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5/24/23Los Angeles Unified School District: South East High School School SLC Impact Report

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Small Learning Communities

School SLC Impact Report

submitted to Los Angeles Unified School District

I. SCHOOL SLC IMPACT REPORT RECOMMENDATION SIGN-OFF ROUTING SHEET

School Site Council Recommendation to Proceed

Name of School: South East High School

Total Number of SLCs Proposed: Six SLCs

________________________________ ________________________________Principal’s signature Date

_________________________________ ________________________________UTLA Chapter Chairperson’s signature Date

_________________________________ ________________________________School Site Council Chairperson ‘s signature Date


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submitted to Los Angeles Unified School District

II. COVER SHEET

Name of School: South East High School

Location Code: 8881

School SLC ContactName: Latasha BuckTitle: Literacy CoachMailing Address: 2720 Tweedy Boulevard, South Gate, CA 90280Telephone: 323-568-3400Fax: 323-566-7918Email: [email protected]


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III. TABLE OF CONTENTS

I. School SLC Impact Report Routing Sheet................................................................................1

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

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

IV. Areas of School Impact..............................................................................................................4

1. School-wide Summary of SLC Design Proposals...................................................4

2. Planning and Organization.......................................................................................9

3. Space......................................................................................................................14

4. Time.......................................................................................................................19

5. Staffing...................................................................................................................24

6. School-wide Programs and Activities....................................................................25

7. Student Choice.......................................................................................................32

8. Community Resources/Partnerships......................................................................33

9. Alterations to Facilities Proposed..........................................................................37

V. School Technical Assistance Checklist...................................................................................38

VI. Acknowledgements .................................................................................................................39


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IV. AREAS OF SCHOOL IMPACT

1. School-wide Summary of SLC Design Proposals

The following chart summarizes all small learning communities as described in each SLC Design Proposal for the school. Complete the chart below providing description of the SLCs and respective maximum student enrollments. Outline the proposed strategies and plan of action that have been described in greater detail within each SLC Design Proposal. Include a brief justification for the proposed strategies/plan of action. Expand the list of SLCs as appropriate.

Summary of Small Learning Communities

No. SLC Name DescriptionMaximum Student

Enrollment

1

Architecture & Engineering University

Academy (AEUA)

The Architecture and Engineering Academy will provide a rigorous education that prepares students for successful leadership roles. Students in this academy will take classes that will prepare them for higher education and future careers in architecture and engineering. The courses in this academy will develop problem-solving skills, and special emphasis will be placed on the roles of science and mathematics as underpinnings of the fields of architecture and engineering through technology.

500

2

Business and Finance University Academy (BFUA)

The Business and Finance University Academy is an SLC that offers a rigorous, standards-based and goal-oriented curriculum to students with an interest in careers in the business and finance sector. This small learning community, in cooperation with parents, and community partners, prepares students for post-secondary work as well as a foundation for their life interests. The academy offers students an on-going, sequential standard-based curriculum that fulfills the A-G requirements of the universities.

350

3California University

Academy (CUA)

In the California University Academy, students will learn to become leaders in the field of public policy, focusing on environmental issues, public health concerns, and our multicultural society.

300

4Justice and Law

University Academy (JLUA)

Teachers of Justice and Law University Academy have designed a small learning community dedicated to exposing students to careers in the legal, law enforcement, public services and the safety professions. Our priorities for this academy is to graduate students who are prepared for college and career opportunities by helping them envision the future

550


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Summary of Small Learning Communities

No. SLC Name DescriptionMaximum Student

Enrollmentand acquire high academic and career skills. The program will also emphasize community involvement, instilling the values of integrity, leadership, service and commitment.

5

Technology & Media University

Academy (TMUA)

This academy will serve ninth through twelfth grade students interested in career fields of technology or media. The Technology and Media University Academy (TMUA) will follow a thematic approach, where all subjects are taught with the integration of technology and media to give real world experiences to make instruction relevant and tangible to students. The focus is to prepare students for college and careers through a rigorous academic standard-based program. The use of technology and media in design, production, and projects are emphasized.

600

6

Visual and Performing Arts

University Academy (VAPA)

Throughout history, societies and cultures have been defined through the arts. It is therefore the mission of the South East High School Visual and Performing Arts University Academy to identify and nurture the artistic instincts within every one of our academy members. Our aim is to provide a holistic education by combining a rigorous academic curriculum with a variety of artistic disciplines.

550

SLC #1: Architecture and Engineering University Academy

a. Underlying Strategies and Plan of Action:Teachers in the Architecture and Engineering Academy will collaborate to construct a rigorous and enriching academic program that will foster a sense of community and prepare students for success in college and the workforce. The academy will strive to incorporate architecture and engineering concepts into a comprehensive curriculum that builds new knowledge and skills and is relevant to the world in which students live.

b. Justification for These Strategies and Actions: In order to succeed in the 21st century workplace, it is essential for students to be equipped with critical thinking and problem-solving skills and to be familiar with up-to-date technology. While this expertise will provide a critical foundation for success in the fields of architecture and engineering, the knowledge and skills acquired in the Architecture and Engineering Academy will provide students with a foundation for success in many different fields and for productive and rewarding lives as educated citizens. Building an awareness of the world they live in will empower students to become active contributors to their own communities.


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c. Date Approved by the School SLC Team: April 2005

SLC #2: Business and Finance University Academy

a. Underlying Strategies and Plan of Action:Teachers in the Business and Finance University Academy collaborate in the effort to construct a rigorous and enriching academic program that will foster a sense of community and will prepare students for college. The BFUA will strive to incorporate a curriculum that builds new knowledge and skills upon prior knowledge and helps students find relevancy to their world. Business and finance skills are essential to all people who wish to be successful in the 21st

Century.

b. Justification for These Strategies and Actions: Knowledge of business and finance skills will build self-confidence and strong capabilities which will assure our students success in their careers and personal lives. Our students can be best prepared for post-secondary education and careers through a well-designed academy curriculum. This curriculum will prepare our students for many different professions and to achieve productive and rewarding lives as educated citizens.


2. SLC #3: California University Academy

a. Underlying Strategies and Plan of Action:Teachers in the California University Academy will collaborate in an effort to construct an enriching environment that promotes the academic, social, ethical and leadership development of students through a rigorous educational program in order to build new knowledge and skills that help students practice responsible and effective citizenship in the state in which they live. The Academy’s focus on Public Policy in the areas of health, the environment and multiculturalism is in response to student passion and interest. It is the faculty’s hope that by pursuing these interests we will ignite motivation and relevance in learning.

b. Justification for These Strategies and Actions: The California University Academy’s courses will allow students to become familiarized with their contemporary world through historical analysis of both the individuals and societies that have shaped our state. The Academy’s emphasis on public policy will allow students to attain an ever important foundation in various professions from which students can achieve rewarding lives and responsibly participate in our multicultural and political society.


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c. Date Approved by the School SLC Team: June 2007

SLC #4: Justice and Law University Academy

a. Underlying Strategies and Plan of Action:The Justice and Law University Academy will create a rigorous academic environment that encourages its students to view social, economic and political realities in ways that empower each of them to achieve their highest potential.Through our interdisciplinary projects in core subjects as well as emphasis on community service, The Justice and Law University Academy helps students build strong literacy and critical and analytical thinking skills. In the Justice and Law University Academy, social justice themes are woven throughout the college preparatory curriculum. The South East High School schedule allows for longer blocks of time for students to work on projects and to participate in activities both in and out of school.

b. Justification for These Strategies and Actions: Throughout our lives, questions about identity and concerns over fairness and equity affect each of us. For young people, these issues take center stage in their cognitive, moral and emotional development. This academy will allow students to continuously explore academic and social issues. It will also develop individuals who will be productive and lead rewarding lives as educated citizens.


SLC #5: Technology and Media University Academy

a. Underlying Strategies and Plan of Action:The Technology and Media University Academy will work with all stakeholders to achieve student success. We plan to create a family atmosphere between academy parents, students, teachers, and administration. The academy will provide opportunities for academy students to meet the Expected Schoolwide Learning Results by maintaining a rigorous curriculum that supports technology industry-standard specifications, California Career-Technical Education Standards, and the California State Content Standards. We will establish a curriculum in articulation with local colleges and expose students to the various technological or media-related collegiate majors and careers. Through partnerships, the academy will open doors of opportunity in technological and media-related fields.

b. Justification for These Strategies and Actions: Every opportunity should be given to students to achieve academic and social success. Student knowledge and effort should be rewarded with not only high school credits, but college credits and the opportunity for gainful employment.


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SLC #6: Visual and Performing University Academy

a. Underlying Strategies and Plan of Action:The heart of the program is a combination of arts and academic work that we call "Education Through the Arts" which is evident through our elective courses as well as our core. We believe that in the process of becoming an artist every aspect of a young person is engaged, and that the habits of mind and heart that are developed in that process will serve them well all their lives, no matter what their ultimate career.

b. Justification for These Strategies and Actions: Focus on the arts helps students not only develop their self, but also allows them to become aware of other cultures through art. In the course of their artistic training at South East High School a young artist has to understand the history and tradition of his discipline, seeing himself as one in a long line of artists. They have to master the skills required to reach a high technical standard. They must take responsibility for their work and commit themselves to an ongoing, indeed, life-long, process of learning. They must find a way to communicate and work well with others - their teachers, peers, and the public - as well as being able to work alone. They need to be imaginative and open to new ideas and circumstances. They must be willing to act on what they know, turning their knowledge into work in the world that they are willing to have judged. They must be comfortable with the risks and failures that are necessary for high achievement. Finally, students must have the gift of desire, of wanting something so much that they are willing to work long and hard to achieve their goals, supported by the courage of their own convictions.

d. Date Approved by the School SLC Team: April 2005


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2. Planning and Organization

A. 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.

Small Learning Community Name

Traditional or Track(s) Served(A, B, and/or C)

Timeline

Already Initiated(Yes/No)

Expected Date of SLC Initiation

(month/year)

Expected Date for a Fully Developed SLC

(month/year)Architecture & Engineering University Academy

Traditional Yes September 2005 September 2008

Business & Finance University Academy Traditional Yes September 2005 September 2008

California University Academy Traditional Yes September 2005 September 2008

Justice & Law University Academy Traditional Yes September 2005 September 2008

Technology & Media University Academy Traditional Yes September 2005 September 2008

Visual & Performing Arts University Academy

Traditional Yes September 2005 September 2008


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B. Number of SLCs per Track. For year-round schools, 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 N/A

Track B N/A

Track C N/A


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C. Configuration of Design Teams . Identify design teams for the various SLCs on campus in the chart below. For year-round schools, the school will separate teams for the various tracks, such that if a SLC theme is on multiple tracks, the team for each track will be documented separately.

Small LearningCommunity Name

Design Team MembersName Title/Position

Architecture & Engineering University Academy

Rudy Castro Lead TeacherMiguel Saenz Assistant PrincipalJesse Bustamante TeacherSue Andres TeacherLinda de Leon Counselor

Business & Finance University Academy

Mike Levin Lead TeacherMaria Sotomayor Assistant PrincipalMartha Velasco CounselorRhian Donadelle TeacherTorray Johnson TeacherJames Reno Teacher

California University Academy

Terrance Vorwald Lead Teacher, CUA SLCJulia Chung Assistant PrincipalRoger Wolfe TeacherCarlos Ramirez TeacherMartha Velasco CounselorOscar Banda Galindo Student

Justice & Law University Academy

Janie Long Lead TeacherYvette Serrano TeacherGlenda Watanabe TeacherMaria Sotomayor Assistant PrincipalRalph Esparza Counselor

Technology & Media University Academy

Devery Rodgers Lead TeacherJohn Landa TeacherDavid Eng TeacherJudith Gutierrez CounselorMiguel Saenz Assistant Administrator


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Small LearningCommunity Name

Design Team MembersName Title/Position

Visual & Performing Arts University Academy

Patricia Emmett-Chavez Lead TeacherJenise Gragera TeacherMaria Che TeacherAnthony Islas TeacherMaria Rivera-Contreras CounselorJulia Chung Assistant Administrator


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Planning and Organization

D. Dispute/Conflict Resolution Plan . Explain in the space below how your team will resolve decision disputes and negotiate conflicting resource needs.

The UTLA Contract will guide South East High School’s actions for dispute and conflict resolution; however, the following protocol will be used to address those areas of resolution not covered in the UTLA Contract:

Facilities and Resources for each SLC:Facilities and resources will be distributed equally and reasonably amongst all SLCs while taking into consideration any educational program needs. The principal will finalize this planning after consulting with the SLC lead teachers, the UTLA Chapter Chair, and the SLC administrators.

Complaint Procedure for each SLC:1. If a faculty member claims that South East High School is not complying with the SLC

plan with regard to facility use or resources, that person must request an informal meeting with the SLC Complaint Panel within five days. The SLC Complaint Panel will consist of each of the SLC lead teachers, the UTLA chapter chair, a School Site Council parent representative, and the principal. In situations pertaining to student matters, the student body president or a student designee may be asked to join the SLC Complaint Panel. All efforts will be made to swiftly resolve the matter.

2. If the concern is not resolved at the informal stage, the complainant must file a written letter of complaint within three days to the principal and the UTLA chapter chair. These parties will have the authority to examine relevant documents, to investigate further, and to decide the claim, which will be final and binding. The principal and the UTLA chapter chair will also determine when the outcome of the decision will take effect.


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Space

Explain how the facilities on the school campus will be allocated and shared among SLCs. Attach a campus map with clear labels for facility spaces.

The Facilities and Technology subcommittee was successful in assigning academies to specific floors and buildings at the site prior to the school opening. The assignments are as follows: Architecture and Engineering University Academy is located on the second floor of building B; Business and Finance University Academy is located on the first floor of building B; California University Academy is located on the second floor of building A; Justice and Law University Academy is located mainly on the first floor of building A with the exception of two classrooms directly above on the second floor; Technology and Media University Academy is located on second floor between buildings A and C; and Visual and Performing Arts University Academy is located on the first and second floors of building C with additional fine arts classes in building P. Science rooms are the only exception to the assignment of contiguous space within SLCs as they contain labs that are located in building D. Academies share the labs, but teachers continue to maintain membership to one specific academy.

The following departments are not assigned to any of the academies: ESL and foreign language are located on the third floor of buildings A and B, and life skills and health as well as the learning centers are located on the first floor of building C. All students have access to these classes.

Lastly, it was unanimously decided by the design subcommittees that the following spaces should be shared by all academies: athletic facilities and fields, library, eating areas, and auditorium. In addition, each academy is assigned a computer lab.


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Gym

Building A1st Floor

Building B1st Floor

Building C1st Floor

Building D1st Floor

D105Lab

Stairs

Stai

rs

Stairs

D104Lab

D102Ms.

Madrigal

D100Learning

Ctr

D101

D103Lab

D106]

D108]

D107]

D109]

Stairs

StairsStairs

B103

B101

B100

B1022

Stairs

Main Office

Stairs

A106Textbook

Room

A107

A105

A103

A101

A104

A102

A100 Stai

rs

C111C110C109

Stai

rs

Stairs

C105Computer

Lab

(Carrera)Open

C108Computer

Lab

Mr. Pacheco

C107Art Room

C106Art Room

C100Learning

Cent

C103

C101

StudentStore

Auditorium

B1042

Library

ParentCenter

Nurse

Stairs

C102Learning Cent

C104Learning Cent

Referral Rm

Ms. Serrano

Mr. Ellington

Ms. Long

Ms. Watanabe

Ms. Steddom

Ms. Rubalcava

Ms. Duenas

Mr. Reno

Mr. Levin

Mr. Donadelle

Ms. Garcia

Mr. Johnson

Mr. Pickens

Mr. Islas

Ms. Iamboliyski

Mr. Sher

Mr. Munoz Ms. Ordonez Ms. Hanes

Mr. Trepanier Mr. Plata

Mr. Macias New Bio

Mr. McAllister

Fine Arts DeptFL/ESL Dept

Special Ed Dept

LS/Health Dept

Science Dept

BF Academy

JL Academy VAPA Academy

CA AcademyAE Academy

TM Academy


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Gym

Building A2nd Floor

Building B2nd Floor

Building C2nd Floor

Building D2nd Floor

D205Lab

Stairs

Stai

rs

Stairs

D204Lab

D202

D200

D201

D203Lab

D206]

D208]

D207]

D209]

Stairs

B208]

B206

B209 B207Computer Lab

B205

StairsStairs

B203

B200

B201

B2022

B204Computer Lab

Stairs

A213 A211 A210

A214 A212Computer Lab

Stairs

A206Computer Lab

A209

A208

A207

A205

A203

A201

A204

A202

A200 Stai

rs

Stairs

C213C211C210

C214C212Computer Lab

Stai

rs

Stairs

C206Computer Lab

C209

C208

C207

C205

C203

C201

C204

C202

C200

Auditorium

Mr. Vorwald

Ms. Ortiz, L

Mr. Wolfe

Ms. Ortiz, B

Ms. Tamayo

Ms. Vargas

Mr. Ramirez

Mr. Abad

Mr. Jimenez

Mr. GreskoMs. BlackMr. Cottom

Ms. Kanichirayil Ms. RodgersMartinez Mr. Drobnick

Mr. EngMs. CazarazMs. Alcaraz

Mr. Adams

Mr. Espinoza

Mr. Varela

Ms. Che

Elias

Ms. Ferguson

Ms. Martinez

Ms. Caban

Ms. Thomas

Ms. Romine

Mr. CastroMs. Ceballos

Ms. ClarkMs. Koenig

Ms. Koh

International

New Chem

New MathMr. MoorMs. Duran

Mr. Espiritu Mr. Carrera Mr. Jackson

Mr. Thompson

Mr. Francani

Mr. Bustamante

Mr. Pekkala

A212

A211

Mr. Landa


Special Ed Dept

LS/Health Dept

Science Dept

BF Academy



TM Academy


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Building A3rd Floor

Building B3rd Floor

A304

A302

A301

A303

A300Art Room

Low Roof

Stairss

Stairss

B305

B303

B301

Stairss

B304

Stairss

B300

Low Roof

Auditorium

Gym

B302

Ms. Seabourne

DRWC

Ms. Ramirez

Ms. Gutierrez

Ms. Vallens

Mr. Schaper

Ms. Tovar Ms. Manners

Ms. Whidden

Mr. Morales

Ms. Lim

New Art


Special Ed Dept

LS/Health Dept

Science Dept

BF Academy



TM Academy


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Auditorium(Cap 700)

P104Art Room

P103Art Room

P101Band Room

P100Choir Room

P105

Career/College Centers

P106Dance Room

Kitchen

Field

Building ABuilding C

Teachers’Lounge(Cap 70)

Ms. Emmett-Chavez

Ms. Tinajero

Ms. Gragera

Mr. Quintero Mr. Sanchez


Special Ed Dept

LS/Health Dept

Science Dept

BF AcademyJL Academy VAPA Academy

CA AcademyAE Academy TM Academy


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Time

A. Class/Bell Schedule. Sample class/bell schedules and a discussion of block scheduling can be found on the website at www.lausd.net/slc_schools.

In March 2005, the design team organized a string of eight half day training sessions titled “Block Scheduling-Manipulating the Master Schedule to Enhance the Use of Time.” These trainings and the research provided shaped the direction that South East stakeholders decided to take with regards to selecting the type of block schedule that was best for our students.

The sentiment by a wide number of faculty members was that the typical six period secondary schedule contributes to the impersonal nature of a high school. Teachers felt that in order to truly establish meaningful adult/student relationships which promote mutual trust and respect and enable teachers to get to know students well enough to guide both learning and personal development, our vision of academies had to be paired with a schedule that complimented personalization and collaboration. The four-by-four (4x4) block schedule offered multiple benefits for project-based instruction.

Teachers find that on a 4x4 schedule, resources and time can be used to the teacher and student’s advantage. For students, the 4x4 schedule means fewer classes. They are responsible for two content core classes and two electives every semester. In a traditional six period schedule, students are responsible for four content core classes and two electives. For teachers, the 4x4 schedule allows them time to meet during their common conference period. Five of six academies have a common conference period. The one academy with that common conference period exception is due to meeting students’ programming needs.

Recently, the 4x4 schedule was put on a ballot for the faculty to vote whether they wanted to keep the schedule for another two years or return to the traditional six-period day. Prior to the vote, the faculty received information on the pros and cons of the 4x4 schedule through a period by period meeting presented by the principal and an after school meeting presented by a teacher. After the vote, 67% of the faculty were in favor of the 4x4 schedule, which will keep the schedule in place for another two years.

http://www.lausd.net/slc_schools


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SOUTH EAST HIGH SCHOOL

Bell Schedules

Regular Day Banked Tuesday

BF 7:00 - 7:20 (20 min) BF 7:00 - 7:20 (20 min)Pass 7:20 - 7:30 (10 min) Pass 7:20 - 7:30 (10 min)B1 7:30 - 9:00 90 min B1 7:30 - 8:37 67 minPass 9:00 - 9:07 7 min Pass 8:37 - 8:44 7 minB2 9:07 - 10:37 90 min B2 8:44 - 9:51 67 minLunch 10:37 - 11:09 (32 min) Lunch 9:51 - 10:23 (32 min)Pass 11:09 - 11:16 7 min Pass 10:23 - 10:30 7 minB3 11:16 - 12:46 90 min B3 10:30 - 11:37 67 minPass 12:46 - 12:53 7 min Pass 11:37 - 11:44 7 minB4 12:53 - 2:23 90 min B4 11:44 - 12:51 67 min

Minimum Day

Pass 7:20 - 7:30 (10 min)B1 7:30 - 8:27 57 minPass 8:27 - 8:34 7 minB2 8:34 - 9:31 57 minBrunch 9:31 - 10:03 (32 min)Pass 10:03 - 10:10 7 minB3 10:10 - 11:07 57 minPass 11:07 - 11:14 7 minB4 11:14 - 12:11 57 min

Regular Day with Homeroom Minimum Day with Homeroom

BF 7:00 - 7:20 (20 min) Pass 7:20 - 7:30 (10 min)Pass 7:20 - 7:30 (10 min) B1 7:30 - 8:19 49 minB1 7:30 - 8:52 82 min Pass 8:19 - 8:26 7 minPass 8:52 - 8:59 7 min B2 8:26 - 9:15 49 minB2 8:59 - 10:21 82 min Pass 9:15 - 9:22 7 minPass 10:21 - 10:28 7 min Homeroom 9:22 - 9:47 25 minHomeroom 10:28 - 10:53 25 min Lunch 9:47 - 10:19 (32 min)Lunch 10:53 - 11:25 (32 min) Pass 10:19 - 10:26 7 minPass 11:25 - 11:32 7 min B3 10:26 - 11:15 49 minB3 11:32 - 12:54 82 min Pass 11:15 - 11:22 7 minPass 12:54 - 1:01 7 min B4 11:22 - 12:11 49 min


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Time

B. Collaboration/PD Schedule. Explain how the school will document school wide collaboration and professional development for teachers, administrators, and other stakeholders. These activities will prepare school stakeholders in transforming and expanding the school into small learning communities.

Professional Development, which included a bulk of our teachers prior to the school opening, started in the spring of 2005. Teachers met for the first time by academy. This piece addressed the challenges cited by the Instruction and Professional Development Subcommittee. Teachers felt that it would be difficult to transition from a year round, six sixty-minute periods to a traditional year schedule on four accelerated ninety-minute block periods. Their concerns varied from learning how to utilize every minute of each block to maximizing student potential by developing thematic units that are student centered, that promote various learning modalities, and that motivate. Teachers were frontloaded on the instructional thematic approach model developed by Dr. Roger Taylor. They attended a one-day Dr. Roger Taylor overview training, and participated in a Dr. Roger Taylor debrief session where they were asked to chart the benefits, the challenges, and the next steps of thematic work.

Approximately 75% of the teachers participated in professional development to address longer instructional blocks. Zero resources were allotted to new schools for PD prior to the opening of the school year. PD days allotted for teachers to plan prior to the opening of the school in September were reduced drastically from ten days each to three days each. This made it virtually impossible for teachers from schools other than South Gate High School to participate in any of the pre-opening preparation.

Since then, professional development has focused on incorporating literacy across all content areas. The literacy strategies not only give teachers the tools to allow students to access the content, but the strategies are also a way to effectively use time on a 4x4 schedule.

The Jane Schaffer writing method has been taught to all teachers to provide a consistent academic writing process that students can use to demonstrate their understanding in each content area. The professional development then transitioned to academic reading in the content areas, beginning with vocabulary development to frontload reading. Teachers received an understanding of vocabulary development and research-based strategies that would allow them to implement strategies on a daily basis to effectively use the 90 minutes in each block.


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Reading comprehension has been addressed by introducing teachers to SQR3 (survey, question, read, recite/retell, and review) method as a means to improve students’ comprehension of content material. To further support reading comprehension, 27 teachers have received Reciprocal Teaching training by Action Learning Systems, which is a method that engages students in predicting, questioning, clarifying, and summarizing text. More teachers will receive Reciprocal Teaching training in the following year on a pull-out basis. The two reading methods, SQR3 and Reciprocal Teaching, allow teachers to provide more efficient and engaging reading instruction during the block schedule.

To help teachers understand the importance of academic literacy as well as time on a 4x4 schedule, lead teachers and department chairs were involved in a student shadowing experience. Each teacher pairing was assigned to shadow an EL student for two entire periods while noting that student’s opportunity to engage in academic writing, reading, and speaking. In a debrief following the shadowing experience, most teachers expressed concerns about witnessing the lack of student engagement and approximately 30 minutes of unaccounted instructional time. The lead teachers and department chairs shared these insights with their academies and departments to involve others in the implications and “next step” discussions. Because the shadowing experience was so enlightening for teachers, more teachers will have an opportunity to put themselves in the student’s seat during the following year.

During the buy-back days, Action Learning Systems presented a workshop on teaching in the 90-minute block. This training addressed brain-compatible classrooms, deconstructing the standards, and the difference between teaching in a 50-minute period and a 90-minute block. To further inform teachers about the advantages and challenges of a 4x4 schedule, a block-by-block workshop was presented to teachers prior to them voting on whether to keep the schedule for two more years.

Now that South East has provided a solid foundation in research-based strategies that concentrate on academic reading and writing, next year’s professional development will address the need to concentrate on effective planning in a 90-minute block.

Gale Elkins, a consultant who specializes in teaching in the 90-minute block, will provide training to teachers during buy-back days. She will also do follow-up trainings throughout the school year. This training will help teachers to understand the value of chunking instruction to facilitate student learning and move students through several activities during a block. Mandated student activities and collaborative processing are also taught during the training. This training embeds brain research on teens to help explain the significance of the first and last five minutes of each block and the need to have effective instruction bell-to-bell.

To assist teachers in planning effective units, teachers will receive training on Understanding by Design (UBD) by McTigue and Wiggins. Currently, 16 teachers have already attended a three-day workshop on UBD and those teachers will play a role in disseminating the information to others during professional development meetings. Because UBD encompasses three stages of planning, South East will present the stages in phases to allow teachers time to collaborate and


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implement. The intention is to have teachers plan more meaningful standards-based units on the 4x4 schedule.

Academies will continue building their academy instructional program during bi-monthly banked time meetings, buy-back days, and common planning conference periods. Furthermore, in the school’s effort to develop professional learning communities, each academy lead teacher will receive Critical Friends Group (CFG) leadership training in the summer of 2007 in order to learn how to develop norms, use protocols, and bring more of an instructional focus to academy meetings. CFG training will be extended to department chairs as well later in the school year.


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Staffing

Explain the process for staffing the SLCs.

In March 2005, the Governance and Budget subcommittee created a Teacher Preference sheet that allowed teachers to select their top three academy choices. This process continues to occur during the spring of each school year. Teachers are informed that academy assignment is based on their selected choices and student program needs. In situations in which new teachers are hired mid-year, they are placed in whichever academy has a need.

In preparation for South East High School’s opening, lead teachers were initially assigned by the principal for a two year commitment. That two year commitment is coming to an end, so academies recently held their own elections for lead teachers, in which interested teachers nominated themselves to be placed on the ballot for academy member vote. If academy votes are tied, the principal decides who will become the lead. The school encourages academies to rotate the lead every two years in order to spread leadership, but in some cases, the originally assigned lead teachers have continued in their position as others were not interested in the position.

Aside from the special education counselor who services the needs of all special education students at South East, each counselor is assigned exclusively to one academy to personalize students’ needs. Each academy counselor is familiar with the academy vision, goals, and course pathways to facilitate more effective student programming. Taking into consideration graduation requirements, A-G requirements, and academy goals, counselors are better equipped to create students’ four-year educational plans. A new counselor has been hired specifically for 9th grade students to assure that all incoming freshmen have a four-year educational plan.

Administrators will be assigned to specific academies. Like the assignment of counselors to the academies, administrators may be responsible for one and in some cases two based on the size of the academy. Their responsibilities will include instruction as well as operation of the school.

Out of classroom assignments such as Dean, Title 1/Bilingual Coordinator, and UTLA representative are determined by elections that are held annually. The entire school is serviced by these staff members as well as clerical and custodial staff, the PSA Counselor, the Special Education Counselor, the School Psychologist, the Career Counselor/Testing Coordinator, and the College Counselor. Next year, a WASC/Technology Coordinator and a part-time PSA Counselor will be added to the school roster.


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School-wide Programs and Activities

A. The school outlines the various school-wide programs available on campus by each SLC and grade level. Will these classes be available for students in each SLC?

9th Grade 10th Grade 11th Grade 12th Grade

SLC 1: Architecture and Engineering University Academy*AP Classes*Additional AP classes are available to all students through the California Academy

Honors English 9 N/A N/A N/A

Electives Auto CAD 1ComputersDraftingAcademic Decathalon (all)Leadership (all)Yearbook (all)

Auto CAD 2ComputersDraftingForeign Language

Auto CAD 3DraftingForeign Language

Auto CAD 4DraftingForeign Language

*Visual and Performing Arts *these electives are available to all students through VAPA

DramaInstruments

Choir – HarmonyBeginning BandAdvance Band

ActingChorusDanceBeginning BandAdvance Band

Advance Band ChoirTheatre Workshop

Interventions See chart below

Athletics Schoolwide Schoolwide Schoolwide Schoolwide

Adult School n/a Schoolwide Schoolwide Schoolwide

ROP Drafting Auto CAD

Drafting Auto CAD

Drafting Auto CAD

Drafting Auto CAD

Community-based organizations

MESA MESA MESA MESA

ESL All ESL levels are available to all students

All ESL levels are available to all students




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Special Ed. SDP

SLC 2 – Business and Finance University Academy*AP Classes*Additional AP classes are available to all students through the California Academy

Honors 9 N/A N/A N/A

Electives ComputersIntroduction to Business

ComputersBusiness Law Foreign Language

Foreign LanguageNFTE Projects

Foreign LanguageNFTE Projects


DramaInstruments






Adult School N/A Schoolwide Schoolwide Schoolwide

ROP N/A N/A N/A N/A


NFTE NFTE NFTE NFTE





Special Ed. RSP (English/Math) RSP (English/Math) RSP (English/Math) RSP (English/Math)

SLC 3 – California University Academy*AP Classes*Additional AP classes are available to all students through the California Academy

Honors 9 Honors 10AP World History

Honors 11AP English LanguageAP Environmental ScienceAP US HistoryAP Spanish Lang

Honors 12AP English LiteratureAP Government/ Economics AP CalculusAP Spanish Lit

Electives Computers Computers Foreign Language

Foreign Language Foreign Language

*Visual and Drama Choir – Harmony Acting Advance Band


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Performing Arts *these electives are available to all students through VAPA

Instruments Beginning BandAdvance Band

ChorusDanceBeginning BandAdvance Band

ChoirTheatre Workshop




ROP N/A N/A N/A N/A


N/A N/A N/A N/A

ESL No students in this subgroup chose to be in this academy

No students in this subgroup chose to be in this academy



Special Ed. No students in this subgroup chose to be in this academy




SLC 4 – Justice and Law University Academy*AP Classes*Additional AP classes are available to all students through the California Academy

Honors English 9 N/A N/A N/A

Electives Computers ComputersForeign LanguageGeography

Foreign LanguageForensic Science & Genetics Law Youth and International RelationsPsychology & Sociology

Foreign LanguageForensic Science & Genetics Law Youth and International RelationsPsychology & Sociology


DramaInstruments






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Adult School N/A Police Enforcement Police Enforcement Police Enforcement

ROP Schoolwide Schoolwide Schoolwide Schoolwide


South Gate Police Department









SLC 5 – Technology and Media University Academy*AP Classes*Additional AP classes are available to all students through the California Academy

Honors English 9 N/A AP Computer Science

AP Computer ScienceAP Statistics

Electives Computers Computers Digital ImagingForeign Language JournalismProgramming

Computers Digital ImagingForeign Language JournalismNetworking NewspaperProgrammingWeb Design

Foreign Language Networking NewspaperWeb Design


DramaInstruments






ROP Computer LiteracyComputer Software

Computer LiteracyComputer Software




UCLA UCLA UCLA UCLA





Special Ed. SDP (English, social studies, math, science, health life skills, reading

SDP (English, social studies, math, science, health life skills, reading




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intervention, learning center)




SLC 6 – Visual and Performing Arts University Academy*AP Classes*Additional AP classes are available to all students through the California Academy

Honors English 9 N/A AP Art Studio AP Art Studio

Electives Computers Computers Foreign Language

Foreign LanguagePlay Production

Foreign LanguagePlay ProductionTheatre Workshop


Beginning DramaChoir-HarmonyBeginning BandArt HistoryIntro to Art

Choir – HarmonyBeginning BandAdvance BandDrawingPainting 1Painting 2

ActingChorus/GleeDanceBeginning BandAdvance BandPainting 2

Advance Band Choir/GleePainting 2




ROP N/A N/A N/A N/A


LA Opera House LA Opera House LA Opera House LA Opera House







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School-wide Programs and Activities

B. Interventions: Describe the interventions that each SLC will offer their students.

A number of resources will be available to students who need help. On an important, but informal level, many teachers will provide advice and other assistance to students in their academy. With fewer students, academy teachers will focus on the individual need of the student. Teachers will be able to collaborate to support students who need extra support. Each academy will develop its own support system for all students. This includes tutoring, referrals to counseling services, and student support teams. Additionally, weekly homeroom meetings have been added this school year to facilitate more opportunities for personalization and possible intervention.

A Beyond the Bell (BTB) academic intervention program was designed to ensure that students successfully pass the California High School Exit Exam (CAHSEE). The BTB program is an immediate intervention tool that supplements successful classroom teaching tailored specifically to the English and Math elements of the CAHSEE. During the 2006-2007 school year, SEHS has expanded the support class opportunities to include early intervention, semester elective classes, and the enhancement of immediate intervention classes.

The BTB classes are used as a method of early intervention. Tenth grade students are encouraged to participate in the BTB classes which are to reinforce skills and prepare students to be successful in their first encounter with the CAHSEE.

The CAHSEE elective classes are designed as a standards-based semester of instruction provided to all eligible students. Elective classes are appropriate for junior and senior students who have fulfilled the required core curriculum classes, yet still need to pass the CAHSEE.

The last chance of support for seniors who have not passed the CAHSEE is a mandatory, intensive, week long preparation class known as CAHSEE Boot Camp. Boot Camp is 20 hours of instruction in English and/or 20 hours in math in a class setting of 1:20. Depending on whether a student has to pass one or both sections of the CAHSEE, the Boot Camp takes the place of a student’s regular class schedule for one to two weeks. Finally, a senior cannot refuse to attend CAHSEE Boot Camp unless a parent provides written rejection of the mandatory class and recognizes the possibility of that student not receiving a high school diploma.


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South East High School has continued to help English Learners gain mastery in their classes by providing classroom support services and interventions.

English Learners are strategically placed, as appropriate, to allow teachers to focus on specific needs. There are currently five teacher assistants (not including special education) assigned to classes where there are heavy concentrations of English Learners. Working under the direct supervision of the teacher, teacher assistants provide in-classroom intervention to help students master the standards. Accelerated Reader is another intervention program designed to improve student language development. Additional support services provided to English Learners are tutoring before and after school, CAHSEE support classes, and active functioning of the Language Appraisal Team. Additional intervention classes are also offered during the school day to help students score at basic or above on the CST’s ELA section, which is a requirement of redesignation.

To meet the needs of Special Education students, learning centers have been established for special education teachers to provide pull-out academic services to close the achievement gap. Additionally, one counselor is designated to oversee the special education program. This counselor provides post-graduation placement counseling, counsels special needs students one-on-one, is an integral member of all IEPs, manages special education student programming according to their IEP, meets regularly with the RSP/SDC teachers to ensure proper placement, and meets with parents and students to provide services beyond the IEP.

Other targeted interventions include Read 180 (Developing Readers and Writers Course) for low performing students in the 9th grade, Summer Bridge for at-risk incoming 9th graders, Study Hall during 4th block for off-season athletic teams, and before and after school tutoring for students needing additional support in their studies.

The school’s four counselors, two deans, the nurse, the psychologist, the Dropout Prevention Coordinator, the PSA Counselor, and the five administrators have been trained to offer various forms of intervention and to make appropriate referrals.


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Student Choice

Describe your student recruitment and transfer policies and process in the space below.

The school invites parents to an evening meeting in which all of the academies present a brief description of their vision, identity, and emphasis. A similar presentation is given to 8 th grade students during an articulation meeting at the feeder middle school. After the presentations, students submit a Student Academy Application/Student Preference Sheet indicating their top three academy choices. Parents also have to sign the application acknowledging their approval of their children’s choices.

In both presentations, it is explained to students and parents that an academy assignment is at least a one year commitment with only one opportunity to transfer to another academy within a student’s entire high school career. In addition, before granting a transfer, which would have to occur at the end of the year and not mid-year, a placement conference is held involving the student, a parent, the academy counselor, and the academy lead teacher. This transfer stipulation is pertinent to ensuring consistency and personalization within the academies.

Student placement is based on space availability in academies; however, approximately 85% of students do receive their first academy choice. Those who are not assigned their first choice, are guaranteed their second choice. To date, only one student has been dissatisfied with placement and requested a transfer between academies.


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Community Resources/Partnerships

Community resources/partnerships help sustain small learning communities over the long-term. Partners include, but are not limited to, institutions of higher education, local non-profit agencies, local large and small businesses, and faith-based organizations.

A. Existing Community Resources/Partnerships: Please indicate existing resources and partners available school-wide and for each small learning community. Existing partners are entities within the school community that are already providing in-kind or grant/donations support to one or several SLCs.

Existing Community Partners by SLC

Role/Use of Resource for SLCExpected Timeframe for Resource to Last

(month/year)

School Wide Partners (available for all SLCs)HUB Cities Student employment opportunities

and placementOn-going

USC Talent Search Provide one-on-one college advising On-goingEast LA College Con-current enrollement Provide

services students who are not attending 4-year

On-going

SLC #1: Architecture and Engineering University AcademyMESA sponsored by USC MESA club, students engage in

engineering activities and contests On-going

SLC #2: Business and Finance University AcademyNFTE (The National FoundationFor Teaching Entrepreneurship)

Provides students opportunities to learn all aspects of entrepreneurship including business plans, operating a new business and learning to present a plan to investors. Students have opportunities to network with other students in the area and learn from mentors who are active and successful in the local business world. This national organization has a local office here in our metropolitan area.

On-going

SLC#3: California University AcademyChemPack & Environmental Consulting firm that educates

students on environmental policy and issues

On-going


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Existing Community Partners by SLC

Role/Use of Resource for SLCExpected Timeframe for Resource to Last

(month/year)

SLC#4: Justice and Law University AcademySouth Gate Police Department South Gate Police Explorer Program On-goingEast Los Angeles Community College – South Gate Educational Center

College Classes On-going

U.S. Federal Courts Law Day Program On-goingJapanese American National Museum

Historical Resources / Professional Development for teachers

On-going

YMCA Youth and Government Program On-goingSLC #5: Technology and Media University AcademyUCLA School of Engineering Tutoring, mentoring, internship, grant

partnerOn-going

Los Angeles Times Career speakers On-goingL.A. Youth Career opportunities On-goingAssemblyman Hector DeLaTorre’s Office

Student Film Festival Annually

Film Director Joaquin Perrera Sponsoring film production class Fall 2007SLC#6: Visual and Performing Arts University AcademyCafé Kashmir Professional venue for Student Art

ShowMay not be the same venue, but art shows will be an annual event

Museum of Latin American Art Expose students to a variety of artwork

Plan a trip every three years

Nickelodeon Allows faculty to actively participate in collaboration with industry experts

Spring 2007

National Grammy Foundation Provides information on jobs in the music industry

Annually

Beyond the Bell Branch Supplements classroom instruction by bringing in music professionals as exemplary examples in art

On-going

Los Angeles Opera Company Provides a behind-the-scenes view of the world of performing arts

On-going

Glendale College Provides an opportunity for students to receive guidance from professionals in the field and to be exposed to different dance forms

On-going


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8. Community Resources/Partnerships

B. Potential Community Resources/Partnerships: Please indicate potential resources and partners that the school and each SLC plan on pursuing for ensuring long-term sustainability.

Existing Community Partners by SLC Role/Use of Resource for SLC

Target Date for Securing Resource

(Month/Year)

School Wide Partners (available for all SLCs)Chicano Latino Educational Fund Target 10th and 11th help students

becoming eligible for UC and Cal State

Fall 2007

City of South Gate Family College Night and partner for the Gear Up Grant (come fall 2008)

June 2007

South Gate Civic Center Use of conference facilities May 2007SLC #1: Architecture and Engineering University AcademyCity of Los Angeles Bureau of Engineering

Guest Speakers, Engineering Contests, Environmental Science Projects

Fall 2007

The WORD Project, USC Focuses on composition and provides in class mentoring and support by USC students

Fall 2007

SLC #2: Business and Finance University AcademyAcademy of Business Leadership Provides summer programs in the

skills, ethics, and processes of business, finance and leadership at 6 local campuses including CS Dominguez Hills for deserving students

Perhaps Summer 2007Definitely Summer 2008

South Gate Chamber of Commerce Mentoring, field trips, speakers Fall 2007GAP Inc. T-shirts for student giveaways Fall 2007Magic Johnson Corp. Donate gift cards to Starbuck’s and

movie theater for student giveawaysFall 2007

Bank of America Panel presentations and internships Fall 2007FIDM (Fashion Institute for Design and Merchandising)

Student presentations, panel discussions, and field trips

Fall 2007

LRG Panel discussions on entrepreneurship

Fall 2007

East Los Angeles College Classes at SEHS, evening classes on campus in business

Fall 2007


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Existing Community Partners by SLC Role/Use of Resource for SLC

Target Date for Securing Resource

(Month/Year)

SLC#3: California University AcademyCity of South Gate Planning Commission

Public Policy – Land use and planning / speakers

January 2008

Vector Control of LA County Specific environmental Issues in the County

January 2008

LA County Health Office Practical application of public policy / Speakers

January 2008

Public Policy Companies / Lobbyists and Think Tanks

Internships / Speakers June 2008

State Representative’s Office Mentorship / Internship / Leadership June 2008Office of the Governor of California Mentorship / Leadership June 2008California Public Policy Institute Donations, internships, canvassing,

speakersJune 2008

SLC#4: Justice and Law University AcademyAttorneys, Police Officers, Judges, Lobbyists, Politicians, Fire fighters, Probation Officers,

Create an Advisory Board / Professional Development for Teachers / Speakers / Internships / Job Shadowing

Spring 2008

SLC #5: Technology and Media University AcademyHitachi Computers Donations for specific course On-going upon offer of

courseCisco Staff training and student resources Summer 2007Workplace Hollywood Speaker series June 2007CSULA Grant partner, mentoring Summer 2007ACME Animation Mentoring, career opportunities Fall 2007Streetlights Career opportunities Fall 2007SLC#6: Visual and Performing Arts University AcademySouth Gate Civic Center Venue for student art exhibits and

shows2007-2008 School Year


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Facilities proposal for contiguous space

Please discuss any facilities alterations that should occur to accommodate your SLC moving into contiguous space.

Because South East High School was built with the intent of providing contiguous space for its SLCs, no facility alterations are needed.


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V. SCHOOL TECHNICAL ASSISTANCE CHECKLIST

The Office of School Redesign will provide SLC Design Teams 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 X

Advisories

Leadership roles

Bell schedules

Contract issues/waivers X

Best practices

Articulation

Budgets

Sustainability

Community partnerships

Parent outreach and involvement X

Student outreach and involvement

School staff outreach and involvement

Union (UTLA) agreements

Working with the Local District

Other:


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VI. ACKNOWLEDGEMENTS

Acknowledge, as appropriate, all staff, professional experts, community partners, and others who have helped the school prepare, develop and implement small learning communities on campus and/or various sections of the SLC manual.

South East High School would like to acknowledge the following lead teachers and their design team members for dedicating their time and effort toward writing the SLC Design Proposals and sections of the Impact Report: Sue Andres (AEUA), Jesse Bustamante (AEUA), Rudy Castro (AEUA Lead), Maria Che (VAPA), Julia Chung (VAPA and CUA Administrator), Linda de Leon (AEUA Counselor), Rhian Donadelle (BFUA), David Eng (TMUA), Patricia Emmett-Chavez (VAPA Lead), Ralph Esparza (JLUA Counselor), Oscar Banda Galindo (CAU Student), Jenise Gragera (VAPA), Judith Gutierrez (TMUA Counselor), Torray Johnson (BFUA), Anthony Islas (VAPA), John Landa (TMUA), Janie Long (JLUA Lead), Carlos Ramirez (CUA), James Reno (BFUA), Maria Rivera-Contreras (VAPA Counselor), Devery Rodgers (TMUA Lead), Miguel Saenz (AEUA and TMUA Administrator), Yvette Serrano (JLUA), Maria Sotomayor (BFUA and JLUA Administrator), Martha Velasco (BFUA and CUA Counselor), Terrance Vorwald (CUA Lead), Glenda Watanabe (JLUA), and Roger Wolfe (CUA).

Further recognition is given to Catherine Armstrong (Local District 6 SLC Advisor), Albert Castillo (Local District 6 Director of Secondary Instruction), and Marylin Williams (Office of School Redesign) for their guidance and contribution throughout the process of preparing the SLC Manual.

Finally, South East High School would like to express appreciation to its literacy coaches, Latasha Buck and Virginia Oropeza, for orchestrating the collaborative efforts of those involved in this endeavor and for overseeing the completion of the SLC Manual.

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