schedule. • Make adjustments as necessary.

allocation is adequate for actual student enrollment and programmatic needs.

from AP SCS. • Time to review data and make adjustments.

3.10. Our proposed Master schedules reflect the unique needs of all students are being met (SEL, EL, PRP, Special Education, GATE).*

• Maintenance of flexible master schedule which addresses the needs of all students.

— — —

3.11. Our proposed SLC establishes norms, procedures, and structures which respect diversity and engage

• Maintenance of positive and culturally sensitive attitudes, expectations, and organizational SLC features.

— — —




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INDICATORS

Future direction




the motivation of all learners.*

3.12. Our proposed SLC has a process for student assignment, choice, selection, and transfer.b

• Specification of process for student SLC assignment, class choice, and transfer which is in alignment with all CHS SLCs.

• Clarify processes for student SLC selection and class choice within ASA. • Clarify process for student transfer in and out of ASA. • Coordinate procedures with other SLCs through Governance Board.

• By specifying a process which describes student options in regard to SLC and course selection and transfer.

• Input from other CHS SLCs. • Time to meet and plan.

b LAUSD’s SLC Design Proposal instruction lists this indicator under Structure which is listed with the seven attributes. It has been added here in the Gap Analysis since it relates to the Equity and Access Benchmark.



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4. Personalization Benchmark A demonstration of sustained and mutually respectful personal relationships where every student is well known by a group of educators who advise/advocate for them and work closely with them and their families over time. The size of the SLC is appropriate to its vision and mission, generally ranging from 300-500 students.

INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


4.1. Students in our proposed SLC will experience personalized instruction that incorporates their experiences and cultures.

• Maintenance of existing personalization.

— — —

4.2. Instruction in our SLC will be based on diverse learning styles and multiple intelligences.

• Maintenance of innovative strategies in the classroom.

— — —

4.3. Our SLC plan includes specific strategies to transition freshmen into the school that support them aca-demically, personally and socially.

• Maintenance of individual accountability and personalized assistance.

— — —

4.4. Our proposed SLC will serve a population of 300-500 students based upon increased teacher/adult contact with students.

• Maintenance of student numbers.

— — —

4.5. Students enrolled in our SLC will have the opportunity to work with one or more teachers for multiple years in caring, supportive relationships (e.g., advisory, mentoring, dropout prevention)

• Maintenance of paired class arrangement.

— — —

4.6. Our SLC plan includes provisions so that students will have access to adult mentors/advisors and role models.

• Expansion of mentoring by involving all ASA Teachers.

• Determine student needs. • Share mentoring experien-ces with all ASA Teachers. • Obtain commitments from all ASA Teachers to mentor a group of students.

• By increasing the number of mentoring opportunities and contacts.

• Survey of student needs • Time for ASA Teachers to meet and discuss the mentoring experiences.



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INDICATORS

Future direction




4.7. Students enrolled in our SLC will receive college and career planning and guidance from teaches and/or counselors that includes preparation of a written secondary course plan and postsecondary plan.c

• Maintenance of college culture in ASA and individualized student guidance.

— — —

4.8. Verbal counseling from teachers and/or counselors will be a regular part of student educational programming for our SLC.

• Maintenance of teacher involvement in promoting college culture.

— — —

4.9. Staff in our SLC will conduct parent outreach and conferences on student’s personal needs to support students.

• Enhanced parent participation at conference opportunities.

• Develop incentives to increase parent participation. • Organize system of personalized parent contact • Train all ASA Teachers how to run student-led conferences.

• By documenting a measurable increase in parent contacts and participation in conferences.

• Time to develop incentives. • Time to contact parents personally. • Opportunity to train ASA Teachers in student-led conference model.

4.10. Students enrolled in our SLC will have opportunities for learning that extend beyond the instructional day including after-school programs, dual enrollment college courses, internships, etc.

• Maintenance of college-promoting programs.

— — —

c In LAUSD’s SLC Design Proposal instructions, this indicator is described differently: Personal learning plans collaboratively developed for each student, which reflect each student’s learning style, interests, and post-secondary goals



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4.11. Master schedules reflect that resources and time are used to establish meaningful adult/student relationships which promote mutual trust and respect and enable teachers to get to know students well in order to guide both learning and personal development.*

• ASA master schedule reflects ASA vision of developing a student’s individual academic achievement and personal growth.

— — —

4.12. A comprehensive system of proactive support ensures that all students are connected to the school in meaningful ways.*

• ASA academic programs, and intervention anchor all students to the ASA community.

— — —




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5. Accountability and Distributed Leadership Benchmark Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community.

INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


5.1. Our SLC team has agreed to personal and collective responsibility for achieving the vision and mission for SLC vision and mission of success for all students.

• Maintenance of common vision and work environment conducive to student success.

— — —

5.2. Our SLC team has agreed that leadership for the SLC will be individual, collective, distributive and active.

• Maintenance of individual innovation and collaborative leadership.

— — —

5.3. Our SLC has a plan for convincing the principal and other administrators that the proposed SLC demonstrates strong, engaged and positive leadership.

• Maintenance of positive, constructive leadership.

— — —

5.4. Our SLC has a plan for communicating the vision and the implementation plan for the proposed SLC to the entire school staff.

• Presentation of the ASA vision and SLC implementation plan to the Carson High staff.

• Develop a 10 minute summary Powerpoint presentation articulating the role of ASA in the CHS community. ª Present the presentation.

• By successfully completing the presentation.

• Time to organize the presentation material with ASA team members. • Time to construct the Powerpoint presentation. • One or more opportunities to present.

5.5. Members of our SLC team have the expertise and capacity to use internal and external school/student data from multiple sources to make decisions.

• Regular integration of student data in the decision-making process

• Determine the type of relevant student data needed. • Collect or request relevant data. • Evaluate data.

• By regularly evaluating student data from multiple sources whenever programmatic decisions are made.

• Aggregate and disaggregated data from school, district, and state sources.



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5. Accountability and Distributed Leadership Benchmark Members of the SLC work together, share expertise, and exercise leadership to ensure that student achievement is the intended result of all decisions. They retain primary responsibility, appropriate autonomy, and are accountable for making decisions affecting the important aspects of the small learning community.

INDICATORS

Future direction




5.6. Our SLC proposal includes a timetable specifying the intervals at which the plan will be re-evaluated and revised as necessary.

• Development of a detailed evaluative timetable for ASA implementation.

• Identify the areas which must be periodically evaluated. • Determine the frequency and means of evaluation. • Develop timeline.

• By incorporating an evaluative timeline into the SLC plan.

• Time to plan.

5.7. Our SLC plan identifies where district and/or school support and technical assistance may be needed to implement the SLC.

• Written identification of support expected from school and district.

• Identify the stages and areas of implementation which will need school or district support. • Develop written list of points.

• By including specific points where school or district support is requested.

• Feedback from school and district regarding potential areas of assistance. • Time to plan.

5.8. Our SLC plan identifies duty statements outlining SLC leadership, duties, responsibilities, and qualifications.*

• Documentation of job descriptions for ASA leadership positions.

• Identify all positions and duties in ASA. • Write job descriptions.

• By including job descriptions for all positions of responsibility in ASA.

• Time to plan.

5.9. Our SLC plan identifies accountability measures used to assess SLC success in reaching its vision and the sustainability of high quality programs being offered.*

• Development and implementation of accountability measures.

• Identify specific areas in need of accountability checks. • Identify specific means of accountability. • Develop specific accountability measures.

• By implementing specific accountability measures into the SLC plan.

• Models of appropriate measures. • Time to plan.




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6. Collaboration/Parent and Community Engagement Benchmark All members of the SLC are viewed as critical allies and are significantly included in the school community (i.e., students, teachers, support staff, parents, administrators, business, and community partners). An ongoing partnership is aimed at supporting continuous improvement of student achievement. Authentic engagement leads to sustained participation in critical school decisions and implementation of school efforts.

INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


6.1. Our SLC plan showcases how to take advantage of partnerships with community members, employers, postsecondary institutions and others necessary to implement SLCs.

• Integration of community partnerships into ASA.

• Identify potential community partners. • Identify desired partnership roles. • Contact potential community partners.

• By integrating clear community partnership roles into ASA.

• Assistance identifying potential community partners.

6.2. Our SLC plan showcases how community partners, employers and businesses will be involved in the development of curriculum, activities and other components to support SLCs.

• Specification of the constructive, collaborative roles of community partners.

• Determine appropriate supporting roles of community partners. • Develop plan to integrate community partners.

• By integrating clear community partnership roles into ASA.

• Assistance identifying potential community partners.

6.3. Our SLC plan showcases how parents will be key collaborators and contributing members to the SLC community.

• Specification of the constructive, collaborative roles of parents.

• Identify and catalog the ways in which parents can become involved in ASA. • Develop a system of contacting parents and updating them regularly about ASA matters. • Develop a means of encouraging parent involvement.

• By integrating clear parental roles into ASA.

• Time to plan.

6.4. Our SLC plan includes opportunities for partners and parents to gather easily at appropriate times and locations.

• Demonstration of opportunities for community partners and parents to collaborate jointly.

• Plan meeting times with community partners.

• By making it possible for community partners to attend ASA meetings and events.

—



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Future direction




6.5. Our SLC plan demonstrates how parents will be involved in decision-making for their students including SLC choice, curriculum planning, student activities and future plans.

• Demonstration of parental involvement in ASA planning.

• Draft letter to all parents of ASA students. • Organize parent meeting to solicit parent priorities. • Cultivate parent participation in all ASA activities and plans.

• By specifying parental responsibilities in ASA planning.

• Time for plan and organize parent participation.

6.6. Our SLC plan includes internships that reflect strong relationships between schools and the community.*

• Development of student internships in the larger Carson community.

• Explore options for development of appropriate community partners. • Negotiate internships (or equivalent) with community partners.

• By establishing viable internships among community partners.

• Assistance in contacting potential community partners.

6.7. Our SLC plan includes partnerships to support SLC focus that are sustained over time.*

• Development of community partnerships with ASA.

• Explore options for development of appropriate community partners. • Identify potential community partners. • Contact & meet with potential partners. • Develop partnerships with community institutions that will support ASA vision and goals.

• By establishing viable community partnerships which become institutionally established.

• Assistance in identifying and contacting potential community partners.




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INDICATORS

Future direction




6.8. Our SLC plan includes articulation with feeder schools, colleges, universities, and technical schools.*

• Specification of articulation plans.

• Meet with representatives of feeder (middle) schools and institutions of higher learning to exchange information regarding articulation. • Develop articulation plan.

• By incorporating a comprehensive articulation plan for ASA.

• Opportunity to exchange views and communicate priorities with both feeder schools and post-graduate institutions. • Cooperation from feeder (middle) schools regarding curriculum and SLC information.



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7. Professional Development Benchmark Small School Learning Communities demonstrate implementation of central and local district training and resources. Continuous professional learning is focused on improving practices and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection, the analysis of student work and data, and a review of pedagogy. Common planning time is provided for teachers to gain in-depth knowledge of their content standards to work on lesson design review student work and performance data. Professional development is monitored and assessed regularly for effectiveness and implementation to ensure continuous school improvement.

INDICATORS

Future direction


Plan of action


and action plan)

Metrics


metrics

Resources needed


7.1. Our SLC plan includes a schedule of regular, ongoing meetings to discuss students, their work and to plan and implement SLC activities.

• Establishment of a regular, meaningful, and SLC-friendly PD schedule (ideal) that takes the local school calendar into full consideration.

• Review PD calendars from past years. • Identify successes and failures. • Develop a comprehensive PD schedule.

• By successfully putting into place a PD schedule which meets the needs of ASA faculty, students, staff, and parents.

• Ability to set PD times & dates. • Calendar documents (present & past years). • Time to plan.

7.2. Our SLC plan suggests how these meetings will be integrated into the school’s schedule of professional development.

• Coordination of ASA PD meetings with CHS calendar.

• Compare PD calendars. • Make adjustments as needed.

• By integrating the ASA PD schedule into the CHS master calendar.

• District PD schedule • CHS PD schedule

7.3. Our SLC team is a “professional community of practice” that is collaborative and public.

• Maintenance of professional, collaborative work environment in ASA.

— — —

7.4. Our SLC plan includes professional development that supports alignment of instruction with academic standards and accountability requirements.

• Establishment of ongoing PD which enhances Standards-based instruction.

• Identify the academic standards which are of primary concern. • Discuss ways in which instruction can be aligned with academic standards.

• By incorporating an ongoing evaluation of academic standards into PD discussions.

• Time to plan.

7.5. Our SLC plan includes professional development that supports other, site-specific school improvement goals.

• Establishment of ongoing PD which incorporates CHS school-wide goals.

• Understand CHS school-wide improvement goals. • Plan ways to address goals during ASA PD.

• By successfully incorporating CHS school-wide goals into ASA PD.

• Clarification of current CHS school-wide goals. • Time to plan.



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INDICATORS

Future direction




7.6. Our SLC plan includes professional development that supports the use of student data and assessment results to inform instruction and to make mid-course corrections in instructional practice.

• Establishment of ongoing PD which incorporates regular examination of student data and informs current instruction.

• Determine relevant student data needed. • Gather data (ongoing). • Conduct PD which examines data. • Discuss adjustments in current instruction.

• By conducting PD which examines student data, leading to adjustment in instruction which increase student achievement.

• Student data (TBD). • Time to plan.

7.7. Our SLC plan includes professional development that prepares teachers, counselors and other staff to personalize the educational experience of students.

• Establishment of ongoing PD which incorporates ways of enhancing SLC personalization for ASA students.

• Determine primary personal needs of ASA students. • Identify strategies to address student needs. • Conduct PD which leads to the implementation of strategies.

• By conducting PD which prepares ASA teachers and staff to personalize the high school experience for ASA students.

• Time for discussion and PD planning.

7.8. Our SLC plan develops a plan for determining and evaluating professional development.*

• Development of a PD review process which is responsive to teacher and student needs.

• Draft PD review process. • By implementing a functional PD review process.

• Time for procedure development. • Time to process evaluations.

7.9. Our SLC plan includes a process for the delivery of professional development.*

• Development of a PD process which can be delivered to all ASA teachers.

• Draft PD process. • By implementing a functional PD process for ASA.

• Time for procedure development.

* Indicators in the Gap Analysis marked with an asterisk do not appear in the Self-Assessment Rubric by Attribute bur are explicitly identified in LAUSD’s SLC Design Proposal instructions as elements assigned to these attributes.



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INDICATORS

Future direction




7.10. Our SLC plan maximizes time, through flexible scheduling or other structures, which allow for the greatest possible staff and student learning. *

• Creation of an ASA master calendar which manages efficient use of time.

• Review past and present calendar documents. • Identify ways of maximizing available time. • Establish active calendar.

• By establishing an ASA master calendar.

• Calendar documents (present & past years). • Time to plan.




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The Advanced Studies Academy (Idealized 4-Year High School Course Outline)

9th 10th 11th 12th A. Social Studies — H-World History A/B

or World History A/B

AP US History or US History A/B

AP Government / AP Macro-Economics or Government / Economics

B. English H-English 9 A/B or English 9 A/B

H-English 10 A/B or English 10 A/B

AP English Language or American Literature/ Contemporary Composition

AP English Literature or Modern Literature/ Expository Composition

C. Math H-Algebra 2 A/B or H-Geometry A/B or Algebra A/B

H-Math Analysis A/B or H-Algebra 2 A/B or Geometry A/B

AP Calculus or H-Math Analysis A/B or Algebra 2 A/B

Calculus II (Community College) or AP Calculus or Math Analysis A/B

D. Science H-Biology A/B or —

H-Chemistry A/B or Biology A/B

Physiology A/B or Chemistry A/B

AP Physics or H-Physics A/B or Physics A/B

E. Foreign Language — or Spanish 1 A/B

French 1 & 2 (Harbor CC) or Spanish 2 A/B

— or Spanish 3 A/B

—

F. VPA Sculpture 1 A/B or Introduction to Art A/B

— Art History A/B or —

—

G. Elective ** ** ** ** Other PE or Athletics

Health / Life Skills PE or Athletics Tech Art

Athletics Tech Art College Class

Athletics College Class

** Choose from a list of CSU/UC approved Elective courses (e.g. Social Sciences, Science, Film, Philosophy, Journalism) SLC Design Proposal, SLC Design by Attribute, B. Gap Analysis

06 June 2007

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