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Los Angeles Unified School District: John H. Francis Polytechnic High School

School SLC Impact Report

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School SLC Impact Report, I. Recommendation Sign-off Routing Sheet March 2006

Smaller Learning Communities


Respectfully submitted for your consideration to the Los Angeles Unified School District

for your consideration

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

School Site Council Recommendation to Proceed

Name of School: John H. Francis Polytechnic High School

Total Number of SLCs Proposed: 5

________________________________ ________________________________ Principal’s signature Date

_________________________________ ________________________________ UTLA Chapter Chairperson’s signature Date

_________________________________ ________________________________ School Site Council Chairperson ‘s signature Date



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School SLC Impact Report, II. Cover Sheet March 2006



II. COVER SHEET

Name of School: John H. Francis Polytechnic High School Location Code: 8636 School SLC Contact: Name: Dr. Janis Fries-Martinez Title: Principal Mailing Address: 12431 Roscoe Blvd

Telephone #: (818) 767-4860 x 205 Fax #: (818) 771-0452 Email: [email protected]



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School SLC Impact Report, III. Table of Contents March 2006



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. Planning and Organization......................................................................... 4

2. Space....................................................................................................... 15

3. Time......................................................................................................... 17

4. Staffing..................................................................................................... 20

5. School-wide Programs and Activities....................................................... 24

6. Student Choice ........................................................................................ 30

7. Alterations to Facilities Proposed............................................................. 31

V. School Technical Assistance Checklist.................................................................. 32



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School SLC Impact Report, IV. Areas of School Impact, Planning and Organization March 2006



IV. AREAS OF SCHOOL IMPACT

1. 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.

Timeline

Smaller Learning Community Name

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

Already Initiated (Yes/No)

Expected Date of SLC Initiation (month/year)

Expected Date for a Fully Developed

SLC (month/year)

Freshmen Centre All Yes Already initiated 7/05

10th Grade Center

All No 7/06 7/07

FAME All Yes Already initiated 7/07

HABIT All Yes Already initiated 7/07

SPORT-EHS All Yes Already initiated 7/07



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B. Number of SLCs per Track. The chart below summarizes the total number of SLCs offered at John H. Francis Polytechnic High School by the calendar schedule (track).

Number of SLCs Total Number of SLCs

Track A 5

Track B 5

Track C 5



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C. Configuration of Design Teams. Various SLC design teams on campus are outlined

in the chart below. Because Poly is a year-round school, separate teams for the various tracks, and SLCs are on multiple tracks, the team for each track is be documented separately. Note that each of the SLCs are active on all tracks.

Design Team Members Smaller Learning Community Name Name Title/Position

A-Track Design Team

Edward Trimis Assistant Principal

Cheryl Cohen-Thompson Coordinator

Shannon Black Teacher

Sara Rodrigues Teacher

Julie Kim Teacher

B-Track Design Team


Rudy Cuevas Teacher

Lisa Donley-Jay Counselor

Andrea Olson Teacher

Lisa Blackwell Teacher

C-Track Design Team


Toby Bachenheimer Teacher

Pablo Leanos Counselor

Kirk Jeppson Teacher

Freshmen Centre

Karie Simpson Teacher



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Design Team Members Smaller Learning

Community Name Name Title/Position

A-Track Design Team

Vicky Damonte Assistant Principal

Jose Loza Teacher

Sara Rodrigues Teacher

Adriana Maldonado-Gomez Counselor

Levon Yaganyan Dean

B-Track Design Team


Regina Marquez Teacher

Alex Morice Teacher

Elizabeth Toscano Counselor

Lori Combs Teacher

C-Track Design Team


Ari Bennett Teacher

Elidia Vasquez Teacher

Kit Heilbron Teacher

Tenth Grade Center

Jim Deschenes Teacher


A-Track Design Team

Dan Schar Assistant Principal

Larry Berlin Instructional Specialist

Kim McEwen Teacher

Tim Feeley Teacher

Brian Block Teacher

B-Track Design Team


Brian LeClair Teacher

Alex Morice Teacher

Hector Colon Teacher

Steve Hines Teacher

C-Track Design Team


Isaac A La Torre Teacher

Peter Johannsen Teacher

Manuel Peralta Teacher

Sports Programs Opportunities and Recreation Training Academy/Education and Human Services Careers (SPORT/EHS)

Chuck Schwal Teacher



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Design Team Members Smaller Learning

Community Name Name Title/Position

A-Track Design Team

Stephen Thatt Counselor/Coordinator


Larry Ziehler Teacher

Jennifer Murray Teacher

Verlyne Foster Teacher

B-Track Design Team


Gerardo Loera Assistant Principal

Glen Lamos Teacher

David Bonino Teacher

Ron Wood Teacher

C-Track Design Team


Chi Sun Chang Teacher

Yesenia Pleitez Teacher

Jack Dennison Teacher

Horticulture, Agriculture, Business and Industrial Technologies, Technology Careers (HABIT)

Kevin Clannin Teacher


A-Track Design Team



Stephen Isaacs Teacher

Miranda Carnovsky Teacher

Ethel Matlen Teacher

B-Track Design Team


John Blau Teacher

Karen Worle Teacher

Carlos Loya Teacher

Karen Teeter Teacher

C-Track Design Team


Pia Damonte Teacher

Amy Showalter Teacher

Kevin Patterson Teacher

Fine Arts, Media, and Entertainment Careers (FAME)

Thom Savino Teacher



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D. Dispute/Conflict Resolution Plan. The Dispute/Conflict Resolution Plan is outlined

below.



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JOHN H. FRANCIS POLYTECHNIC HIGH SCHOOL

DISPUTE RESOLUTION REPORT FOR SMALL LEARNING COMMUNITY FACILITY USE, RESOURCE NEEDS, AND STAFFING

Small Learning Communites: Freshmen Centre, Tenth Grade Center, HABIT, SPORT/EHS, FAME Date: 3/10/06 Reviewed by: ________________________ ____________________________

UTLA Chapter Chair SLC Coordinator

_______________________ ___________________________ SLC Lead Teacher Principal The following information and procedures will outline how the staff at John H. Francis Polytechnic High School will resolve decisions / disputes and conflicting resource needs. Small Learning Community Dispute / Conflict Resolution Plan

Parts of the Polytechnic High School dispute resolution plan are taken directly from the

UTLA Contract and the contract language is listed below. Any part of this plan that is not

directly outlined in the UTLA Contract language has been discussed and reviewed by the persons who have signed above and reflects the input of the small learning

community staff.

The Protocol for resolving disputes not directly covered by contract language is written in

italics.

Note: This plan will be reviewed each year by the staff of the small learning community. Changes will be made reflecting input from teachers, coordinators, the UTLA Chapter

Chair, the School Site Council President/Chair, the principal or his/her designees, the

administrator in charge of that small learning community and the small learning community instructional specialist.

UTLA Contract / 18. Small Learning Communities: (only those part of the contract that represent dispute / conflict resolution protocols are listed below.)

2.0 Process for Conversion Schools: a. The school Principal works with all school stakeholders, including the UTLA

Chapter Chair, to initiate the design process and to determine the impact of potential SLCs on all other programs and on the entire school campus. Issues

to be discussed and considered shall include the attributes, including equitable

services in the utilization of school facilities, schedules, grade spans, and

staffing.



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Facilities and Resources for Each SLC:

1. Facilities shall be distributed in an equitable and reasonable manner,

taking into account educational program needs. The principal (or designee) will do this in consultation with teachers, coordinators, the

UTLA Chapter Chair, the assistant principal in charge of that small

learning community or his/her designee, and the small learning communities instructional specialist.

2. Resources shall be distributed in an equitable and reasonable manner, taking into account educational program needs. The principal (or

designee) will do this in consultation with teachers, coordinators, the

UTLA Chapter Chair and the assistant principal in charge of that small

learning community or his/her designee, and the small learning communities instructional specialist.

The Protocol for resolving disputes not directly covered by contract language is as follows:

1. If a certified staff member at Polytechnic High School claims that the

school is not complying with the school’s own Small Learning Community Plan, or is not complying with the school’s own SBM/LEARN Governance

Plan, in regards to facility use or resources, he/she before making a

formal complaint, must request an informal meeting within three days with the SLC Complaint Panel (each SLC coordinator (5), the UTLA Chapter

Chairperson, the School Site Council Chairperson, the SLC Instructional

Specialist, the Administrator in Charge of the 9th/10th Grade Academies,

and the Administrator in Charge of the 11th/12th Grade Academies, and the Principal/or Designee ) a good faith effort will be made to resolve the

matter.

2. If the complaint is not settled at the informal level, then within five days

the complainant must file a written complaint letter with the Principal or

Principal Designee, the UTLA Chapter Chair and the School Site Council

Chairperson/President. The Principal or his/her designee, the UTLA Chapter Chairperson and the School Site Council President/Chair shall

continue the investigation and meet without the presence or interference

of other sources at the school or elsewhere. They shall have the power to examine relevant documents and authority to investigate and decide

the claim. Their decision will be final and binding. It shall then be

determined whether it is practicable for the decision to be implemented immediately; or if not, then in the following mester or school year.



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Additional Relevant Language from the LAUSD/UTLA Contract, 2003-2006.

e. Pursuant to State and Federal law, the superintendent shall retain the authority to create SLCs as part of restructuring, building upon the process already being made to create SLCs at the school and incorporating these efforts into the new plan.

4.0 Staffing, Vacancies and Transfers: The faculty members of the SLC’s design team

(assuming that they fairly reflect the overall staff at the site in terms of demographics and subject matter, and their assignments are consistent with other district staffing policies such as Staff Integration, Rodriguez Decree and the like) shall be assigned to the SLC upon its approval, and from that time forward the SLC shall be treated the same as a separate school for purposes of staffing, transfers, displacements and filling of openings. Thus, after the design team has been assigned, the initial remaining positions with the SLC shall be filled first with volunteers, if any from the site pursuant to Article XI, Section 16.0. Once that process is completed, the SLC shall be able to fill the remainder of the planned faculty positions (and any later new openings) the same as any other separate school site. Similarly, for purposes of future staff reductions/displacements, the SLC will be treated the same as a separate school site. Once the initial full faculty is identified, assignments to classes etc shall be made in compliance with Article IX.

5.0 Protection of Employee Rights: Subject to the provision of this Article, and unless otherwise agreed to by UTLA and the District, all provisions, rights, obligations, duties, and other requirements set forth in the Agreement shall be applicable to approved SLCs as separate schools, including but not limited to uniform staffing procedures (Art. IX, Sec. 6.1), transfers (Art. XI), and UTLA rights (Art. III), and the implementation of SLCs is not intended to diminish the rights contained in this Agreement. The contract waiver process available un Article XXVII, Section 3.2 and 3.4 shall also be available to SLCs.

6.0 SLC Leadership: a. If an SLC design includes provisions for department chairs, grade level chairs, deans or

other out-of-the-classroom positions, they shall be chosen according to the procedures of this Agreement. However, an SIC may choose not to propose these positions.

b. B. SLCS shall be led by a principal, an assistant principal, or a coordinator under the supervision of an administrator. An SLC may choose through its design to have a coordinator as a school leader with the approval of the local school administrator responsible for faculty evaluation. The coordinator shall be chosen and shall serve pursuant to the magnet school/categorical programs coordinator provisions (Article SSSI, Sec. 14.2, 14.3).

c. In those approved SLCs lead by an AP (an evaluating administrator), the SIC may choose to select a Lead Teacher to assist the SLC’s administrator. The duties of the Lead Teacher in assisting the administrator shall be worked out collaboratively with the final approval of the Superintendent or Central designee of the Superintendent. Lead Teachers shall be elected annually by the faculty of the SIC, excluding substitutes and contract pool teachers. Lead Teachers must have permanent status as a District employee prior to election to a Lead Teacher position. The Superintendent or central designee my request that there be a change in the Lead Teacher when such action is deemed to be in the best interest of the educational program of the District. In that case, the faculty of the SIC shall elect a replacement.

Article IX of the UTLA Contract: Hours, Duties, and Work Year Teachers with appropriate credentials and necessary qualifications may, busing a teacher preference form or other locally determined method, request assignment to specific class(es) within a department (secondary) or track (multi-track). Teachers on leave who are scheduled to return shall participate in the selection process.



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(2) In Secondary schools and in special education, wherever located, the department in which a teacher is considered for the assignment purposes shall be the one in which the teacher has taught for the major portion of teaching time during the most recent six semesters of classroom teaching experience. This recent experience provision shall not apply when a teacher applies to a position unfilled after all teachers in a department have had an opportunity to bid; and

(a) Classes within a department shall be distributed by the principal (or designee) in consultation with the elected department chairs* (see article XXXI, Section 2.2) in a fair and equitable manner, taking into account seniority and educational program needs (i.e., small learning communities).

(1) If an employee believes that an assignment is inappropriate, the employee must request an informal meeting. (2) Such informal meeting must be requested within three days after the employee knew or should have known of the occurrence of the event(s) upon which the complaint is based. (3) Such meeting shall be scheduled within three days of the request with the party who has the authority to grant the remedy. (4) A good faith effort shall be made to resolve the matter.

(b) If the complaint is not settled at the informal meeting, a formal written complain in letter form must be filed within three days with the principal and copies forwarded to the Office of Staff Relations and UTLA. A review panel shall be formed within three (3) days of receipt of the formal complaint to consider the matter. The panel shall be composed of the principal (or designee) and UTLA Chapter Chair (or designee) and their decisions shall be made by consensus. (c) If consensus is not reached within three days, the review panel shall be augmented by a third person mutually selected by the first two panel members; the augmented panel shall then make a final decision by consensus or a majority vote. (d) If the two panelists, acting reasonably and in good faith, cannot mutually agree upon the assignment, and also cannot agree upon selection of the additional panel member, the principal’s class assignment will stand. If practicable, the decision shall be implemented immediately; or if not, then in the following semester. (e) Alleged violation of the above procedures set forth in this subsection (2) are subject to the grievance procedures of Article V; the substance of the assignment decision is not.

6.2 Staffing Procedures After the Initial Selection Through The Fifth Week of School Year or Track: The following procedures apply to staffing decisions which occur after the completion of the initial spring selection process and before norm date or the end of the 5

th week of school or track (whichever is sooner):

(a) The principal and department or grade level chair working together shall reasonably determine who will fill the opening or vacancy.

(b) In doing so, they shall utilize the teacher preference forms or locally determined method for identifying teacher preference and shall take into account seniority and educational program needs.

(c) If an agreement is not reached or if the parties prefer, the openings and vacancies shall be filled by a new hire, transferee, substitute, or auxiliary assignment.

6.3 Staffing Procedures After Norm Day: If an opening or vacancy occurs in a teaching position, that vacancy shall be filled by a new hire, transferee, substitute, or auxiliary assignments (secondary).



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6.4 Staffing Procedures For Spring Semester Or Subsequent Tracks in Secondary Schools: Any opening or vacancy shall be filled pursuant to Article XXXI, Section 2.2.



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School SLC Impact Report, IV. Areas of School Impact, Space March 2006




2. Space

Assignments of all facilities on the school campus are listed below including how these resources are being allocated and shared among SLCs. Allocated facilities, such as classrooms, will ideally be designated to an SLC full-time and indefinitely for the calendar year in question. ‘Yes’ in listed in the All Day column for these resources. The reality of year-round scheduling (tracks rotate on and off every 8 weeks) and use of facilities, however, does not lend itself to facilities allocated at 100% for each level for any SLC or program. In the future, as Poly converts to a traditional calendar, it is expected that most classrooms will be allocated at 100% to SLCs. For shared facilities, such as cafeteria, the ‘No’ is marked in the All Day column and specific days and periods that each SLC will use the space is indicated. It’s important to note that special use rooms (labs and shops) are confined to specific areas of the campus. Entirely separating the SLCs from each other becomes problematic. In addition, the master schedule in year-round schools in general, and in the 4X4 Block schedule in particular, is more flexible than in traditional calendar schools. Many courses are one semester in length (eight week semester in the 4X4 Block Schedule) and, as a result many classes and groups of students change every eight weeks.



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School SLC Impact Report, IV. Areas of School Impact, Space March 2006

Time Structure for Allocated Space Inventory of Facility

Spaces FAME HABIT SPORT-EHS

Freshmen Centre

Sophomore Center

Passport Classes

All Day? (Yes/No) No No No No No No

If No, allocation of time is listed below.

Auditorium 80% 5% 5% 5% 5% 0%

M1 – M2 80% 5% 5% 5% 5% 0%

10-11 80% 5% 5% 0% 5% 5%

12-15 0% 0% 0% 0% 0% 100%

16-18 5% 5% 80% 0% 5% 5%

20-26 0% 0% 0% 0% 0% 100%

27-29 5% 5% 80% 0% 5% 5%

30-34 5% 5% 80% 0% 5% 5%

35-36 5% 80% 5% 0% 5% 5%

37-39 0% 0% 0% 0% 0% 100%

40-43 5% 5% 80% 0% 5% 5%

44-45 0% 0% 0% 0% 0% 100%

50-57 5% 5% 80% 0% 5% 5%

45, 57 5% 80% 5% 0% 5% 5%

60-62 5% 80% 5% 0% 5% 5%

63-64 5% 80% 5% 0% 5% 5%

73-70 80% 5% 5% 0% 5% 5%

80-83 0% 0% 0% 0% 0% 100%

84 5% 80% 5% 0% 5% 5%

90-92 5% 80% 5% 0% 5% 5%

93 0% 0% 0% 0% 0% 100%

94-99 5% 80% 5% 0% 5% 5%

106-109 0% 0% 0% 0% 100% 0%

206-209 0% 0% 0% 0% 100% 0%

111-118, 211-218 0% 0% 0% 50% 50% 0%

300-301 0% 0% 0% 0% 0% 100%

302-304 5% 80% 5% 0% 5% 5%

305-313 0% 0% 0% 100% 0% 0%

325-326 20% 20% 20% 0% 0% 40%

327-328 0% 0% 0% 50% 50% 0%

329-332, 335-340 0% 0% 0% 100% 0% 0%

341 0% 0% 90% 0% 0% 10%

342 0% 0% 100% 0% 0% 0%

Blue Gym/Gold Gym 0% 0% 0% 0% 0% 100%

Auditorium 80% 0% 0% 0% 0% 20%

Library/Cafetorium 15% 15% 15% 15% 15% 25%



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School SLC Impact Report, IV. Areas of School Impact, Time March 2006




3. 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. Below are the schedules in use at Polytechnic High School.

REGULAR SCHOOL

Regular Day Shortened Day Minimum Day

Period 1 7:25-9:00 7:25-8:38 7:25-8:24

Period 2 9:07-10:57 8:45-10:13 8:31-9:45

Lunch 10:57-11:34 10:13-10:50 9:45-10:05

Period 3 11:42-1:17 10:58-12:11 10:13-11:12

Period 4 1:25-3:00 12:19-1:32 11:20-12:19

TWILIGHT SCHOOL

Regular Day Shortened Day Minimum Day

Lunch 10:57-11:34 10:13-10:50 9:45-10:05

Period 3 11:42-1:17 10:58-12:11 10:13-11:12

Period 4 1:25-3:00 12:19-1:32 11:20-12:19

Period 5 3:08-4:42 1:40-2:52 12:27-1:25



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3. Time

B. Collaboration/PD Schedule. School-wide collaboration and professional

development for teachers, administrators, and other stakeholders using the two stated goals is listed below and is attached. These activities will prepare school stakeholders in transforming and expanding the school into small learning communities. For each type of training and collaboration, the stakeholders involved, the duration and frequency of training or collaboration and the expected schedule for the proposed activity is indicated. The expected outcome of the collaboration or training is also highlighted. Also included is a sample annual professional development calendar from 2005-2006 and a sample monthly professional development calendar from February, 2006.

School and Local District Level Professional Development (PD) and Collaboration for SLC Implementation

Type of Training or Collaboration

Intended Stakeholder

Duration & Frequency

Expected Schedule

(Month/Year)

Expected Outcomes

1. To advance the understanding of teachers, administrators, and other stakeholders of effective research-based instructional strategies for improving student achievement (particularly those below grade level).

Structured, Collaborative Small and Large Group in Departments

Teachers, Counselors, Coordinators, Administrators, Certificated Staff

90 Minutes, Monthly

(Banked Time/ Shortened Days)

Monthly: 7/06-6/07 7/07-6/08 7/08-6/09

Teachers and staff will have greater knowledge and expertise in developing and implementing research-based, standards-based, content-specific instructional strategies.

Workshops Parents and Community

45 Minutes, Quarterly

Quarterly: 7/06-6/07 7/07-6/08 7/08-6/09

Parents will have greater knowledge and understanding of research-based, standards-based, instructional strategies.

Structured, Collaborative Small and Large Group together

Teachers, Counselors, Coordinators, Administrators, Classified and Certificated Staff

90 Minutes, Monthly


Monthly: 7/06-6/07 7/07-6/08 7/08-6/09

Teachers and staff will have greater knowledge and expertise in developing and implementing school-wide research-based, standards-based, instructional strategies.

2. To provide teachers, administrators, other stakeholders with knowledge and skills they need to participate effectively in the development, expansion or implementation of a SLC.

Structured, Collaborative Small and Large Group in SLCs

Teachers, Counselors, Coordinators, Administrators, and Certificated Staff

90 Minutes, Monthly


Monthly: 7/06-6/07 7/07-6/08 7/08-6/09

Teachers and staff will have a greater knowledge and expertise in developing and implementing research-based, SLC strategies and programs including improving personalization, developing advisories, common planning time, and working with parents and community partners.



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School and Local District Level Professional Development (PD) and Collaboration for SLC Implementation

Type of Training or Collaboration

Intended Stakeholder

Duration & Frequency

Expected Schedule

(Month/Year)

Expected Outcomes

Structured, Collaborative Small and Large Group together. Facilitated by Office of School Redesign (LAUSD Central District)


8 hours, Monthly Monthly: 7/06-6/07 7/07-6/08 7/08-6/09

Teachers and staff will have a greater knowledge and expertise in developing and implementing research-based, small learning strategies and programs including communities improving personalization, developing advisories, common planning time, grants and securing external funding, budgets, internships and job shadows, senior projects, and working with parents and community partners.

Structured, Collaborative Small and Large Group together. Facilitated by Local District 2.



Teachers and staff will have a greater knowledge and expertise in developing and implementing research-based, small learning strategies and programs including communities improving personalization, developing advisories, common planning time, grants and securing external funding, budgets, internships and job shadows, senior projects, and working with parents and community partners.

Structured, Collaborative Small and Large Group together. Facilitated by Local District 2.

Parents and Community


Parents and community members will have a greater knowledge understanding of research-based, small learning strategies and programs including communities improving personalization, developing advisories, common planning time, grants and securing external funding, budgets, internships and job shadows, and senior projects.



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School SLC Impact Report, IV. Areas of School Impact, Staffing March 2006




4. Staffing

Each staff member on campus is listed, including teachers, administrators, counselors, deans, clerical staff, and custodial staff and allocation of their time by SLC. A complete staffing list (first and last names, track) is attached.

Small Learning Communities (Percentage of Time) Name Title/Position

FAME SPORT-EHS

HABIT Freshmen Centre

10th

Grade Center

Other & School-wide

Fries-Martinez Principal 2% 2% 2% 2% 2% 90%

Schar AP 15% 15% 15% 0% 0% 55%

Damonte AP 0% 0% 0% 0% 80% 20%

Kidoo AP 2% 2% 2% 2% 2% 90%

Trimis AP 2% 2% 2% 2% 10% 80%

Loera AP 10% 10% 10% 0% 0% 70%

Flenner AP 2% 2% 2% 2% 2% 90%

Berlin Specialist 30% 30% 30% 0% 0% 10%

Hood Specialist 2% 2% 2% 2% 2% 90%

Building and Grounds Workers 0% 0% 0% 0% 0% 100%

Leanos Counselor 0% 0% 0% 100% 0% 0%

Bachenheimer Dean 0% 0% 0% 100% 0% 0%

Donley-Jay Counselor 0% 0% 0% 100% 0% 0%

Cohen-Thompson Coordinator 0% 0% 0% 100% 0% 0%

Toscano Counselor 0% 0% 0% 0% 100% 0%

Gomez Counselor 0% 0% 0% 0% 100% 0%

Larsen Counselor 20% 20% 20% 0% 0% 40%

Kenion Counselor 10% 10% 10% 0% 0% 70%

Fishman Counselor 10% 10% 10% 5% 5% 60%

Brown Counselor 20% 20% 20% 0% 0% 40%

Thatt Counselor 0% 0% 80% 0% 0% 20%

Raquel Clerical 0% 0% 0% 0% 0% 100%

Virginia Clerical 0% 0% 0% 0% 0% 100%

Tracy Clerical 0% 0% 0% 0% 0% 100%

Maricela Clerical 0% 0% 0% 0% 0% 100%

Binion Clerical 0% 0% 0% 0% 0% 100%

Lopez Clerical 0% 0% 0% 0% 0% 100%

Marcalla Clerical 0% 0% 0% 100% 0% 0%



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Name SLC FAME SPORT-EHS

HABIT Freshmen Centre

10th Grade Center

Aragon Freshmen Centre 0% 0% 0% 100% 0%

Blackwell Freshmen Centre 0% 0% 0% 100% 0%

Combs Freshmen Centre 0% 0% 0% 100% 0%

Dafaee Freshmen Centre 0% 0% 0% 100% 0%

Eppich Freshmen Centre 0% 0% 0% 100% 0%

Faulkner Freshmen Centre 0% 0% 0% 100% 0%

Felix Freshmen Centre 0% 0% 0% 100% 0%

Ghahremani Freshmen Centre 0% 0% 0% 100% 0%

Guerrero Freshmen Centre 0% 0% 0% 100% 0%

Hwang Freshmen Centre 0% 0% 0% 100% 0%

Ickovic Freshmen Centre 0% 0% 0% 100% 0%

Jeppson Freshmen Centre 0% 0% 0% 100% 0%

Kalatzis Freshmen Centre 0% 0% 0% 100% 0%

Kim, P Freshmen Centre 0% 0% 0% 100% 0%

Kovacs Freshmen Centre 0% 0% 0% 100% 0%

Miller Freshmen Centre 0% 0% 0% 100% 0%

Oliveros Freshmen Centre 0% 0% 0% 100% 0%

Ovanessian Freshmen Centre 0% 0% 0% 100% 0%

Olson Freshmen Centre 0% 0% 0% 100% 0%

Pak Freshmen Centre 0% 0% 0% 100% 0%

Rabins Freshmen Centre 0% 0% 0% 100% 0%

Sandoval Freshmen Centre 0% 0% 0% 100% 0%

Selden Freshmen Centre 0% 0% 0% 100% 0%

Shertzer Freshmen Centre 0% 0% 0% 100% 0%

Simpson Freshmen Centre 0% 0% 0% 100% 0%

Toerian Freshmen Centre 0% 0% 0% 100% 0%

Volkman Freshmen Centre 0% 0% 0% 100% 0%

Weisbach Freshmen Centre 0% 0% 0% 100% 0%

Whyte Freshmen Centre 0% 0% 0% 100% 0%

Wolfson Freshmen Centre 0% 0% 0% 0% 0%

Beilinson FAME 50% 17% 17% 0% 16%

Blau FAME 50% 17% 17% 0% 16%

Block FAME 50% 17% 17% 0% 16%

Bobrow FAME 25% 25% 25% 0% 25%

Carnovsky FAME 50% 17% 17% 0% 16%

Corea FAME 25% 25% 25% 0% 25%

Damonte FAME 25% 25% 25% 0% 25%

Daneshvari FAME 50% 17% 17% 0% 16%

Deschenes FAME 25% 25% 25% 0% 25%

Dongo FAME 25% 25% 25% 0% 25%

Elam FAME 50% 17% 17% 0% 16%

Gardner FAME 50% 17% 17% 0% 16%

Hidalgo FAME 25% 25% 25% 0% 25%

Hopkins FAME 50% 17% 17% 0% 16%

Horton FAME 50% 17% 17% 0% 16%



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Isaacs FAME 50% 17% 17% 0% 16%

Jimenez FAME 25% 25% 25% 0% 25%

Keutelian FAME 25% 25% 25% 0% 25%

Klewitz FAME 50% 17% 17% 0% 16%

Lee FAME 50% 17% 17% 0% 16%

Loya FAME 50% 17% 17% 0% 16%

Martinez FAME 25% 25% 25% 0% 25%

Marzolo FAME 50% 17% 17% 0% 16%

Matlen FAME 50% 17% 17% 0% 16%

Mendoza FAME 25% 25% 25% 0% 25%

Neild FAME 50% 17% 17% 0% 16%

North FAME 25% 25% 25% 0% 25%

Patterson FAME 50% 17% 17% 0% 16%

Pemble FAME 25% 25% 25% 0% 25%

Reynoso FAME 25% 25% 25% 0% 25%

Savino FAME 50% 17% 17% 0% 16%

Showalter FAME 50% 17% 17% 0% 16%

Teeter FAME 50% 17% 17% 0% 16%

Vamosiu FAME 25% 25% 25% 0% 25%

Vaughan FAME 10% 10% 10% 35% 35%

Worle FAME 50% 17% 17% 0% 16%

Bennett HABIT 25% 25% 25% 0% 25%

Berney HABIT 17% 17% 50% 0% 16%

Bonino HABIT 17% 17% 50% 0% 16%

Butow HABIT 25% 25% 25% 0% 25%

Calzada HABIT 17% 17% 50% 0% 16%

Chang HABIT 17% 17% 50% 0% 16%

Clanin HABIT 17% 17% 50% 0% 16%

Dennison HABIT 17% 17% 50% 0% 16%

Ebeling HABIT 17% 17% 50% 0% 16%

Fienberg HABIT 25% 25% 25% 0% 25%

Foster HABIT 17% 17% 50% 0% 16%

Gabriel HABIT 25% 25% 25% 0% 25%

Gamboa HABIT 25% 25% 25% 0% 25%

Guerra HABIT 17% 17% 50% 0% 16%

Herndandez HABIT 17% 17% 50% 0% 16%

Ho HABIT 17% 17% 50% 0% 16%

Jaurequi HABIT 17% 17% 50% 0% 16%

Kehrmeyer HABIT 17% 17% 50% 0% 16%

Lamos HABIT 17% 17% 50% 0% 16%

Lee, Jin HABIT 25% 25% 25% 0% 25%

Marroquin HABIT 25% 25% 25% 0% 25%

Murray HABIT 17% 17% 50% 0% 16%

Pleitez HABIT 17% 17% 50% 0% 16%

Rivera HABIT 25% 25% 25% 0% 25%

Singh HABIT 25% 25% 25% 0% 25%

Wood HABIT 17% 17% 50% 0% 16%



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Ziehler HABIT 25% 25% 25% 0% 25%

Lopez Passport 20% 20% 20% 20% 20%

Slezak Passport 20% 20% 20% 20% 20%

Vasquez Passport 20% 20% 20% 20% 20%

Carstens Passport 25% 25% 25% 0% 25%

Clubb Passport 25% 25% 25% 0% 25%

Elias Passport 25% 25% 25% 0% 25%

Fonarow Passport 25% 25% 25% 0% 25%

Hermina Passport 10% 10% 10% 35% 35%

Korb Passport 25% 25% 25% 0% 25%

Lejeune Passport 10% 10% 10% 35% 35%

Maadanian Passport 25% 25% 25% 0% 25%

White Passport 25% 25% 25% 0% 25%

Abbott SPORT-EHS 17% 50% 17% 0% 16%

Alatorre SPORT-EHS 25% 25% 25% 0% 25%

Aparicio SPORT-EHS 25% 25% 25% 0% 25%

Chialtas SPORT-EHS 25% 25% 25% 0% 25%

Colon SPORT-EHS 17% 50% 17% 0% 16%

Courtney SPORT-EHS 17% 50% 17% 0% 16%

Feeley SPORT-EHS 10% 10% 10% 35% 35%

Hampton SPORT-EHS 17% 50% 17% 0% 16%

Heilbron SPORT-EHS 17% 50% 17% 0% 16%

Hines SPORT-EHS 25% 25% 25% 0% 25%

Holsey SPORT-EHS 17% 50% 17% 0% 16%

Hurtado SPORT-EHS 25% 25% 25% 0% 25%

Johannsen SPORT-EHS 25% 25% 25% 0% 25%

Katz SPORT-EHS 17% 50% 17% 0% 16%

Kazaryan SPORT-EHS 25% 25% 25% 0% 25%

Keller SPORT-EHS 17% 50% 17% 0% 16%

LeClair SPORT-EHS 25% 25% 25% 0% 25%

Lee, R SPORT-EHS 25% 25% 25% 0% 25%

Lorraine SPORT-EHS 25% 25% 25% 0% 25%

Loza SPORT-EHS 17% 50% 17% 0% 16%

Matthew SPORT-EHS 10% 10% 10% 35% 35%

McEwen SPORT-EHS 10% 10% 10% 35% 35%

Morice SPORT-EHS 10% 10% 10% 35% 35%

Moszkowicz SPORT-EHS 17% 50% 17% 0% 16%

Peralta SPORT-EHS 17% 50% 17% 0% 16%

Quinteros SPORT-EHS 25% 25% 25% 0% 25%

Radcliffe SPORT-EHS 25% 25% 25% 0% 25%

Schwal SPORT-EHS 10% 10% 10% 35% 35%

Yeganyan SPORT-EHS 25% 25% 25% 0% 25%

Zahorik SPORT-EHS 25% 25% 25% 0% 25%



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School SLC Impact Report, IV. Areas of School Impact, Schoolwide Programs and Activities March 2006




5. School-wide Programs and Activities

A. The school outlines the various school-wide programs available on campus by each SLC and grade level.

9th

Grade 10th

Grade 11th

Grade 12th

Grade

Freshmen Centre

AP Classes Per. 5

Electives Per. 5 and Intersession

Music Per. 5 and Intersession,

Per. 4 in Fall

Interventions Yes.

Athletics Yes.

Adult School No. Age restricted.

ROP No. Age restricted.

CBOs Yes.

Tenth Grade Center

AP Classes Yes.

Electives Yes.

Music Yes.

Interventions Yes.

Athletics Yes.

Adult School Yes.

ROP Yes.

CBOs

Yes.



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9th

Grade 10th

Grade 11th

Grade 12th

Grade

FAME

AP Classes Yes. Yes. Yes.

Electives Yes. Yes. Yes.

Music Yes. Yes. Yes.

Interventions Yes. Yes. Yes.

Athletics Yes. Yes. Yes.

Adult School Yes. Yes. Yes.

ROP Yes. Yes. Yes.

CBOs

Yes. Yes. Yes.

HABIT







ROP Yes. Yes. Yes.

CBOs

Yes. Yes. Yes.

SPORT/EHS







ROP Yes. Yes. Yes.

CBOs

Yes. Yes. Yes.

SLC: Freshmen Centre

AP Classes Electives Music Interventions Athletics Adult School,

ROP

CBOs

AP Classes Per 5/IS Per 5/IS Per 5/IS Per 5/IS Per 5/IS

Electives Per 5/IS Per 5/IS

Music Per. 5 Per. 4-Fall

Per 5/IS



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SLC: Tenth Grade Center Grade 10

AP Classes

Electives Music Interventions Athletics Adult School

ROP CBOs

AP Classes

Electives

Music

Interventions

Athletics

Adult School

ROP Te

nth

Gra

de

Ce

nte

r

CBOs

SLC: FAME Grades 10-12

AP Classes


ROP CBOs

AP Classes

Electives

Music

Interventions

Athletics

Adult School

FA

ME

ROP

CBO-Community-Based Organization IS-Intersession ROP-Regional Opportunity Program

- available



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CBOs

SLC: HABIT Grades 10-12

AP Classes


ROP CBOs

AP Classes

Electives

Music

Interventions

Athletics

Adult School

ROP

HA

BIT

CBOs



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SLC: SPORT/EHS Grades 10-12

AP Classes


ROP CBOs

AP Classes

Electives

Music

Interventions

Athletics

Adult School

ROP

SP

OR

T/E

HS

CBOs



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5. School-wide Programs and Activities B. Interventions: Below are the interventions available to students at Polytechnic High

School.

TARGETED STUDENTS ACCELERATED LEARNING STRATEGIES FOR READING/LANGUAGE ARTS

PROGRAM REQUIRED BY

DISTRICT (YES/NO)

9th/10th Graders Transition to Advanced English No

All Intersession No

All Tutoring No

9th Grade Twilight School Program No

9th/10th/11th Grade Retained Students Keep Youth Doing Something Program No

TARGETED STUDENTS ACCELERATED LEARNING STRATEGIES

FOR MATHEMATICS PROGRAM

REQUIRED BY DISTRICT (YES/NO)

9th/10th Grade Transition to Advanced Mathematics No

All Intersession No

All Tutoring No

10th, 11th, 12th Grade CAHSEE Prep No



TARGETED STUDENTS GENERAL INTERVENTION AND

COUINSELING PROGRAM

REQUIRED BY DISTRICT (YES/NO)

All IMPACT Program Yes

9th/10th Grade Peer Mentor Program No

9th Grade Adult Mentor Program No





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School SLC Impact Report, IV. Areas of School Impact, Student Choice March 2006




6. Student Choice

During the Fall semester of their 10th grade year, students will have the opportunity to participate in SLC activities to determine their area of interest. Upperclassmen SLC students will generate posters and campaign-style materials to solicit interest amongst the 10th graders. Students will be given the opportunity, in the Fall semester of their 10th grade year, to select their 1st, 2nd, and 3rd choices for SLCs. Every effort will be made to give students their first choice; however, a limited number may be assigned to their second choice based on space availability. In the Spring semester of their 10th grade year, students will take one SLC-related elective to gain some insight about their choice prior to actually being enrolled in SLC coursework in Grade 11. Consideration will be given to reassigning students at the end of 10th grade, based on space available, the master schedule, and programming (graduation and A-G) requirements.



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School SLC Impact Report, IV. Areas of School Impact, Alterations to Facilities Proposed March 2006




7. Alterations to Facilities Proposed

Facilities alterations may include conversion of classrooms to office space and shared work areas for teachers as available. These conversions can take from 2 months to a year depending upon the project. Costs will be secured from external funding or district funding as available. At this point, Polytechnic High School has limited funding available for classroom conversions (as well as limited space available). Architects for Achievement (Seattle based) are working with LAUSD and Polytechnic High School has been identified as a school slated to receive some funding for campus alterations to accommodate SLCs. Polytechnic High School has been awarded a Quality Zone Assessment Bond (QZAB) Grant that over the next few years will fund the conversion of current classroom and general use areas into 1) a media lab and 2)an audio/video recording studio.



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SLC Design Proposal, V. School Technical Assistance Checklist March 2006



V. SCHOOL TECHNICAL ASSISTANCE CHECKLIST Below are the areas that professional development and technical support would be appreciated.

Foreseeable Challenges Check All That Apply

Attribute analysis

Vision creation/identity

Student outcomes

Matrix X

School to work transition X

Academic requirements: A-G

Content integration X

Assessments/evaluation X

Alterations to facilities X

Resilience building X

Youth development strategies

Advisories X

Leadership roles

Bell schedules

Contract issues/waivers

Best practices X

Articulation

Budgets X

Sustainability

Community partnerships X

Parent outreach and involvement X

Student outreach and involvement

School staff outreach and involvement

Union (UTLA) agreements

Working with the Local District

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