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Phineas Banning High School WASC/CDE Self-Study Report
1
PHINEAS BANNING HIGH SCHOOL
1527 Lakme Avenue
Wilmington, California 90744
Los Angeles Unified School District
SELF-STUDY REPORT
March 3-5, 2013
WASC/CDE Focus on Learning Accreditation Manual, 2013 Edition
Phineas Banning High School WASC/CDE Self-Study Report
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LOS ANGELES UNIFIED SCHOOL DISTRICT
PHINEAS BANNING HIGH SCHOOL
WASC ACCREDITATION SELF STUDY MARCH 2-5, 2014
ACCREDITING COMMISSION FOR SCHOOLS WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
CALIFORNIA DEPARTMENT OF EDUCATION
Mrs. Bijou Sandra Beltran, Chairperson Principal, Pacifica High School, Oxnard, CA
Mrs. Rebecca C. Buettner
Director of Assessment and Accountability (retired), Camarillo, CA
Ms. Brianna Davis Social Science Teacher/WASC Self-Study Coordinator, Pacifica High School, Oxnard, CA
Mr. Jeff Giles
Vice Principal, Warren High School, Downey, CA
Mrs. Kellee Lyons Teacher, Walnut High School, Walnut, CA
Mr. Matt Markstone
Teacher, Santa Maria High School, Santa Maria, CA
Mrs. Jannett Perales Assistant Principal, Student Services, San Gabriel High School
Mrs. Eva Serrato
Assistant Principal, San Bernardino, CA
Phineas Banning High School WASC/CDE Self-Study Report
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LOS ANGELES UNIFIED SCHOOL DISTRICT
INTENSIVE SUPPORT AND INNOVATION CENTER
Tommy Chang, Instructional Area Superintendent
Travis Collier, Instructional Director
PHINEAS BANNING HIGH SCHOOL
Rudy Mendoza, Principal
Gricelda Espinoza, Instructional Specialist
Pamela Jackson, Assistant Principal
Willis Rodgers, Assistant Principal
Beverly Pendleton, Assistant Principal
Paul Valanis, Instructional Specialist, BACIS
Fonna Bishop, LASDI Consultant
Daisy Lee, WASC Co-Coordinator
Alan Seigel, WASC Co-Coordinator
Phineas Banning High School WASC/CDE Self-Study Report
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TABLE OF CONTENTS
Preface ................................................................................................................................... 5
Chapter I: Student/Community Profile and Supporting Data and Findings ........................ 8
Chapter II: Progress Report ................................................................................................... 27
Chapter III: Student/Community Profile — Overall Summary from Analysis of
Profile Data and Progress .................................................................................. 37
Chapter IV: Self-Study Findings
A: Organization: Vision and Purpose, Governance, Leadership and Staff,
and Resources ................................................................................................ 39
B: Standards-based Student Learning: Curriculum .................................................. 76
C: Standards-based Student Learning: Instruction ................................................... 113
D: Standards-based Student Learning: Assessment and Accountability ................. 131
E: School Culture and Support for Student Personal and Academic Growth .......... 141
Prioritized Areas of Growth Needs from Categories A through E ............................. 158
Chapter V: Schoolwide Action Plan ...................................................................................... 159
Appendices (Attachments as a Separate Binder)
Banning Academies of Creative and Innovative Sciences (BACIS) ........................................ 174
Phineas Banning High School WASC/CDE Self-Study Report
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Preface
VISION STATEMENT
Phineas Banning High School students (BHS) are effective communicators who have read widely
across the academic disciplines and evaluated and interpreted written and media materials
throughout a rigorous, comprehensive curriculum by developing the ability to respond
appropriately in speaking and writing. The PBHS graduate will be ready for the challenges of ever-
changing societal and technological development in which they will utilize critical thinking skills
while being able to evaluate and analyze proficiently and solve problems creatively. The PBHS
student will utilize technology not only as a communication medium but as a research,
presentation and problem-solving medium.
MISSION STATEMENT
Phineas Banning High School’s mission encompasses ‘The 4 Whys’-a shared commitment
developed collaboratively by teachers and staff:
1. We believe that education is the pathway for young individuals to evolve into positive
influence in society through a passion for learning and the development of shared values.
2. We share the love of learning to empower students who will advocate for themselves and
become well rounded and successful so that they may ‘pay it forward’ as we are paying it
forward.
3. We are driven by creating an environment of hope and success that supports learning by
creating lifelong learners and problem solvers, broadening the student’s experiences and
their view of the world, helping students reach their full potential, both personally and
academically, and by inspiring students to ‘pay it forward’ and give back to the community.
4. We mentor students to foster a school culture that empowers students to be academically
and socially responsible citizens.
SCHOOLWIDE LEARNING OBJECTIVES (SLO)
Phineas Banning High School will prepare its graduates to be:
1. Critical Thinkers who will analyze and evaluate data, use evidence to contrast different
sides of an issue, develop hypotheses, predict outcomes, and draw conclusions, apply
problem solving skills and logical thinking processes to life situations.
2. Effective Communicators who will read, comprehend, and interpret a variety of written
materials, write and speak effectively using the formal conventions of standard English;
listen and comprehend oral language and respond appropriately; collaborate effectively
Phineas Banning High School WASC/CDE Self-Study Report
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with others; and use technology to enhance communication; and utilize technology not
only as a communication medium but as a research, presentation, and problem solving
medium.
3. Socially responsible community members who will understand and display the rights and
responsibilities of life in a democracy and service to the community, demonstrate tolerance
and respect for the diversity of our culture, create positive post-secondary and educational
goals, and promote healthy life choices for themselves and their environment.
SCHOOL PROFILE
Wilmington High School, the precursor of Phineas Banning High School, opened on the corner of
Avalon Boulevard and Pacific Coast Highway in 1925. The school name was changed to honor
Phineas Banning who, in the late 1800s, was one of the founders of the Port of Los Angeles and the
city that surrounds it. The landmark red brick, ivy-covered building provided educational
opportunities for generations of students until the 1971 Sylmar earthquake caused its demolition.
In 1975, after three years of construction, a new 2500 seat facility opened with a Lakme Avenue
address—updated to include a rebuilt main structure, a new gym and swimming pool.
Changing demographics in the 1990s brought an increasing immigrant population, which made
the school a mix of immigrants, children of immigrants, and generations of Banning High School
alumni. Through the years, Banning alumni graduated into successful careers in medicine, law,
education, professional athletics, and other respected careers. The growing international trade
became the backbone of a developing petroleum industry nearby.
In 2006, Banning High School and its College Incentive Magnet took advantage of a district-
wide program to divide into Small Learning Communities with specific post-secondary career
foci. Two small learning communities (CAL and PATHS) joined the four PORT academies to
provide personalized educational opportunities to all students. Additionally, the Freshman
Academy was created for all ninth grade students with the goal of preparing students for high
school success when they matriculated into tenth grade.
At the end of the 2011-2012 school year, the school experienced an administrative shake-up, with
a new team of administrators hired for 2012-2013. In the spring of 2012, Banning High School was
placed into Public School Choice 4.0, a Los Angeles Unified School District mandate, which allowed
the school to ‘re-invent’ itself through a year long self-study and resulting action plan in which
specific goals were developed which drives the delivery of instruction at Banning. Concurrently, a
group of teachers submitted an alternative plan for a new small school to share space within the
Banning area with an educational focus different from Banning High School. Toward the end of the
2012-2013 school year, the LAUSD superintendent decided that BACIS (Banning Academy of
Creative Innovative Science), the ‘new school,’ would become a separate SLC within Banning High
School and would operate semi-autonomously with ninth grade students for one year while it
develops into a new comprehensive high school on the Banning High School campus. Currently, it
Phineas Banning High School WASC/CDE Self-Study Report
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operates on its own bell schedule and with a separate Instructional Specialist who reports to the
Banning High School principal and the ISIC mini-district director.
For the past few years, budget cuts, the loss of QEIA funding and declining student enrollment
have resulted in significant changes in personnel. The loss of QEIA resulted in the loss of more than
20 teaching positions, which caused increased class sizes and workloads. Further displacements
and reduction in force (RIFs) in certificated, administrative, and classified staffing have greatly
impacted the school. District-wide instructional mandates have caused curricular realignments,
including the shift to Common Core standards and increased emphasis on English Learners.
Currently, Latino students in grades nine through twelve are the majority population of Banning
High School, located in ‘the Heart of the Harbor’—the southern tip of the city of Los Angeles.
Surrounded by several refineries, the ports of Los Angeles and Long Beach, the school serves a
blue-collar, working class community with a substantially economically disadvantaged population.
Many of the students’ parents work for these industries and others in the Los Angeles industrial
harbor vicinity. Most students live in Wilmington; others come from Carson, just north of
Wilmington. Banning High School is in the Intensive Support and Innovation Center mini-district
within the boundaries of the Los Angeles Unified School District.
WASC HISTORY
Prior WASC accreditations involved all stakeholders on campus and members of the community.
Since the 2010-2011 revisit, the school has experienced drastic changes in personnel and a new
focus on the curriculum and instructional program. The result of the 2012-2013 Public School
Choice 4.0 process—a three-year development process--is the driving force for this year’s WASC
self-study. Since the last revisit over the past two years, the school spent many hours looking at
progress, setbacks, and significant developments and has instituted a three-year plan to stabilize
and increase instructional success. The staff, students, and community are highly invested in the
instructional program, and in creating a school where high expectations and student achievement
are the norm.
Phineas Banning High School WASC/CDE Self-Study Report
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Chapter I: Student/Community Profile and Supporting Data and Findings
A. Prepare a Student/Community Profile. Include data and findings for the following:
• Demographic data, including the refined schoolwide learner outcomes
• Disaggregated and interpreted student outcome data
• Perception data summaries, if any.
Established in 1925, Phineas Banning High School currently serves 2,800 students, mainly Latino, in
grades 9 through 12 in Wilmington, the southern tip of the city of Los Angeles. Known as the
“Heart of the Harbor,” Wilmington is a blue-collar, working class community with a large
economically disadvantaged population. It is surrounded by the ports of Los Angeles and Long
Beach and refineries. Many of our students’ parents are employed at the port and refineries, and
in other industries throughout the Los Angeles harbor and vicinity.
The community profile is as follows: According to the 2010 Census, the average household income
is $51,000 a year; 64.24% are female-headed families; 55.45 % of the adults did not complete high
school; 9.57% of adults have graduated from college (including AA and BA degrees).
Student demographics as of 2011-2012: 90.7% Latino students; 4.0% White; 2.2% African-
American; 1.5% Pacific Islander; 1.6% other. 1366 of the students are enrolled in the free and
reduced lunch program. More than 600 students of the 3066 students in 2011-2012 have a home
language other than English. There are 433 Special Education students currently enrolled and 201
of them are English Learners.
In 2007, Banning HS celebrated having met its AYP requirement for the previous two years,
allowing the school to exit Program Improvement Year 5. Increasing student achievement,
implementing the school restructuring plan and parental involvement were the school’s main
focus, while continuing to work to build leadership capacity of all stakeholders. In 2005, Banning
used the newly acquired Smaller Learning Community (SLC) grant to allow teachers to visit schools
with SLCs to research different programs and an SLC plan was developed and approved by the
district. In 2006, the master schedule was restructured to support teacher collaboration and to
assign students to their SLC at least four periods a day for personalization. In the Fall of 2006, the
school year began with “wall-to-wall” SLCs. In that same year, the school received a Quality
Education Investment Act (QEIA) grant that was used to reduce class size in the core subjects,
increase academic counseling support, and provide Professional Development (PD) training for
teachers.
In the Fall of 2007, there was a significant change in leadership with a new principal and three new
assistant principals. The new leadership had a different vision for BHS which did not include the
full implementation of the 2006 SLC Plan or the continuation of programs such as AVID,
college/career support, the “Banning Way” for the Freshman Academy and lowered academic
counseling support or coaching for literacy and access to core. Loss of programs and frequent
changes in focus have resulted in a fluctuation in graduation/dropout, California High School Exit
Phineas Banning High School WASC/CDE Self-Study Report
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Exam (CAHSEE) passage and proficiency, California Standards Test (CST) in Mathematics, and
English Learner (EL) reclassification rates. As a result of not meeting the A-G and Algebra I
benchmarks, Banning HS lost its QEIA funding in Spring of 2012.
In August 2012, a new principal and three new assistant principals were assigned to Banning HS.
The new principal, Rudy Mendoza, was part of the 2003-2007 leadership team that guided Banning
HS out of Program Improvement, through the development of SLCs and the Freshman Academy.
Additionally, Mr. Mendoza, successfully led Gardena High School through Public School Choice 1.0.
With new leadership, the Planning Team is confident that the school will move forward making
significant progress in meeting its goals on the performance and achievement goals.
Student Demographic Data
2013 2012 2011 2010 2009 2008
Schoolwide Enrollment 2767 3066 3392 3330 3366 3508Hispanic or Latino of Any Race 2600 2778 3061 3032 2994 3082American Indian or Alaska Native, Not Hispanic 7 10 7 5 6 3Asian, Not Hispanic 6 10 11 7 8 11Pacific Islander, Not Hispanic 31 45 57 59 61 64Filipino, Not Hispanic 20 30 43 21 45 71African American, Not Hispanic 50 68 139 147 186 210White, Not Hispanic 42 123 55 39 50 54Two or More Races, Not Hispanic 0 0 1 0 16 13Not Report 11 2 18 20 0 0
Certificated Demographic Data (Teachers, Administrators, Pupil Services) Demographics,
Experience, and Educational Level
During the first three years since the 2008 WASC Self Study, BHS Staff numbers have remained
the same with similar demographic distribution and educational levels. Due to budget cuts and
declining enrollment, the total number of certificated staff also declined. However, the
demographic distribution and educational levels remained the same.
Certificated Staff Demographics 2013 2012 2011 2010 2009 2008
American Indian or Alaska Native 1 2 2 2 2 2
Asian 12 13 11 12 12 12
Pacific Islander 1 1 1 1 1 1
Filipino 11 11 11 13 11 10
Hispanic or Latino of Any Race 36 45 52 57 56 56
African American 20 21 21 21 21 18
White (Not Hispanic) 46 56 64 71 74 76
Multiple or No Response 0 3 1 0 0 0
Total 127 152 163 177 177 175
Phineas Banning High School WASC/CDE Self-Study Report
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Certificated Staff Service & Experience
201
3
201
2
201
1
201
0
Average Years of Service 15.4 12.6 11.7 11.6
Average Years in District 14.9 12.3 11.7 11.4
Number of First Year Staff 2 1 2 0
Number of Second Year Staff 0 3 1 2
During the first three years since the 2008 WASC Self Study, BHS Staff numbers have remained
the same with similar education level distribution. Due to budget cuts and declining
enrollment, the total number of certificated staff also declined; however, the distribution of
certificated staff with similar education level remained the same.
Certificated Staff Education Level 2013 2012 2011 2010 2009 2008
Doctorate 2 2 2 1 2 3
Master's Degree + 30 53 63 67 60 51 44
Master's Degree 5 5 8 17 17 23
Baccalaureate + 30 55 70 73 72 75 66
Baccalaureate 6 7 12 27 32 39
None Reported 6 5 1 0 0 0
Total 127 152 163 177 177 175
BHS has made a concerted effort to ensure that core and elective classes are NCLB compliant.
Due to budget cuts and declining enrollment, staffing has fluctuated with also resulted in
fluctuating compliance. However, in 2012, BHS achieved its best NCLB compliant classes with
100% in English, Math, Art, Dance, Drama, Music and Foreign Language, while achieving over
91.55% in Science and 98.33% in Social Science.
Phineas Banning High School WASC/CDE Self-Study Report
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NCLB Core and Compliant
Classes by Subject Area
Special
Education English Math Science
Art, Dance,
Drama, Music
Foreign
Language
Social
Science Others
2006-07 Number of Classes 0 137 107 66 39 48 70 0
2006-07 Number Compliant 0 131 87 51 37 43 70 0
2006-07 Percent Compliant 95.62% 81.31% 77.27% 94.87% 89.58% 100.00%
2007-08 Number of Classes 43 141 101 69 43 41 81 0
2007-08 Number Compliant 14 130 85 69 43 41 81 0
2007-08 Percent Compliant 32.56% 92.20% 84.16% 100.00% 100.00% 100.00% 100.00%
2008-09 Number of Classes 59 138 94 77 33 40 75 0
2008-09 Number Compliant 40 117 89 68 32 35 74 0
2008-09 Percent Compliant 67.80% 84.78% 94.68% 88.31% 96.97% 87.50% 98.67%
2010-11 Number of Classes 0 122 82 90 19 32 66 84
2010-11 Number Compliant 0 98 74 58 16 31 60 52
2010-11 Percent Compliant 80.33% 90.24% 64.44% 84.21% 96.88% 90.91% 61.90%
2011-12 Number of Classes 0 94 75 71 20 24 60 72
2011-12 Number Compliant 0 94 75 65 20 24 59 49
2011-12 Percent Compliant 100.00% 100.00% 91.55% 100.00% 100.00% 98.33% 68.06%
2009-10 Data Not Available on the CDE Website
Strengths in the data:
The majority of the Banning High School staff has worked collaboratively to ensure positive
accomplishment for student achievement over the past five years. Teachers and support staff have
made strides in motivating students to achieve proficiency in all content areas, maintaining a focus
on personal responsibility and academic growth, including excellent attendance, focus on
graduation and beyond, maintaining a safe and clean environment, and increasing parent and
community involvement. Over the past five years, PBHS faculty has concentrated on meeting
district, CST, CAHSEE and QEIA benchmarks.
Graduation Rates:
Prior to last year, 2010 was the last year that PBHS met its AYP graduation rate. In 2011 and 2012,
PBHS did not meet any one of its three graduation rate targets. However, in 2013, PBHS improved
11.31% from 67.68% in 2012 to 78.99% in 2013. In addition, the graduation rate improved 17.89%
from 61.10% to 78.99% from the last WASC Self-Study Visit in 2008.
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Early Assessment Program:
In creating a college-going environment, student participation in the Early Assessment Program
with varying results indicted in the charts below.
The English participation rate fluctuated,
beginning with a high of 100% in 2008,
dropping to 91% in 2010, and ending with 94%
in 2013.
The Math participation rate began with 74%
in 2008, followed by a high of 94% in 2009.
The rate dropped and remained steady
ending at 78% in 2013.
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California High School Exit Exam (CAHSEE):
CAHSEE participation rates in both English Language Arts and Mathematics for all significant
subgroups have been above the AYP-mandated 95% with the exception of students with
disabilities (SWD) between 2008 and 2013. During this time period, SWD numbers have
fluctuated from being numerically significant to not numerically significant and therefore not
included in the AYP.
Statewide and Districtwide CAHSEE passing rates have been above the schoolwide passing. The
schoolwide English Language Arts passing rates have fluctuated during the past six years; two of
the six years were below the districtwide passing rates. However, the ELA passing rates improved
from 70% in 2008 to 78% in 2013 with its biggest growth of 5% from 2012 to 2013. The schoolwide
Mathematics passing rates were at or above the districtwide mathematics passing rates in five of
the past six years; improving from 72% in 2008 to 77% in 2013.
Phineas Banning High School WASC/CDE Self-Study Report
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The schoolwide CAHSEE English Language Arts proficiency rates fluctuated during the past six years
but improved 14.5% from 32.40% in 2008 to 46.90% in 2013. Although the proficient rates of
significant subgroups also fluctuated during this period, there was tremendous growth in every
subgroup with English Learners as the most improved subgroup gaining 27.1% from 19.10% in
2008 to 46.20% in 2013. With only a minute drop in three areas, the Mathematics proficiency
rates steadily improved over the past six years in every significant subgroup. The schoolwide
mathematics proficiency rate improved 18.3% from 33.6% in 2008 to 51.90% in 2013. The most
significant mathematics proficient rate growth was again the English Learners, more than doubling
the rate thus gaining 26.2% from 23.50% in 2008 to 49.7% in 2013.
During the 2012-2013 school year, Principal Mendoza challenged all tenth graders (the
demographics that significantly determine the school’s AYP benchmarks) to successfully complete
the CAHSEE, resulting in 99.99% participation rate and meeting AYP Safe Harbor proficiency rates
in both English Language Arts and Mathematics. All subgroups exceeded the AYP ELA Safe Harbor
benchmarks. The Mathematics proficiency rates improved in all subgroups with only the English
Learners meeting its AYP Safe Harbor benchmark.
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The English Learner (EL) population is 16% of the 2800 student body. Of the 441 EL students, 41
are in ESL, and 400 are Long Term ELs. Of that, 46% of ELs have Individualized Educational
Programs (IEPs). The concern is that students may be over-identified as having special needs due
to a language barrier. However, ELs have been making incremental growth toward proficiency in
ELA leading toward re-classification as Fluent English Proficient (RFEP) and graduation rate. The
RFEP rate for 2011-2012 was 10.7%. The EL student population met the API Subgroup Growth
target for the past three years and achieved a 31.3% proficiency rate in ELA, meeting the AYP Safe
Harbor. To achieve this growth, students participated in pull-out interventions by ELA teachers,
Saturday and after-school CAHSEE interventions, monthly teacher PLC meetings, and alignment of
pacing plans with focus lessons on specific skills related to the CST power standards. Scheduling
students into sheltered sections has also increased proficiency levels.
Phineas Banning High School WASC/CDE Self-Study Report
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SPECIAL EDUCATION: Fifteen percent of the overall school population (433 students) are students
with disabilities. These students play a significant role in the school’s overall AYP and API. In the
past five years students with disabilities gained 53 API points. For the past several years, the
curriculum program for these students has been modified to become more rigorous. In 2012-2013,
Algebra 2 and Chemistry (A-G courses) were added to the course offerings of the SLD program,
enabling more students to meet the college requirement. In 2008-2009, Physics was added to the
specific learning disability program. For the past three years, students with disabilities were
making progress; however, once waivers were granted by the state, student scores on the CAHSEE
either flat lined or decreased. The percent passing has fluctuated for the past four years, and the
percent scoring proficient has decreased 5.7%. BHS will support EL students who have an IEP with
High Point in order to support their English Language development, specifically in reading and
comprehension.
California Physical Fitness Report (FitnessGram)
Since 2010, the percent of students meeting overall passing requirement for the California Healthy
Fitness Zone declined from 56% in 2010 to 33% in 2012. However, BHS improved 13% from 33% in 2012
to 46% in 2013, and 12% overall since the last WASC Self-Study Visit from 34% in 2008 to 46% in 2013.
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ATTENDANCE:
School attendance has increased over the past three years with a 16% growth in students
attending school 96% + in 2012. PSA counselors have encouraged students to attend school every
day and have offered incentives for attendance. They have also made home visits as necessary,
and held assemblies and parent meetings to explain the importance of attending school every day,
required students to sign mandatory attendance contracts; and held raffles, recognition and
awards assemblies. Suspensions have also decreased to below the district average. In 2011-2012,
days lost due to suspensions dropped by 171, a 2.4% average. Teachers have worked on classroom
management and progressive discipline which has led to a safer campus.
BHS is a beacon in the Wilmington community. Generations of families have attended the school,
show their support and have an affinity for the school. Fifteen teachers on the staff are alumni, the
Principal is an alumnus, and several staff members either attended Banning or are the parents of
students who attended.
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BHS staff, students and parents generally feel that the campus is safe. The 2010-11 School
Experience Survey and School Review Summary revealed 87% of staff, 81% of students, and 77% of
parents feel the campus is safe. The community, through Public School Choice and other meetings
has expressed that they want the campus to continue to be a ‘safe haven’ where their children
learn respect and tolerance for others. The parents/community members are concerned that if
BHS is divided into separate schools the cohesion and trust that bonds the community will be lost.
According to the School Experience Survey, 89% of the parents-an increase of 12% from 2008-feel
welcome on campus. 85% feel that BHS offers opportunities to participate in councils and parent
organizations. The Parent Center, with members of over fifteen years, offers workshops, volunteer
opportunities, referrals to outside agencies, and parent advisory committees. The English Learners
Advisory Committee (ELAC) participation rate has increased since 2008. The PORT SLC has a
successful advisory committee that includes parents and business community members.
California Standards Tests (CST) and Academic Performance Index (API)
As a measure of progress, CST scores have been rising in ELA and math as this has been the focus
for the past five years. Math teachers and English teachers have formed grade level and/or course
level Professional Learning Communities (PLC) to review data and develop a direction for
improving scores and student achievement. As a result, proficiency in CST ELA has increased 18% in
the past five years with the English teachers providing targeted CST lessons, before and after
school tutoring, participating in grade level PLCs, providing support for periodic assessments, and
monitoring student data. Similarly, math students increased 8% in proficiency. Algebra I has
increased 6% with math teachers offering, course-level purity, and targeted in-class, before and
after school tutoring. In both areas, teachers shared testing results information with students and
at content area meetings. Additionally, the number of Below Basic and Far Below Basic has fallen
with more students achieving Basic and above rankings. While the overall English Language Arts
and Mathematics proficiency levels improved from 2008 and 2012, similar to statewide results, the
CST scores declined in 2013. The exception to the 2013 scores is the significant 10% gain in the
Algebra I Proficient and Advanced rates from 14% in 2012 to 24% in 2013.
Phineas Banning High School WASC/CDE Self-Study Report
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The Academic Performance Index (API) also rose with rising CST scores with the exception of
2013. BHS and the statewide trend of lower API and CST scores in 2013 could be attributed to
the new focus on Common Core standards.
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While there have been increases in CST proficiency rates, a majority of students are falling below
proficiency. In 2011-2012, 61% were below proficiency in ELA; 79% were below proficiency in
math; 86% in Algebra I; 83% of Students with Special Needs scored below proficiency. For first time
tenth grade CAHSEE test takers in 2011-2012, 62.8% scored below proficient in ELA which was a
8.4% increase over the previous year. Of the tenth graders taking the CAHSEE that same year, 53.3
% scored below proficient in math, Further, first time CAHSEE pass rate dropped 2% last year. In
2011-2012, 62.8% of ELs were below proficient on CAHSEE ELA. This is an increase of 12.2% over
the previous years. 68.4% of Long-Term English Learners (6+years in U.S. schools) did not pass the
CAHSEE and of those who did pass, none scored proficient.
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Phineas Banning High School WASC/CDE Self-Study Report
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% PROFICIENT or ADVANCED
(Green is GOOD)2010
% Prof. - Adv.
2011 %
Prof. - Adv.
2012 %
Prof. - Adv.
2013 %
Prof. - Adv.
% DIFF Prof. - Adv. '12 to
'13English-Language Arts - 9th Grade 31 30 38 33 (5)English-Language Arts - 10th Grade 28 33 36 42 6English-Language Arts - 11th Grade 35 33 47 32 (15)General Math 0 21 18 0 (18)Algebra I 12 8 14 24 10Geometry 9 16 26 19 (7)Algebra II 18 10 20 13 (7)High School Summative Math (Trig/Stat/Cal) 34 37 36 29 (7)World History 19 28 25 20 (5)U.S. History - 11th Grade 34 37 47 32 (15)Life Science - 10th Grade 28 39 38 35 (3)Biology 23 34 24 28 4Chemistry 7 9 12 9 (3)Earth Science 34 11 9 33 24Physics 14 19 22 9 (13)ICS 1 11 7 7 9 2
% FBB or BB (RED IS GOOD!) 2010 % BB -
FBB
2011 % BB -
FBB
2012 % BB -
FBB
2013 % BB -
FBB
% DIFF BB - FBB
'12 to '13
English-Language Arts - 9th Grade 39 38 26 32 6English-Language Arts - 10th Grade 34 31 27 22 (5)English-Language Arts - 11th Grade 30 31 19 31 12General Math 0 45 47 38 (9)Algebra I 69 74 58 56 (2)Geometry 72 60 37 53 16Algebra II 50 66 48 68 20High School Summative Math (Trig/Stat/Cal) 34 29 29 37 8World History 51 44 48 52 4U.S. History - 11th Grade 39 31 20 38 18Life Science - 10th Grade 32 29 30 29 (1)Biology 42 32 37 36 (1)Chemistry 65 56 52 51 (1)Earth Science 33 59 91 39 (52)Physics 30 42 41 48 7ICS 1 49 51 52 46 (6)
Phineas Banning High School WASC/CDE Self-Study Report
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Student coursework reflects high failure rates in 2012-2013. In English Language Arts (ELA) 9B, 18%
of students failed; 19% received Ds; 18% of ELA 10B students received a fail; 17% received a D;
Algebra 1B had a failure rate of 40%, while 14% received Ds; 43% of students failed math tutorial;
14% a D. Algebra 2A showed a failure rate of Fails and Ds of 30% each; Algebra 2B showed failure
rates of 25% for Fail and Ds. Some teachers used other computer-based programs such as Moodle
and Engrade to give students the opportunity to retake tests and raise their grades; however,
these programs are geared toward students who can self-teach via a computer monitor. Those
students who struggle with literacy may continue to struggle with content. Intervention programs
were inconsistent and were offered during and after school. Several of the programs were in place
for only one to two years and were not monitored for accountability or analyzed for success. The
number of ELA intervention sections offered varied from year-to-year. Beginning in 2013-2014, the
curricular focus has focused on realigning to Common Core. District and schoolwide professional
development using Critical Friends Protocols to provide classroom rigor has been instituted.
Although school suspensions are low, ninth grade students are suspended at a disproportionate
rate (56%). Although high behavioral expectations are set during 9th grade orientation and
reiterated throughout the year, additional structures need to be in place to monitor student
behavior.
Although ‘clean’ was part of the previous administration’s motto (‘800, Clean, Safe’), 45% of
students and 36% of staff feel the campus is not clean; however, these percentages are down due
to loss of QEIA, reduction of campus security personnel, office personnel, and B &G workers.
Student PA announcements every day remind students to throw their trash into trash cans,
however classrooms are not swept as often as they had been in the past. Many students are no
longer in classrooms in their designated SLC area which has resulted in less ‘ownership’ to their
space.
Parental attendance at meetings, conferences, and advisory committees is minimal where
explanations of A-G courses, graduation requirements, SLC orientations, and college readiness are
discussed. This leads to an uninformed community and students are left ‘on their own’ to make
important decisions about their education. Fewer than 50 of the same parents are involved in
campus committees and advisory boards at school. Many of these parents are not English fluent
and experience language barriers. Non-Latino parent involvement is predominantly relegated to a
strong athletic booster club, many of whom are BHS graduates. According to the School
Experience Survey, 63% of the parents who responded to the survey do not talk with teachers
about their children. Approximately 15% of parents attend Open House or PHBAO conferences.
TRENDS- Data results have not been consistent. Fluctuations in increase and decrease rates in the
areas of CST math, graduation/dropout, matriculation, CAHSEE first-time pass and proficiency, and
EL RFEP exist which is the result of an inconsistent focus and plan of action. Inconsistent protocols
and lack of data analysis training has caused inconsistent results in test areas and programming. As
part of the Year 2 Public School Choice Implementation process, the SLCs will be restructured and
strengthened to allow for purity in the alignment of the Master Schedule, and that will include
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intervention classes, enrichment, and advisories. After school and Saturday interventions have
exceeded expectations and in-school interventions are a focus.
BHS continues to improve its ADA. The number of students with 96%+ attendance has increased
and student suspensions have decreased. Since the opening of school in August, teachers are
noticing increased tardiness and disruptive behavior with more referrals to counselors and support
staff. This is due to decrease in support staff and increase in class size and is primarily focused in
the ninth grade. Through the PSC process, outreach to parents and community is improving.
Cultural factors influence parent support opportunities also.
CAUSES-Growth in ELA was a result of grade level PLC meetings to discuss periodic assessment
data, CST data analysis, the design and administration of common assessments, CORE K-12,
student incentives, and overall testing focus. Similarly, math and Algebra I data increases are a
result of teacher collaboration. Algebra I classes were given a second teacher to assist with
instruction and classroom management and students were provided in-class tutoring by out-of-
classroom personnel.
There was inconsistent use of technology to drive instruction-technology such as Moodle, APEX,
ALEKS, and Revolution Prep, and a limited use of data to drive instruction and create effective
interventions. During the 2011-2012 school year, Specially Designed Academic Instruction in
English (SDAIE) was the focus of the Professional Development at BHS. However, the result of
classroom observations indicate that those strategies are not being consistently utilized by the
majority of classroom teachers.
QEIA allowed for additional personnel and equipment. Although School Site Council approved
many requisitions there was not an evaluation to assess the effectiveness. Low counselor to
student ratio of 300 to 1, low teacher to student ratio, an increase in intervention programs during
and beyond the instructional day, instructional coaching support in the four core content areas,
Response to Instruction and Intervention (RTI2) Coach, two Psychiatric Social Workers (PSW)
dedicated to support the social and emotional well-being of students, and two Pupil Services and
Attendance (PSA counselors dedicated to the improvement of student attendance are major
contributing factors that saw the BHS Graduation rate increase.
While more positions were funded through QEIA, there was an inconsistency in the number of
positions of instructional support personnel funded from year to year. This led to an irregularity in
the types of services that were offered each year. Positions eliminated include the following: social
studies coach, RTI Coach, Literacy Coach, an ELL counselor, a PSW counselor, Career Counselor,
several academic counseling positions, reduced SLC Lead Teacher positions. These changes, not
necessarily based on data and not necessarily based on student need, impacted student social,
emotional, and academic support. It also hampered the ability to monitor student progress and
success of the support that was provided.
Student led programs such as Let-UP and B-Crew allowed students to become involved in the
overall success of the school by providing support to struggling students and mentoring by older
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students to ninth graders. Both programs were eliminated by the previous administration, but B-
Crew was returned in Fall, 2013.
The school and the parents has been slow to form advisory committees for most of the SLCs;
however, with the restructuring of the SLCs, forming these committees will be a priority. Also,
losing the Compensatory Education Advisory Committee (CEAC) fund has caused a reduction in
support from parents and community. Low parental participation and challenges to
communication hinder progress and student achievement.
ISSUES/CHALLENGES TO ADDRESS WEAKNESS/AREAS OF CONCERNS-The loss of QEIA is a major
factor in the determining the future of BHS. Adjusting to a significant drop in staff and faculty has
led to increased teacher-student ratio in classrooms thus affecting intervention opportunities, and
opportunities for credit recovery which may have a negative impact on test scores.
Loss of counseling support for students is a major area of concern. Interventions for students with
attendance and/or behavior issues in light of less funding sources will be an obstacle to overcome.
Behavioral modifications and classroom management to lessen suspensions especially in the ninth
grade are integral parts of the program.
Maintaining a safe and clean environment with fewer staff presents challenges. Enlisting the
support of parents and students in creating high expectations for behavior and respect for the
school facility is of paramount importance.
Generalized obstacles to implementing the plan include low morale resulting from years of budget
cuts which have led to increased class sizes, loss of enthusiastic, innovative and motivated faculty
members from RIFs and displacements, loss of funding and support staff, re-organization of the
school following an administrative change, and lack of trust in the changing policies of the district.
Inaccurate information, rumors, and lack of professional collaboration often hinder the
improvement process.
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Chapter II: Progress Report
Summarize progress on each section of the current schoolwide action plan that incorporated all
schoolwide critical areas of follow-up from the last full self-study and all intervening visits.
Since the 2011 WASC midterm visit, significant changes have occurred at Banning High School and
within the Los Angeles Unified School District. In the district’s re-organization, BHS was placed into
the Intensive Support and Innovation Center (ISIC) Education Service Center (ESC), one of five local
ESCs designed to provide support to address the district’s goal of ‘college-prepared and career
ready’. Under the purview of ISIC, BHS was identified as a ‘Public School Choice 4.0 school by the
Los Angeles Unified School Board. This identification was based upon its status as an
underperforming school. As a result, Banning High School was charged with developing a plan to
address how the school would transform itself by refocusing priorities to improve student
achievement.
As part of the Public School Choice process, a significant self-study ensued and resulted in a plan
that restructures the course of educational practices at the school. Approved by the LAUSD
superintendent, the three-year plan-developed collaboratively by a team comprised of teachers,
classified staff, administrators, and parents provides solid, achievable goals for school
improvement. The 2013-2014 school year is the first ‘implementation year’ in which the faculty
and staff adopted specific goals including:
• A new governance system (ESBM: Expanded School Based Management),
• Building teacher capacity in instructional methodologies and data analysis
• Structural Support for Personalization through Small Learning Communities
• Structural Support for Personalization – Response to Instruction and Intervention (RTI²)
Each teacher signed a commitment form after agreeing to follow the plan.
While Banning High School has experienced many changes, the following have had a significant
impact since the last full self-study in 2008:
1. The administrative team has changed twice since 2008, with our current principal now in
his second year. All three assistant principals assumed their positions since the last WASC
midterm visit.
2. A full-time Instructional Specialist was hired in July, 2013 to support the schoolwide
instructional program and the transition into Common Core State Standards (CCSS).
3. The following out-of-classroom support personnel have assumed their positions at the
beginning of the 2013-2014 school year: Title I Coordinator, ELL Coordinator, Access-to-
Core Instructional Coach, a new Counselor, and the Psychiatric Social Worker.
4. An Access-to-Core Instructional Coach has been assigned by the district to support the
instructional program for Long-Term English Learners (LTEL).
5. An Instructional Leadership Team (ILT) was established in the fall of 2013 to provide
continuous feedback concerning professional development and instruction in the
classroom, and to assist in the monitoring of the initiatives outlined in the Public School
Choice plan.
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6. Small Learning Communities have been restructured to accommodate the drop in
enrollment.
7. After having exited Program Improvement (PI) Year 5 status, Banning fell back into PI status
eventually becoming a PI 5 school, leading to being identified as a PSC 4.0 school in the fall,
2012.
8. As a result of the Public School Choice 4.0 process, a new instructionally autonomous SLC,
Banning Academy of Creative and Innovative Science (BACIS), was established in May, 2013
with district plans for it to become a separate small school on the campus of Banning High
School in 2014 – 2015 school year.
9. Implementation of Professional Learning Communities has taken place through the use of
“Critical Friends” Group protocols.
10. At the end of the 2011-2012 school year, BHS lost the Quality Education Investment Act
(QEIA) grant due to not meeting the academic performance benchmarks. This led to
significant cuts in personnel that were fully or partially funded through this grant: 23
teacher positions, instructional support staff, 10 counseling positions, and campus
supervision aides.
11. Athletic teams were moved to a 7th period (after school) allowing for student athletes to
take an extra A-G courses and intervention and/or credit recovery during the school day.
12. The bridge coordinator position no longer exists due to district budget cuts.
13. A seven period block bell schedule was approved by the faculty to allow for intervention,
credit recovery, and enrichment within the school day. It will be implemented in the fall of
2014.
14. The level of articulation has increased with local feeder schools in the past year and a half.
15. Since the fall of 2012, the school receives the assistance of a consultant from the Los
Angeles School Development Institute (LASDI) to assist with the implementation of the
Banning Schoolwide PSC 4.0 plan. LASDI has also provided support for special education.
16. With the decreases in student enrollment, there have also been significant decreases in the
number of certificated staff.
17. The Academic Performance Index (API) for Banning High School has increased from 561 in
the 2007-2008 school year, to 665 in 2012-2013 school year. This is a 104-point increase
since the last full WASC visit.
18. Seventy-two percent of the students in grades 9-12 have achieved an attendance rate of 96
percent or better.
19. The reclassification rate for English learners has increased to11.8 percent.
20. The school has experienced a continued high participation rate on the CAHSEE, and an
increase in school-wide CAHSEE passing rate of 70% in 2008 to 78% in 2013.
21. Banning has recently received district Common Core and CORE Waiver funding to support
the instructional program for the implementation of Common Core State Standards.
The new administrative team is dedicated to realigning priorities based on reduced funding,
leading the Public School Choice 4.0 process, and healing a faculty that was divided by Public
School Choice, job insecurity due to changes in district and school leadership priorities that
resulted in low teacher morale.
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In 2013-2014, the focus at BHS is on a new beginning. The opportunity to re-create the school,
build a robust culture of professional development around teacher capacity, the formation of
Professional Learning Communities in which Critical Friends Protocols are used to increase teacher
leadership opportunities, focus on English Learners and special education, and building
professional and collaborative staff relationships are the goals.
Although there is uncertainty about the state and district testing plans, the transition to Common
Core has had a strong beginning with teacher leaders at the helm. All core departments at BHS
now have their own Instructional Action Plan focused on Common Core and connected to the
SPSA, the PSC Plan, and the WASC Schoolwide Action Plan to support the critical academic needs
of Banning students.
WASC Recommendations
The WASC visiting team conducted a full review of the self-study in the spring of 2008 and left
several recommendations for follow-up. Two additional recommendations were made after the
WASC midterm visit in the spring of 2011. The following recommendations have been
implemented, with the goal of bringing about improved student achievement.
2008, Growth Target #1 – The Banning High School culture is characterized by trust and
professionalism and has a focus on continuous school improvement; however, there is a need to
continue to promote rigor and the use of higher order thinking.
Since the last WASC midterm visit, the school has undergone significant changes in the make-up of
the staff and faculty. However, there has been a recent resurgence in the schools leadership to
building capacity among its teachers, counselors, and out-of-classroom personnel.
Through funds received from the district to support the implementation of the PSC 4.0 plan,
department chairs, SLC Leads, administrators, and out-of-classroom personnel were trained using
the Trainer of Trainers model by Community Partners on the “Critical Friends” protocols. This team
of educators came together in the fall of 2013 to form the Instructional Leadership Team (ILT), and
meets weekly to develop and monitor professional development and the PSC 4.0 implementation
plan to ensure that rigor and higher order thinking strategies are a continued instructional practice
within the classroom.
Members from the ILT developed and presented a two-day summer PD (August 5and 6, 2013) for
all teachers and administrators. In the course of this PD, the staff and faculty refocused and
committed themselves to the school mission and the Schoolwide PSC 4.0 Plan by exploring Simon
Sinek’s “Golden Circle” which led to the development of Banning’s Four Working Why’s. All
participants in the two-day PD received a Banning PD Binder and composition book in which to
keep a running record of all documents and handouts, as well a record of their meta-cognitive
growth. In keeping the Why in mind, faculty meetings and PD’s open with these Why’s holding our
instructional commitment, including rigor and the use of higher order thinking strategies, at the
forefront.
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Through the leadership of the ILT, the professional development calendar is focused on
implementation of SDAIE and Access Strategies with a beginning focus on Academic Language
Development, Professional Learning Communities (collegial collaborations), classroom
observations (Pilot Walks) and looking at student work, and Common Core. The Critical Friends
protocols are used as a tool to facilitate teacher conversations around classroom instruction and
student work within a non-threatening environment. PD is held on a weekly basis; teachers saw
the need to meet on a regular basis and approved an increase in PD days.
With the implementation of Common Core State Standards (CCSS), there is more of a commitment
by all content areas to incorporate English and Math CCSS, and academic language into their
curriculum. All core departments have an Instructional Action Plan that focusses on CCSS and
aligns with Banning’s instructional plans (PSC 4.0; SPSA; WASC).
Since the last WASC visit, classroom size increased significantly across all content areas due to
district budget cuts, an increase in district norms, and the loss of the QEIA grant that funded an
extra 17 teaching positions. These changes also impacted support personnel as well.
SDAIE has been a school and district focus for several years. The district’s renewed focus on
reclassification has been mandated for all schools. Although BHS has had SDAIE as a professional
development focus, a renewed professional development team, along with the Title III coach and
Bilingual Coordinator have renewed the commitment by showing practical applications of SDAIE
strategies in classroom use through period-by-period PDs. Teachers have new understanding of
the importance of SDAIE in the classroom, and of using collaborative groupings to get students to
use language to express themselves in an academic way.
Teachers are generally satisfied with the new focus on Professional Development and the
strategies that they may use in the classroom immediately. Several teachers have reported the
successes they have by changing their practice to include what they have learned in professional
development and the rigor they are able to achieve with them.
Since the last WASC visit, some of the Small Learning Communities (SLC) have continued to thrive
while others have slowed in their progress. In the coming two years, one of the key priorities of the
PSC 4.0 plan is to revamp and rebuild those SLCs who have been struggling to move their plans
forward. This priority has also been written into the WASC Actin Plan as one of the goals.
The math and the English departments have made a concerted effort to increase literacy and
numeracy, and complex thinking through the development of common lesson and assessments.
Teachers in all departments continue to improve in promoting rigor and higher order thinking skills
on a regular basis.
Athletics was also moved to 7th period (after school) allowing student athletes to enroll in an extra
A-G course and/or retake a course for credit recovery.
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Increased overall use of technology, provided teacher training on effectively incorporating
technology, and increased the variety of technology used in the classroom which leads to
improved student participation and accountability.
Science increased the amount of laboratory equipment in the department in order to increase the
opportunity for students to analyze collected data, perform more experiments and hands-on
activities. Also, core curricular classes have been expanded to include 9th grade science for some
freshmen.
2008, Growth Target #2 – It is recommended that Banning High School continue to develop and
revise instructional practices to increase the number of students who demonstrate proficiency in
the areas of ELA and mathematics.
Many of the same strategies implemented to address Critical Area #1(growth target 1) also
addressed Critical Area #2 (growth target 2). In addition, the school implemented the following:
Teachers have collaborated, developed and administered common formative assessments in
mathematics and English. Assessments were scored by subject/grade level teachers, using an
agreed upon rubric. Analyzed data results led to improved instruction to raise student outcomes.
With the shift to CCSS, the math and English departments have met outside of the school-day to
continue their work in collaboration but now with a focus on Common Core.
Intervention programs across core subjects targeted English Learners and Standard English
Learners who were within 2 - 3 questions of proficiency on the CST‘s and CAHSEE.
The recent changes to the district English Learner Master Plan has led to the offering of new
courses and sections of English Language Development (ELD) classes. Previously titled English as a
Second Language (ESL) courses have been renamed to ELD levels 1 – 4. These courses are offered
to English Learners (EL) who have been identified as ELs for less than five years. There are two new
courses offered for those Long-term English Learners (LTELs) who have been identified five or
more years. It is mandated that these students (general education and special education) be
enrolled in the new LTEL courses: Advanced ELD, and Language and Literacy. Thirteen percent of
our total student enrollment is identified as ELs, of this number 95% of them are enrolled in the
mandated ELD and LTEL courses. Those students not enrolled in these sections are taking A-G
graduation requirements or are enrolled in alternative curriculum classes.
The ELL Coordinator and Access to Core Coach developed CELDT informational assemblies for
students, and followed up with test preparation to support student proficiency. They also provided
teacher training on instructional practices that support CELDT test preparation, and better prepare
ELs for the Reclassification as Fluent English Proficient.
Day and Evening CAHSEE informational assemblies were held by the Problem/Solving Data
Coordinator for parents and students. The assemblies were followed with the offering of CAHSEE
intervention classes sponsored by Beyond the Bell (and the Boys and Girls Club of Wilmington).
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These classes are taught before and after school, and on Saturdays by Banning teachers. The total
enrollment for this year’s CAHSEE interventions surpassed the expectation, with 252 total currently
enrolled and others expressing interest.
Science teachers recognize the effectiveness of utilizing a variety of instructional strategies to
accommodate all learners. After examining student formative and summative data, science
teachers reflect on their practices and create lessons to address the areas of need.
Social studies department has been developing and revising its instructional practices to increase
academic rigor in order to meet all the students’ needs. A cohort of social science teachers,
including our Access to Core and administrator, attended professional development training at the
district offices in CCSS. This training is ongoing and is offered in collaboration with USC.
The Career and Technology Education department support the ELA curriculum by incorporating
essays and using primary language support such as graphic organizers, word walls, workbooks, and
review of vocabulary. Mathematics is also supported by CTE through student assignments that
require the creation of charts and tables.
Over all, the focus of teacher collaboration is to develop and implement lesson plans that include
instructional practices on culturally relevant pedagogy, SDAIE and Access Strategies while
differentiating instruction that benefit all learners.
2008, Growth Target #3 – There is a need for Banning High School to establish a clear
communication system among and between various governing boards and groups and to provide
a means for two - way communication within the school.
Since the last WASC visit, great improvements been made by Banning in the area of
communication. The school website is the central source of communication for information. Most
information presented to teachers at PDs is uploaded onto the website for teacher accessibility.
There is an increase in use of email for school-wide communication, Connect Ed phone calls go out
to all stakeholders with school-wide information on PD, testing, Back-to-School Night and PLBAO
conferences. The more traditional flyer and memoranda continue to be distributed to teachers via
their mail boxes, as well as daily student announcements on athletics and student activities.
SSC and ESBM (the new model selected from the PSC process) governing bodies post minutes and
agendas on the web-site to keep all of the stakeholders informed of the school-wide decisions. In
addition, weekly collaborations between administration and the ILT helps maintain an on-going
communication between and among the school leadership and stakeholders.
Weekly ILT meetings provide information to the department chairpersons, SLC Lead teachers, and
out-of-classroom personnel which is then shared with department and SLC members during
professional development meetings. These weekly meetings with the ILT have improved two-way
communication. Technology such as Engrade (an online instructional tool), Google Docs, the school
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website and teacher created websites has greatly helped with the improvement of communication
to all stakeholders.
The Principal makes regular announcements to teachers and students alike with necessary district
information, and or accolades received. During his monthly Coffee with the Principal gathering, he
listens to parent and community concerns and shares school-wide data and or information with
the stakeholders. He publishes a monthly newsletter titled “Bits and Pieces” that is distributed to
all staff and faculty.
Growth Target #4 – There is a need for a school-wide system to increase use of MyData to
interpret and manage the data to modify curriculum, instruction and assessments.
On -going efforts to perfect the data analysis system including the use of a more consistent data
format (SIS printout), a more user friendly data site (MyData), and an open dialogue with certain
departments initiating the conversations continues to be in progress. Other strategies in
development are:
The math and the English departments have made a concerted effort to increase literacy and
numeracy, and complex thinking through the development of common lesson, assessments, and
pacing plans. The structure of the periodic assessments (PA) provided by LAUSD have changed
since the district move into Common Core. Another change in the PAs is that the scoring of them is
to occur in-house, the district is not following the results of the assessments.
District math data is used to schedule incoming freshmen who are struggling with mathematics
into the Math Tutorial course, this course it taken in conjunction with Algebra I.
English and math teachers have routinely examined periodic assessments, CST and CAHSEE results,
and other data to evaluate their own performance, identify students’ strengths and weaknesses,
make modifications to core curriculum, and target students for intervention and remediation.
Throughout the years, the teachers have standardized their grading practices and discovered
strengths and weaknesses in their practices.
This year, data was used to create CAHSEE intervention classes in the special education
department during the school-day to support the instructional needs of students to passing the
CAHSEE exam. Other CAHSEE interventions being offered are the CAHSEE intervention classes
sponsored by Beyond the Bell (and the Boys and Girls Club of Wilmington). These classes are
taught before and after school, and on Saturdays by Banning teachers.
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Growth Target #5 – There is a need to evaluate and assess intervention programs in order to
determine their effectiveness in increasing student achievement while establishing formal
processes for selecting and placing students within these programs with consideration given to
identification, placement and attendance.
Since the last visit, Banning has made significant progress toward providing intervention programs,
particularly with regard to CAHSEE support.
Under the leadership of the Principal and the APSCS, the school follows district policy in placing
students within the various instructional programs on campus. When placing students,
consideration is given to student summative and formative assessments data, district instructional
mandates, and the analysis of course marks.
District policy on the new English Learner Master Plan is strictly followed when assigning students
to the recently created LTEL and ELD courses. The recent changes to the district English Learner
Master Plan has led to the offering of new courses and sections of English Language Development
(ELD) classes. The ELL Coordinator and Access to Core Coach work closely with the counseling staff
and the APSCS to provide data analysis and support for EL placements.
Growth Target #6 – It is recommended that BHS develop a systematic process by which
achievement of the SLOs is assessed and integrated into standards-based instruction and aligned
with the culture of the school.
In the fall of 2013, Banning staff and faculty reworked and adopted a new version of the
Schoolwide Learner Outcomes (SLOs). The SLOs are aligned with the school vision and purpose.
• Prepared for post-secondary opportunities
• Invested in their education & Inspired to succeed
• Life-long Learners
• Optimistic and Oriented towards their goals
• Technologically proficient
• Socially Responsible Community Members
The staff and faculty work diligently to incorporate the SLOs into the school curriculum. Several
departments, academies and groups on campus make reference to the SLOs and how it drives the
curriculum. The practice of looking at data continues to be an area of improvement with some
departments leading the charge over others.
Many teachers continue to imbed the SLOs into their instruction through labs, classroom projects
and experiments, and classroom discussions. In some classes students contrast different sides of a
problem or issue, create hypotheses, and draw conclusions based on evidence promoting critical
thinking skills.
Instructional units have been developed in some departments to encourage thought and
discussion of contemporary issues that responsible citizens should address
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With a reorganized counseling department and newly instituted policies, program changes have
been minimized. The preliminary master schedule, which is completed by May 1, is predicated on
student need, district policy, and A-G required courses and counselors have the responsibility of
ensuring that the students within their caseload are programmed correctly. Counselors use the
data from MyData, standardized tests as available, ELD, Special Education and grade data to
program students accurately. Counselors meet with students each spring and program the classes
that are needed in order to successfully meet graduation requirements. They also support
students in continuing their post-secondary education or vocational goals, which is a school SLO.
Various SLCs participate in a range of activities that require community service hours, and apply
critical thinking skill to real life situations. The students within their SLCs also have the opportunity
to experience internships that reinforce the life situation concept of the SLOs. All students
The Principal, and his administration team, promotes teachers’ use of the SLOs in everyday
classroom practices through schoolwide announcements, school memoranda, and teacher
recognitions at faculty meetings. Opportunities are provided for the faculty to use various
programs to measure achievement of the SLOs.
Growth Target #7 – While Banning has significantly increased supervision on campus; there is a
need to increase staff involvement in the area of campus safety.
Banning continues to believe that campus safety is pivotal to the success of the instructional
program, and is an area of importance to all stakeholders. A clean and safe campus provides a
place where students feel a sense of pride and safety in their school surroundings, thereby
creating an environment where all are expected to achieve to their fullest potential.
Since the last WASC visit, due to district and state budget cuts, and the loss of the QEIA grant,
there has been a significant reduction in the number of school campus safety personnel. Currently,
there are three full-time campus supervision aides and one half-time, one school dean, one
probation officer, two LASPD police officers. The creation of a new position, Campus Safety and
Operations Coordinator was created to support the administration in overseeing school safety.
Banning has a zero tolerance policy for acts of violence, and students are suspended for these
violations.
Nonetheless, with the Principal leading the charge, there is a clear expectation that campus
supervision is part of everyone’s responsibility. All administrators, out-of-classroom personnel, and
campus aides supervise the campus before school, during class passing periods, at lunch, and after
school. Parent volunteers are an added layer of support with their assistance in supervision
throughout the school day. There is regular communication between radio carrying personnel to
help manage and maintain campus safety.
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The administration, out-of-classroom personnel, and campus aides also help to clear students from
hallways and get them into classrooms. Many teachers stand at their doorways and provide
assistance with the clearing of the hallways which helps to maintain campus safety.
2010, Growth Target #8 – It is important that the staff continue to integrate higher order
thinking skills across the curriculum, through a variety of instructional strategies.
Since our last WASC visit, the staff has made concerted efforts to continue to integrate higher
order thinking skills across all curricula. This has been done through an improvement in teacher
instructional practices.
Through the PSC process, the instructional program has established a focus two key priority areas
are:#1 – Building Teacher Capacity in the effective use of Access Strategies that Support Student
Learning through Professional Learning Communities (PLC); and #2 – Building Teacher Capacity in
Assessment Literacy and Formative Assessment – Use of Data.
Weekly PDs are written into the 2013-2014 PD schedule addressing the need for teacher training
and opportunities to work collaboratively on a regular basis. The PD schedule allows for all
teachers to meet every Tuesday utilizing the Professional Learning Community (PLC) model. This
teacher collaboration time was developed from time built into the district banked professional
development time and from redistributing time from minimum and shortened days.
The ELL Coordinator and the Access to Core Coach meet regularly with the administration to
discuss the instructional foci, and plan for the monthly SDAIE and Access Strategies period-by-
period PDs; the entire faculty participates in the period-by-period PDs. To date, the focus of these
PDs has been on the instructional implications of Academic Language Development, and the use of
SDAIE methods that give students greater access to the content.
2010, Growth Target #9 – There is a need to continue to check for understanding, on a daily
basis, to increase student academic achievement in the classroom.
Teachers are following a problem-solving cycle that includes analysis, planning, implementation,
and reflection of each of the selected SDAIE/Access Strategies. A meta-cognitive opportunity is
built into each of the PDs, and teachers are encouraged to write their reflections into their PD
binders/composition books that were given to them at the opening August 5th and 6th PD.
Under the direction of the Instructional Leadership Team (ILT), teachers are developing a media
library that includes examples of the effective use of the Academic Language Development,
Advanced Graphic Organizers, and Instructional Conversations through Cooperative Learning
Groups.
For the first time in over 10 years, teachers willingly opened their doors to have colleagues come in
for non-evaluative Pilot Walks. The collegial feedback that resulted from these walks was shared
with the participating teachers, as well as the ILT. This feedback was used by the English Language
Phineas Banning High School WASC/CDE Self-Study Report
38
Learner (ELL) Coordinator and Access to Core Coach to plan period-by-period SDAIE professional
development focused on the observed areas for growth.
Phineas Banning High School WASC/CDE Self-Study Report
39
Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and
Progress
Provide an overall summary from the analysis of the profile data
• Based on past progress and current data, explain the implications of the data with
respect to student performance.
• Select two to three critical learner needs based on the data, noting the correlated
schoolwide learner outcomes.
• List important questions that have been raised by the analysis of the student
performance, demographic, and perception data to be used by Home and Focus
Groups in their study.
Based on the analysis of the data from Chapter I, the team has formulated four central
issues/challenges that are hindering the school from improving student learning and achieving the
vision of successful future graduates:
• Providing opportunities for intervention, enrichment, and credit recovery during the
school day for all students.
With budget cuts and the loss of QEIA, students may have lost the opportunities to attend summer
school, community college, night school, or even Saturday and after school Interventions. Also, the
high failure rate and low proficiency in ELA and Math stresses a real need for intervention during
the school day and a focus on CTE classes for linked learning. Increasing advanced courses is also
needed to challenge those students who are meeting or exceeding proficiency levels. The
matriculation rate for ninth grade students to tenth grade and for all students will be a focus. The
2x8 block schedule, strong SLC personalization, and better monitoring of academic progress should
provide opportunities to help modify this.
• Providing support, personalization, communication, and relationships to all students in
order to motivate and develop responsible members of the community.
Through the observations of members and the school survey, the PSC team concludes that many
students are not motivated and don’t see a connection to learning and their futures. This has
become a problem with students taking ownership in the school because they may not feel that
there’s an adult who really knows them. SLCs need to better address the individual needs of
students linked to career interests. Advisory and mentoring programs are a crucial component to
focusing on career choices and pathways. To maintain the focus on improving attendance, BHS
must focus on motivation, engagement, and learning linked to interests. SLC pathways must be
strengthened to allow for achievement and academic growth. Maximizing and promoting school
leadership and mentoring programs to foster a positive environment, especially in ninth grade, will
create a culture of responsibility and respect. To effectively communicate with parents and the
community whose home language is not English, a need to access oral interpretation and written
translation of school information is critical. Establishing systems to effectively update parent
contact information in light of reduced clerical support is a challenge. Increased use of the online
Phineas Banning High School WASC/CDE Self-Study Report
40
grading program (Engrade) will allow for intercommunication between teacher, student, and
parent.
• Developing a Professional Learning Community that is collaborative and data-driven in
instructional planning and accountability.
Some departments have begun the work of Professional Learning Communities, but need the tools
to be more effective and efficient in their work. It is imperative to focus on content by
departments and cross-curricular teaching by SLCs. Furthermore, the work of Critical Friends is
needed to provide support, protocols, focus on data, create goals, and make time to properly
implement and assess interventions to enable student success. Reduced opportunities for
professional development during the school day, on Saturdays, and during vacation days will be a
challenge to navigate and offer less time for teacher collaboration than in the past. Data-driven
instructional planning and accountability is a challenge as is the need for implementation of
research-based instructional strategies, standards-based instruction, and intervention programs
offered during the school day.
• Engaging parents, families, and communities in supporting the academic and social
development of all students, linking learning to life beyond high school as college-
prepared and career-ready graduates.
The school surveys clearly state that there is a need to have families more directly involved. BHS
needs to find ways to overcome language barriers and open up more avenues to have contact with
parents. It is a challenge to engage a community that doesn’t feel that they have the expertise in
education and/or that it trusts educators to make the right educational decisions for their children.
Phineas Banning High School WASC/CDE Self-Study Report
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Chapter IV: Self-Study Findings
For each criterion, respond to the indicators and related prompts for each criterion and note the
supporting evidence. Refer to the areas to analyze and examine in determining the degree to
which the criterion is being met.
For each category, provide the following: (1) the identification of strengths and (2) the
identification of prioritized growth areas
Note: The five criteria categories are:
A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
B. Standards-based Student Learning: Curriculum
C. Standards-based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture and Support for Student Personal and Academic Growth
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff,
and Resources
Prompt: Evaluate the degree to which the development of the school’s statements has been
impacted by pertinent student/community profile data, identified future global competencies, and
current educational research.
Findings Supporting Evidence
Phineas Banning High School is a collaborative learning community
that recognizes the value of each and every student. The school
encourages inquiry, personal and global responsibility, and
encourages individual creativity and the development of the skills
needed for students to become productive members of a
constantly evolving technological society. Equally important is the
development of moral awareness and an understanding and
appreciation for social and cultural diversity.
The faculty and staff of Banning High School(BHS) are dedicated to
creating a forward looking school that will encourages students to
understand and appreciate diverse cultures, develop moral
awareness, and learn to become effective communicators, critical
thinkers, problem solvers, and technologically literate citizens of
the 21st Century. Banning students learn to focus and apply these
skills to prepare for college and career readiness.
In the fall of 2013, Banning staff and faculty reworked and adopted
a new version of the Student Learner Outcomes (SLOs). The SLOs
are aligned with the school vision and purpose.
• Banning SLOs
• Faculty Agenda
• Sign-In Sheets
• Common Core State
Standards
• PSC 4.0 Website
• Banning’s Schoolwide Public
School Choice 4.0 Plan
• PSC 4.0 Design Group
Members
• Sign-In Sheets
• Agendas
• Previous CST results
• Support provided to teachers
by the access-to-core coach
• Pacing plans
• Instructional guides and
concept lessons
• Lesson study groups
• Department Periodic
Assessments
• Small Learning Community
Phineas Banning High School WASC/CDE Self-Study Report
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• Prepared for post-secondary opportunities
• Invested in their education & Inspired to succeed
• Life-long Learners
• Optimistic and Oriented towards their goals
• Technologically proficient
• Socially Responsible Community Members
Banning is strongly invested in graduating one-hundred percent of
its students and raising the number of students who continue to
demonstrate proficiency in the four content areas. Efforts are
focused on teaching a diverse student body using research-based
instructional practices, with a strong emphasis on Specially
Designed Academic Instruction in English (SDAIE) and Access
Strategies, data-driven instruction, and the implementation of the
Common Core State Standards (CCSS).
The following is a brief description of Banning’s participation in
LAUSDs Public School Choice 4.0 school reform program, and the
development of the new Banning Schoolwide Instructional Plan.
At the end of the 2011-2012 school year, BHS became part of the
Los Angeles Unified School District’s ‘Public School Choice 4.0’
school reform program. Stakeholders were given the opportunity
to create comprehensive plans that addressed the areas of
weakness in order to create an effective model that supports
student achievement. This competitive process allowed groups of
teachers to submit alternate curricular and governance plans.
Initially, several groups of teachers formed to create their own
plans. When a new principal was named at the end of June, 2012, a
‘school wide’ group formed which then incorporated the majority
of the smaller groups joined together to develop a “school-wide
plan”. Two small groups combined to write a plan for a separate
school, Banning Academy of Creative and Integrated Science
Plans
• Seven-period, block bell
schedule
• Long-Term English Learner
(LTEL) Classes
• Math Tutorial support class
• CAHSEE Intervention (Beyond
the Bell)
Phineas Banning High School WASC/CDE Self-Study Report
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(BACIS).
With the guidance of the new principal and the consultant from
Los Angeles School Design Institute (LASDI), a collaborative group
of teachers, administrators, parents, and staff formed a Design
Team to complete self-study. This team examined three previous
years of data and progress, anecdotal data, programs, curriculum,
instruction, assessment, and governance/organization issues along
with an investigation of current educational research and
literature. Every aspect of the school was studied as well as
business trends, community data, and trends in education. Weekly
after school design team meetings reviewed information including
studies of bell schedules, block scheduling, intervention programs,
and effective SLC programs. As part of the process, a new vision
and mission were developed and— based on data, consultation
with district personnel, community members, and educators—a
comprehensive three-year plan was developed. The document was
submitted to the Superintendent’s committee in October 2012
with an evaluative decision to be made in January, 2013.
In January, the BHS Design Team was informed that their plan was
approved, with modifications. The evaluators and superintendent
expressed concern that the plan was too broad with the school
attempting to implement too many changes and programs. The
Design Team was required to complete a needs assessment with
the support of an outside consultant, district support staff, and
administrators to include classroom observations, interviews with
students, staff, and parents, and further data study. The needs-
assessment revealed additional strengths and weaknesses at the
school and provided information for the development of a 3-year
Implementation and Monitoring plan. This strategic plan includes 4
‘Key Priority Areas’ which now drive the school’s governance and
instructional plan. The areas are: Key Priority #1—Building Teacher
Capacity in the effective use of Access Strategies that support
student learning through Professional Learning Communities (PLC);
Key Priority # 2-Building teacher capacity in assessment literacy
and formative assessment-use of data; Key Priority #3-Structural
Support for personalization through Small Learning Communities
(SLC); Key Priority #4—Structural Support for Personalization-
Phineas Banning High School WASC/CDE Self-Study Report
44
Response to Intervention (RTI2).
The Public School Choice plan provides for the implementation of a
new governance model. The design team examined each of the
district-approved models and determined that ‘Expanded School
Based Management (ESBM)’ was the best match for BHS in
implementing the PSC plan. The ESBM model is based on six
elements including local control of ADA and categorical funding
(per pupil funding), hiring of administrative, certificated, and
classified personnel, control over curriculum, control over
professional development, and control over bell schedules. This is
accomplished through shared decision-making among the
stakeholders in an effort to give teachers, administration,
classified, students, and parent’s autonomy and voice in the
operation of the school.
BHS is in the first year of ESBM implementation, establishing an
ESBM committee with elected members who meet at least once a
month to discuss and reach consensus on issues, often with
recommendations from subcommittees.
• The hiring subcommittee has met to interview potential
candidates for teaching and an administrative position.
• The discipline committee meets to discuss and review the
school’s discipline policy including tardy/attendance, dress
code, and other issues.
• The scheduling committee developed a revised bell schedule for
spring semester, and the new 2014-2015 block schedule which
was presented to the faculty and approved by vote.
• The Professional Development committee has been active in
revamping professional development within the school.
Meeting each Thursday as part of the Instructional Leadership
Team which consists of Content Area Chairpeople, SLC leads,
and coordinators, the committee has opened professional
development to in-house experts who facilitate meetings using
the Critical Friends protocols.
Phineas Banning High School WASC/CDE Self-Study Report
45
• The ESBM committee has discussed categorical funding and the
Instructional Materials Account based on student needs for
intervention and teacher professional development.
In 2006/07, BHS was one of the first schools within the LAUSD to
reconfigure into wall-to-wall Small Learning Communities (SLC) to
raise student achievement and improve student engagement
through personalized instruction. We developed SLCs to help
students focus on academic and career pathways to prepare them
for post-graduate success. In addition, the staff and faculty have
adopted a seven-period block bell schedule to be implemented in
2014/15 school year. This bell schedule will allow for students to
take credit-recovery and/or enrichment courses during the school
day assisting them to better meet the A-G criteria for graduation.
As BHS continues to further implement the Schoolwide PSC 4.0
Plan, Key Priority #3 (or Goal #3 in the WASC Action Plan) –
Strengthen current Structures (Small Learning Communities) in
Order to Provide a Highly Personalized and Supportive Learning
Environment – SLCs will be further redeveloped and realigned to
better meet the instructional needs of all students.
The Los Angeles Unified School District Board of Education, the
Office of the Superintendent, and the Intensive Support and
Innovation Center (ISIC) have actively supported our efforts to
improve student achievement through the following: (a) support
and guidance provided to the principal during weekly visits by the
Instructional Director, (b) support provided to the school by the
Office of School Operations, and (c) curricular support and
professional development modules provided by the Office of
Curriculum, Instruction, and School Support. Our efforts have also
been supported by the ISIC Educational Service Center through the
support of the staff of the Operations Center, the staff of the
Instructional Center, and the staff of the Parent & Community
Engagement Center. Also, the Instructional Director has provided
guidance and support in the development of the Community of
Practice for secondary ISIC principals.
Prompt: Evaluate the effectiveness of the processes.
Findings Supporting Evidence
The process of ensuring involvement from all stakeholders is PSC 4 Plan
Phineas Banning High School WASC/CDE Self-Study Report
46
highly effective in that the vision and purpose is shared by the
majority of the Banning community. All teachers signed a
commitment form at the end of the 2013 school year in which
they agreed to abide by the Public School Choice document.
Community meetings were held on campus to inform the
public of the changes taking place at BHS. Industry partners
attended the community meetings and met with the principal
and key contacts from the PORT. Presentations by the principal
and the local district were made to the local Wilmington
Community Council which allowed for questions and
comments. The principal reviews the Implementation Plan
goals at faculty meetings. The teacher led committees and
professional development meetings focus on the four priorities
set forth within the plan. The principal interfaces with ASB
Student Leadership class to reiterate the goals.
PSC Memo of Understanding
Zone of Choice agenda
Zone of Choice feedback forms
ILT Meeting Agenda
Professional Development
PowerPoints
Prompt: Evaluate the degree to which the school ensures that students, parents, and other
members of the school’s community understand and are committed to the school’s vision, mission,
and schoolwide learner outcomes.
Findings Supporting Evidence
School Site Council, a committee elected by faculty, staff,
parents, and students meets monthly to discuss categorical and
bi-lingual funding as it pertains to the SPSA. Decisions are made
that align to the SPSA and Public School Choice plan to ensure
the effective use of funds to meet the schoolwide goals of
effective instruction and SLOs.
Parents are encouraged to participate in the school beyond the
traditional Back-to-school and Open House nights. An outreach
effort has been made to garner the participation of larger
numbers of parents. Several of the SLCs are developing
governance boards which will rely on parent input and offer
opportunities for parent participation. The Parent Center
advocates for parents and students especially for non-English
speaking parents and works closely with ESBM and School Site
Council. Coffee with the Principal, English Learner Advisory
Committee (ELAC), Parent Institute for Quality Education
(PIQE), and athletic Booster Club are avenues for parental
involvement.
SSC Agendas/Minutes
SPSA
Categorical Budgets
PSA Implementation Plan
Back-to-school & Open House
Flyers, records, sign-ins
Agendas
Posters
PORT Curriculum
Student Rosters
Brochure
Parent Sign-in sheets
ESBM Agendas/Minutes
Sign-ins
Phineas Banning High School WASC/CDE Self-Study Report
47
Several of the SLCs continue to developing relationships with
corporate and community partners and local colleges and
universities. The PORT SLC is supported by International Trade
Education Program (ITEP) and several major corporations
operating out of the Port of Los Angeles and surrounding
vicinity. Los Angeles Harbor College works with the PATHS and
PORT SCLs developing classes and programs.
The Maritime Scholars program for 9th
grade is a new program
designed for new ninth graders who have a 3.5 gpa or above
and/or are identified GATE. This college preparatory program is
modeled after the Schools for Advanced Studies and students
will be in cohorts that will prepare students for Honors, Pre-
Advanced Placement, and Advanced Placement courses.
Because the ESBM committee is in its first year, there is still a
need for communicating and developing a better
understanding among the stakeholders regarding the operation
of committees and their responsibilities. Enlisting teachers to
serve on committees and participate in governance is an on-
going process.
Prompt: Evaluate the effectiveness of the process for revising these statements with wide
involvement.
Findings Supporting Evidence
BHS teachers and administrators meet to regularly review data
and make necessary adjustments to the curriculum and Public
School Choice plan. At the end of 2013-2014, there will be a
review process to examine the results of the first year of the
implementation plan and make recommendations for revision.
Providing timely communication among stakeholders is
paramount to resolving differences before they become
problems. Teachers are encouraged to voice concerns at faculty
meetings, union meetings, and to the governance boards. Since
the school is in transition with many changes in operations,
instruction, and instruction, the administration is focused on
reinforcing policies and procedures based on Public School
Choice. The efforts to resolve differences is largely the result of
Professional Development
calendar/Agenda
SPSA
Faculty Meeting Agenda
ESBM Agenda
SSC Agenda
ILT Agenda
Meeting Agenda
Bits and Pieces
Faculty Meeting Agenda
Memoranda
Meeting Agenda
ILT Agenda
ESBM Agenda
SSC Agenda
Phineas Banning High School WASC/CDE Self-Study Report
48
the administrative team, with input from the Design Team.
The principal conducts weekly formal meetings with the
administrative leadership team to discuss operational and
instructional issues.
The principal publishes a bi-weekly ‘Bits and Pieces’ in which
the faculty is informed of concerns and issues.
Information is disseminated to faculty in a monthly
informational after-school faculty meeting. District and school
site Memoranda is distributed as necessary. Teachers have
online access to the LAUSD website to read district policies and
memoranda.
The principal works with the UTLA Chapter Chair to discuss and
resolve issues which are then communicated to teachers as
necessary.
The administration attempts to build cohesion through
consensus. Whereas the many changes at the school, including
a new governance system, the Public School Choice plan, and
the addition of a new SLC with the goal of developing into a
comprehensive high school, have caused challenges, positive
attitude changes are developing. The administration confronts
challenge and works to ‘iron out’ differences in a supportive,
positive way.
Weekly Instructional Leadership Team meetings evaluate
professional development, resolve challenges and discuss
future professional development opportunities. The teacher
team is made up of Department Chairpersons, Small Learning
Community Lead teachers, Coordinators, and administration.
Through ESBM, teacher committees are charged with
discussing issues and presenting ideas for solution which is
then brought to the larger ESBM body for discussion and
approval.
In 2013, BHS was selected to participate in the LASDI
Leadership Institute, an organization which supports and
mentors principal and teacher leader teams at PSC schools
through the implementation process. LASDI leadership, a joint
venture between LAUSD, United Teachers Los Angeles (UTLA)
and Associated Administrators Los Angeles (AALA) designates
the principal, UTLA Chapter Chair, and a LASDI consultant. The
ILT Agenda
ESBM Agenda
LASDI Mission Statement
Phineas Banning High School WASC/CDE Self-Study Report
49
LASDI consultant provides support, guidance, and assistance in
implementing and reviewing the progress of the Public School
Choice plans pertaining to curriculum, school culture,
professional development, family and community engagement,
and school operations. The resources of the LASDI consultant
provide clear, effective guidance and support in the
implementation of the plan.
Prompt: Provide evidence that the policies and procedures regarding the selection, composition,
and specific duties of the governing board, including the frequency and regularity of board meetings
are clear.
Findings Supporting Evidence
Banning High School has a functioning governance structure
that has delineated lines of responsibility and authority. The
governance structure is designed to promote effective
functions of staff members at all levels. The governing boards
help to monitor implementation of the Student Learner
Outcomes (SLO) on an instructional level.
The Public School Choice plan provided for the implementation
of a new governance model. The design team examined each of
the district-approved models and determined that ‘Expanded
School Based Management (ESBM)’ was the best match for BHS
in implementing the PSC plan because it provides more
autonomy over LAUSD policy. The ESBM model is based on six
elements including local control of ADA and categorical funding
(per pupil funding), hiring of administrative, certificated, and
classified personnel, control over curriculum, control over
professional development, and control over bell schedules. This
is accomplished through shared decision-making among the
stakeholders in an effort to give teachers, administration,
classified, students, and parent’s autonomy and voice in the
operation of the school.
BHS is in the first year of ESBM implementation, establishing an
ESBM committee with elected members from the faculty, staff,
students, and parents who meet at least once a month to
discuss and reach consensus on issues, often with
recommendations from subcommittees.
BHS Schoolwide PSC 4.0 Plan
BHS SPSA
BHS Website
District Policy
ESBM Agendas
ESBM Minutes
ESBM Model
ESBM MOU
ESBM Sign-In Sheets
ILT Agendas
ILT Minutes
ILT Sign-In Sheets
Minutes/Agendas
PD Calendar
Sign-In Sheets
SLC Agenda
SLC Sign-In Sheets
SSC Agenda/Minutes
SSC Agendas
SSC Minutes
SSC Sign-In Sheets
Phineas Banning High School WASC/CDE Self-Study Report
50
• The hiring subcommittee has met to interview potential
candidates for teaching and an administrative position.
• The discipline committee meets to discuss and review the
school’s discipline policy including tardy/attendance, dress
code, and other issues.
• The scheduling committee developed a revised bell schedule
for spring semester, and the new 2014-2015 block
schedule which was presented to the faculty and approved
by vote.
• The Instructional Leadership Team (ILT) functions as the
Professional Development committee, and has been active
in revamping professional development within the school.
The ILT meets each Thursday and consists of Content Area
Chairpeople, SLC leads, and coordinators. The committee
has opened up professional development to in-house
experts who facilitate meetings using the Critical Friends
protocols.
• The ESBM committee has discussed categorical funding and
the Instructional Materials Account based on student
needs for intervention and teacher professional
development...
School Site Council, a committee elected by faculty, staff,
parents, and students meets monthly to discuss categorical
budgets, instructional requests, and various programs as it
pertains to the SPSA. Collaborative decisions are made that
align with the SPSA and Public School Choice plan to ensure the
effective use of funds to meet the schoolwide goals of effective
instruction and SLOs.
School Site Council (SSC) meets on the first Monday afternoon
of every month. The agenda is posted online and at the staff
sign-in table in the main office. All stakeholders are welcome to
attend. The principal receives input from the SSC as
documented by the meeting agenda and minutes.
Phineas Banning High School WASC/CDE Self-Study Report
51
ESBM meets on the second Monday afternoon of every month.
Similarly, the agenda is posted online and at the sign-in
counter.
The Instructional Leadership Team (ILT) consists of the
principal, assistant principals, instructional specialist, access-to-
core coach, department chairs, program coordinators, and SLC
Lead teachers. Members of the ILT discuss and review
instructional policies to achieve the best possible outcomes for
our students. This includes testing schedules, class offerings,
and the purchase of instructional materials. The ILT addresses
long-term objectives and short-term goals that meet the
changing needs and demographics of students. The ILT also
collects feedback and disseminates information to the staff.
Through weekly professional development and Critical Friends
training, the faculty has worked together to identify and reach
consensus on the best means for carrying out the policies. The
governing board also monitors results and approves the Single
Plan for Student Achievement.
Administrative positions are filled according to LAUSD district
policy in conjunction with ESBM. For 2013-2014 there are three
assistant principals and an Instructional Specialist for BHS;
BACIS has an administrator who reports both to the BHS
principal (operations) and ISIC Director (curriculum).
For this year, subcommittees have been meeting on an as-
needed basis. The Scheduling Committee has met on several
different occasions to discuss the testing bell schedule, finals
bell schedule, and the recently adopted block bell schedule
that will be implemented in the fall of 2014.
Several of the SLCs are developing relationships with corporate
and community partners and local colleges and universities.
The PORT SLC is supported by International Trade Education
Program (ITEP) and several major corporations operating out of
the Port of Los Angeles and surrounding vicinity. Los Angeles
Harbor College works with the PATHS and PORT SCLs
developing classes and programs. The Maritime Scholars
program for 9th
grade is a partnership with ITEP and will create
cohorts of GATE students recruited from the local feeder
schools in a model that emulates the School for Advanced
Phineas Banning High School WASC/CDE Self-Study Report
52
Studies.
Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and
schoolwide learner outcomes through its programs and operations.
Findings Supporting Evidence
The district approved Public School Choice document guides the
policies, vision, mission, and schoolwide learner outcomes. At the
end of the 2013 semester, the SPSA was revised to align with the
PSC document. All curricular, Instructional, and operational issues
filter through these documents. Decision-making by the
governance committees and administration are filtered through
the PSC and SPSA plans.
Because the ESBM committee is in its first year, there is still a
need for communicating and developing a better understanding
among the stakeholders regarding the operation of committees
and their responsibilities. Enlisting teachers to serve on
committees and participate in governance is an on-going process.
Public School Choice
Document
ESBM
Prompt: Evaluate the ways the school community and parents are informed as to how they can
participate in the school’s governance.
Findings Supporting Evidence
Parents are encouraged to participate in the school beyond the
traditional Back-to-school and Open House nights. An outreach
effort has been made to garner the participation of larger
numbers of parents to serve on governance committees.
Several of the SLCs are developing governance boards which
will rely on parent input and offer opportunities for parent
participation. The Parent Center advocates for parents and
students especially for non-English speaking parents and works
closely with ESBM and School Site Council. Coffee with the
Principal, English Learner Advisory Committee (ELAC), Parent
Institute for Quality Education (PIQE), and athletic Booster Club
are avenues for parental involvement.
ELAC Meetings
Coffee with Principal
School Site Council
SLC Governance
Phineas Banning High School WASC/CDE Self-Study Report
53
Prompt: Evaluate the processes for involving the governing board in the regular review and
refinement of the school’s vision, mission, and schoolwide learner outcomes.
Findings Supporting Evidence
The Public School Choice process allowed for a 3 year
implementation. A yearly evaluation and analysis is part of that
process with changes made as a result of data analysis. All
governing bodies, administration, and teacher leaders will be
involved in the process. Changes that affect the SPSA will be
presented to the School Site Council for approval.
Public School Choice Plan
SPSA
ESBM Meeting
Agenda/Minutes
SSC Meeting Agenda/Minutes
Prompt: Determine whether there is clear understanding about the relationship between the
governing board and the responsibilities of the professional staff and how that understanding is
developed and maintained.
Findings Supporting Evidence
The administration attempts to build cohesion through
consensus. Whereas the many changes at the school, including
a new governance system, the Public School Choice plan, and
the addition of a new SLC with the goal of developing into a
comprehensive high school, have caused challenges, positive
attitude changes are developing. The administration confronts
challenge and works to ‘iron out’ differences in a supportive,
positive way.
ESBM was approved by a substantial majority of the faculty in
the Spring of 2013. Several faculty meetings were held to
provide information in order to make an informed decision.
ESBM is highly encouraged by UTLA in order to give autonomy
to the school. Teachers were encouraged to view the
documents on the UTLA website as well as talk with teachers
from schools that have implemented ESBM.
During Fall, 2013, subcommittees were formed and several
teachers signed up to serve on these committees. Meetings are
open to all and teachers can email feedback to committee
members.
BHS teachers and administrators meet to regularly review data
ESBM
Professional Development
Calendar/Agenda
Faculty Meeting Sign-in sheets
Meeting minutes
Phineas Banning High School WASC/CDE Self-Study Report
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and make necessary adjustments to the curriculum and Public
School Choice plan. At the end of 2013-2014, there will be a
review process to examine the results of the first year of the
implementation plan and make recommendations for revision.
Providing timely communication among stakeholders is
paramount to resolving differences before they become
problems. Teachers are encouraged to voice concerns at faculty
meetings, union meetings, and to the governance boards. Since
the school is in transition with many changes in operations,
instruction, and instruction, the administration is focused on
reinforcing policies and procedures based on Public School
Choice. Efforts to resolve differences is largely the result of the
administrative team, with input from the Design Team.
Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures
carried out by the governing board.
Findings Supporting Evidence
Teachers are encouraged to become part of the governance
process through faculty meetings and email communication.
The ILT, a leadership team has emerged that meets regularly to
discuss issues that relates to professional development. The
department chairs and SLC lead teachers who attend the ILT
meetings relay information to their constituents.
School Site Council and ESBM distribute agendas on-line and at
the sign-in table. There is a need to post the minutes in a
timely manner on the website.
Public School Choice Plan
ILT Meeting Agendas
ILT Meeting Sign-in sheets
ESBM Agenda
Prompt: Comment on the effectiveness of the established governing board/school’s complaint and
conflict resolution procedures.
Findings Supporting Evidence
The current administration has set a tone of collaboration,
professionalism, and respect with a focus on the benefit to
students.
Decisions in ESBM are made by consensus. Issues are brought
Faculty Meeting Agenda
Bits & Pieces Newsletter
ESBM
SSC Agenda/Minutes
UTLA Chapter Meetings
Phineas Banning High School WASC/CDE Self-Study Report
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forward and discussed in a non-threatening manner. The tone
set by the leadership is one of collaboration and respect.
Meeting norms reflect cooperation.
Decisions in School Site Council are made by majority vote of a
quorum. The council follows parliamentary procedure and is
highly structured. Where possible, the council reaches
consensus and votes accordingly.
Teachers are encouraged to voice opinions and concerns
publicly and the administration responds promptly. Changes in
policy can be brought to ESBM or, in financial matters, to
School Site Council. Contractual concerns are brought to the
UTLA Chapter Chair who meets regularly with the principal to
discuss and resolve issues.
LASDI Consultant serves as a resource to Principal and UTLA
Chapter Chair in meeting the goal of creating a collaborative
culture and distributive leadership.
ESBM
LASDI Mission
Prompt: Comment on the degree to which this criterion is being addressed.
Findings Supporting Evidence
Students in leadership and student council participate in the
decision making process of School Site Council and ESBM.
Student voices are heard through participation in surveys,
communicating to teacher sponsors, and SLC councils. The
principal and assistant principals are visible and accessible to
students, concerned, and responsive to student needs and
concerns. The administration stresses the importance of
student achievement in developing curriculum, instruction, and
general focus.
Supervision Schedule
ESBM Agenda
SSC Agenda
Leadership Class
Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one
or more of the identified critical learner needs.
Findings Supporting Evidence
Student needs and input, along with feedback from all
stakeholders is taken into consideration during the planning
processes. Whenever possible, recommendations or changes
are implemented.
ESBM
SSC
Phineas Banning High School WASC/CDE Self-Study Report
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Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-
based, collaborative and fosters the commitment of the stakeholders, including the staff, students,
parents, and business community.
Findings Supporting Evidence
As the driving force of the school, the SPSA was aligned to the
Public School Choice Schoolwide Plan and provides the focus
for all school related functions, curriculum, and professional
development. Both of these plans have become the basis for
the WASC self-study. With the goal of a coherent, consistent
plan for student achievement.
Throughout the year, regular references to the Public School
Choice document are made by administrators at faculty
meetings, and at professional development and WASC
meetings. The plans are on the school’s website.
The PSC plan is the basis for all decisions regarding curriculum,
instruction, and operations. The PSC and The Single Plan for
Student Achievement (SPSA) are directly connected to the
Schoolwide Learner Outcomes (SLOs) and drive collaborative
planning and decision-making by leadership and staff.
Embedded in this collaborative model is the strong
commitment to provide a number of opportunities for staff to
work together especially through PLCs using Critical Friends
protocols. Multiple measures are used to collect and examine
data to correlate it to our SPSA and are tightly aligned to our
projected outcomes.
The SLOs were developed with input from all stakeholders.
Student data is regularly collected and analyzed. The SLOs were
reviewed in Spring, 2013 followed by modifications and
stakeholder approval in the Fall, 2013.
The business community is highly involved through ITEP which
sponsors the PORT SLC and the Maritime Scholars Program and
has provided some curricululm. ITEP and the local companies
within the organization such as Valero Oil, and other Port of
Los Angeles companies provide many opportunities for
SPSA
Public School Choice 4.0
PD Calendar
Phineas Banning High School WASC/CDE Self-Study Report
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students to gain business experience while still in high school.
Regular field trips to the companies, interview workshops,
speakers, a yearly Washington, DC field trip, and other real-
world activities are an integral part of industry involvement.
Parents are invited to be visible on the campus and many
utilize the active Parent Center. “Coffee with the Principal” is a
monthly opportunity for the principal to meet with parents and
discuss school issues and to encourage parents to voice
concerns and ask questions. The ELAC meetings, Title I parent
meetings and PIQE are formal avenues for parent involvement.
Each year, parents are urged to run for a position on Expanded
School Based Management Model (ESBMM) and School Site
Council which meet monthly.
The Wilmington community is a small town within a large city.
Many alumni live and/or work in the community or are
attached to the town through family and friends. Many are
supportive of the school and some go back decades and
remembering the school’s pre-1971 earthquake destruction.
Large numbers of community members support the athletic
teams. Many BHS teachers, including the principal, graduated
from Banning and have institutional memory of the school and
its traditions.
Prompt: How do staff ensure that the analysis of student achievement of the critical learner and
career readiness needs, schoolwide learner outcomes, and academic and career readiness standards
are incorporated into the plan and impact the development, implementation, and monitoring of the
plan?
Findings Supporting Evidence
Through the combined efforts of our Administration,
Instructional Specialist, Access-to-Core Coach, program
coordinators, and our ILT, the staff is able to analyze academic
achievement. Professional development focuses on evaluating
student achievement levels and improving the daily delivery of
rigorous instruction. Special emphasis has been placed upon
the use of SDAIE strategies, the creation and implementation
of pacing plans, and implementation of common lessons and
assessments. Strategies for checking for understanding, writing
Agendas and sign-in sheets
CCSS Teacher Sign-ups
ELAC Meetings
Grade Reports
ILT Meetings
ISIC Training
MyData
PD Calendar
PIQE Meetings
Phineas Banning High School WASC/CDE Self-Study Report
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across the curriculum, and the use of instructional guides are
also emphasized.
The school leadership and staff meet weekly to make decisions
and initiate activities and interventions that focus on all
students achieving the school-wide learner outcomes and
academic standards. The Problem Solving/Data Coach assists in
providing data from the results of previous CAHSEE, CELDT,
CSTs, periodic assessments, and classroom grades. These
results are used to evaluate successes and failures, and to
generate adjustments and improvements to instructional
programs. This work is done on a schoolwide, SLC, and
departmental level.
As the district continues in its implementation of Common Core
State Standards (CCSS), Banning is making sure that the staff
are well versed in the new academic standards. Several cohorts
of teachers have attended the ISIC Educational Service Center
sponsored CCSS trainings.
There are a number of opportunities for stakeholders to
collaborate and work together. Parent nights are held for
families of English language learners, and ASB hosts fundraisers
and other activities for students and their families involved in
local activities. In addition, parents meet for IEP meetings,
PLBAO Parent Conferences, individual parent-teacher
conferences, and Back to School Night.
The Public School Choice plan involved members from all
content areas, SLCs, Career Technical Education, classified staff,
parents, and community. Most of this group still meets
regularly to review and refine needs related to the plan.
Professional Development by department has focused on
curriculum and instruction in the core content areas, and the
electives, CTE, and PE departments meet to discuss and review
curriculum and instruction as it is related to the core.
The Single Plan for Student Achievement (SPSA) outlines site
goals and is aligned with SLOs. This document outlines an
action plan for school goals and how the categorical dollars will
be spent. Critical academic needs are generated through
detailed data disaggregation. These critical areas shift year by
Public School Choice plans
Schoolwide Data
SPSA
SSC Meeting Agenda
WASC Plans
Phineas Banning High School WASC/CDE Self-Study Report
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year, but data is routinely collected and analyzed by staff to
drive changes. Multiple measures of data correlate with the
SPSA. Academic grades, discipline data, graduation rates, and
local and state assessment data are examined to generate the
SPSA. Data drives planning and the projected outcomes and
goals.
Prompt: Evaluate the degree to which the allocation of all resources supports the implementation,
monitoring, and accomplishment of the Single Plan for Student Achievement.
Findings Supporting Evidence
Monitoring and refinement of the Single Plan for Student
Achievement (SPSA) is begun at the beginning of each school
year, and is an ongoing process. Testing results and
benchmarks are communicated to the faculty on a regular and
timely basis. The school’s planning process is collaborative and
there is input by staff, parents and students. The School Site
Council reviews achievement data and modifies the SPSA to
allocate resources to academically support those students who
are economically disadvantaged.
The SPSA outlines site goals and is aligned with SLOs. This
document outlines an action plan for school goals and how the
categorical dollars will be spent. Critical academic needs are
generated through detailed data disaggregation. These critical
areas shift year by year, but data is routinely collected and
analyzed by staff to drive changes. Multiple measures of data
correlate with the SPSA. Academic grades, discipline data,
graduation rates, and local and state assessment data are
examined to generate the SPSA. Data drives planning and the
projected outcomes and goals.
The budgets are carefully managed with a focus on improving
student achievement. Since the last WASC visit, the school’s
financial situation has changed, reflecting the loss of QEIA that
reduced class size, provided additional support services,
instructional materials, and supported professional
development. Recently, the school site received new funding
from LAUSD - The Common Core and CORE Waiver funds.
Categorical Budgets
CC and CORE Waiver Budgets
Grade records
LAUSD District policy
Meeting records
MyData Online Tool
PD Agendas
Professional Development
calendar
PSC 4.0 Plan
Single Plan for Student
Achievement
SPSA
WASC Action Plan
Phineas Banning High School WASC/CDE Self-Study Report
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These funds are to support instruction and the implementation
of the CCSS.
Categorical funds are also allocated to support staffing,
professional development, curricular trips, and instructional
materials and supplies. The staff meets during professional
development time to analyze achievement data and discuss
instructional strategies to meet the needs of all students.
The SPSA, PSC 4.0, and WASC action plan are aligned and
annually reviewed to ensure that funding supports the goals
and activities of the plans. These plans are updated with
regular input from staff and parents.
Prompt: Comment on the degree to which this criterion is being addressed.
Findings Supporting Evidence
A major, collaborative schoolwide effort to increase Title I
funds was made at the beginning of 2013-2014. BHS increased
to 87% for Title I funding as opposed to 63% in 2012-2013.
Similar to the SPSA, the Public School Choice Implementation
plan is monitored and revised based on data evaluation. School
Site Council monitors categorical funding and makes decisions
based on the instructional needs of students and professional
development needs of teachers.
Lunch Applications
ConnectEd messages
Teacher Memoranda
Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one
or more of the identified critical learner needs.
Findings Supporting Evidence
The focus led to an increase in funding which allows BHS to
provide additional opportunities for teacher training,
supplemental materials, and interventions.
Categorical Budgets
PD Attendance
Requisitions/Orders
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Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory
requirements of current and potential staff for all programs, including all types of online instruction
and specialized programs such as college/career preparation.
Findings Supporting Evidence
The priority of the Los Angeles Unified School District (LAUSD)
is to ensure that every student is taught by a highly effective
teacher in a safe and instructionally rich learning environment.
The District seeks fully certified, NCLB compliant educators who
are experts in their content area, innovative, pedagogically
strong, and professionally committed to the welfare and
demonstrated academic growth of all students.
Drawing from the district employment list, candidates are
interviewed by a panel of teachers, administrators, parents,
and students. This panel uses vetted questions and a rubric
system to rank the candidates that will best fit the school’s and
community’s needs.
Banning High School follows the procedures and policies of
LAUSD in cooperation with the United Teachers Los Angeles
(UTLA) collective bargaining agreement.
Our staff and faculty comply with the No Child Left Behind Act,
which requires a highly qualified teacher in every classroom.
The school district provides information and training
opportunities to assist our faculty in meeting these
requirements. This includes training in Specially Designed
Academic Instruction in English (SDAIE), cross-cultural,
language, and academic development (CLAD) training, special
education training, Gifted and Talented Education (GATE)
training, and Advanced Placement (AP) certification and
training.
Teachers who teach Advanced Placement courses are provided
additional training and require AP certification per the College
Board. Teachers of GATE students are encouraged to attend
workshops. Special Education teachers are provided with
district trainings in several areas and are able to attend non-
LAUSD trainings. Common Core training is a major focus of
professional development and is provided by district experts.
LAUSD District Hiring Policy
LAUSD Website
LAUSD/UTLA Collective
Bargaining Agreement
PD Calendar
Sign in Sheets/Agendas
District Professional
Development
LAUSD District Policy
Phineas Banning High School WASC/CDE Self-Study Report
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Prompt: Evaluate the procedures to ensure all staff members in all programs, including online
instruction, are qualified based on staff background, training, and preparation are qualified for their
responsibilities.
Findings Supporting Evidence
BHS strives to ensure that the majority of teachers are
certificated and are teaching within their subject areas per
California state rules and LAUSD district policy. Many teachers
are dual-credentialed or have supplemental credentials
allowing them to teach in additional subject areas. Hiring
decisions are made by adhering to LAUSD/UTLA collective
bargaining agreement; therefore, teachers are chosen to
interview and be hired based on lists of displaced or RIFd
teachers throughout the district.
Recognizing that well-trained teachers help “build a better
future,” the District is committed to providing professional
development opportunities for teachers to continue their
education and professional growth. Teachers participating in
certain professional development programs and in-service
training classes may earn credits toward salary advancement.
District-sponsored professional development include: BTSA,
Mentor teacher program, salary point credit classes, among
other programs.
BHS is configured into four SLCs and a Magnet Program and an
additional SLC that is focusing on becoming its own
comprehensive high school. The faculty is allocated to each
SLC and vacancies are filled with new hires based on the
process described above. With the evolution and progression
of ESBM and the growth of the new school BACIS, the re-
alignment of faculty will be needed. The process is governed
by ESBM, the LAUSD/UTLA Bargaining Agreement, and Public
School Choice Memo of Understanding.
School-wide, departmental and SLC professional developments
work congruently to ensure that both new and returning
faculty are following District and school policies and are
BHS Teacher Roster
Certification Compliance Forms
Choices Brochure
CTE District Plan
District Professional
Development
GATE Compliance Form
LAUSD Hiring Policy
LAUSD/UTLA Collective
Bargaining Agreement
Master Schedule
PD Calendar/Agenda
PSC MOU
SARC
SLC Plans
Phineas Banning High School WASC/CDE Self-Study Report
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complying with the required certifications and trainings.
Staff credentials and certifications are monitored by both the
district and BHS administration. BHS’s staff is highly qualified.
All teachers are credentialed in their subject areas and NCLB
compliant. All teachers, per district policy, are certified to each
English learners through CLAD, BCLAD. Several teachers have a
master’s degree or higher and/or certificates to teach outside
their credential area.
Teachers of ROP-funded career/industry focused classes must
have additional ROP credentials and professional expertise
Teachers of GATE classes have Gifted Professional
Development hours verified and monitored by the GATE
Coordinator.
Prompt: Evaluate the process to assign staff members and provide an appropriate orientation
process to ensure all staff are qualified and prepared or their responsibilities, including any type of
online instruction.
Findings Supporting Evidence
BHS teachers assigned positions based on student needs. State
and district budget cuts, and the loss of QEIA grant, have
resulted in increased class sizes following district norms. Since
the last WASC visit, many teachers have been displaced due to
a reduced student enrollment, budget cuts, and the
implementation of BACIS, a new instructionally autonomous
SLC within BHS.
Teachers new to BHS meet with the principal and staff prior to
beginning their assignment. Although there is no clear
orientation process for new teachers, some content Area
Chairpersons provide pacing plans and curriculum to new
teachers and teachers pair up with colleagues to receive
information. The administrator assigned to new teachers a held
New Teacher Meeting at the beginning of the fall semester
(2013). The Banning Schoolwide PSC 4.0 Plan and the School
Discipline Policy was shared with the teachers. An effort to
continue to meet periodically has been attempted but to date
BHS PSC 4.0 Plan
BTSA Website
Master Schedule
New Teacher Meeting Agenda
Public School Choice Plan
School Discipline Policy
Sign-In Sheet
Teacher Roster
Phineas Banning High School WASC/CDE Self-Study Report
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most communication has happened via email or face-to-face.
There is a need to strengthen the new teacher orientation
system and schedule regular ongoing meetings.
Through the years, Banning has had many Nationally Board
Certified (NBC) teachers. These NBC teachers have, and do,
serve as mentors to new and experienced teachers looking to
strengthen their teaching craft.
Teachers new to the district are required to join the Beginning
Teacher Support and Assessment (BTSA) and are provided with
a BTSA provider who is a master teacher within the school.
Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and
handbooks that define responsibilities, operational practices, decision-making processes, and
relationships of leadership and staff. Determine the degree of clarity and understanding of these by
administration and faculty.
Findings Supporting Evidence
The BHS website houses teacher resources which are available
for reference. The resources include a faculty handbook that
includes both school and District policies and procedures, and
various forms.
A faculty meeting opens each school year where policies and
procedures are reviewed and disseminated to the faculty as a
whole. This meeting reviews dates, trainings, administrative
responsibilities, faculty and classroom expectations (teacher
and students), and behavior and dress codes. The
Administrative positions, roles and responsibilities are
distributed at the beginning of the school year.
Uniform complaint procedures are distributed, representatives
appointed, and memos posted in public areas.
Teachers are required to certify online ‘Child Abuse Training’
each year per district policy. Certificates are kept on file with
administration. Each classroom has a posting for complaint
procedures for sexual harassment and abuse, and bullying.
Textbook compliance is mandatory through the Williams
Consent decree. The consent decree extends to classroom and
school maintenance and safety. The Consent Decree has a
BHS website
LAUSD website
District policy and procedures
BHS Administrative Duties
Opening and Closing Bulletin
Faculty Meeting Agenda
Phineas Banning High School WASC/CDE Self-Study Report
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process for filing complaints which is posted in each classroom.
Departments (PLC) hold regular meetings to plan, distribute,
and monitor district periodic assessment data, and to continue
the planning and pacing cycle. Teachers also meet in SLC
configurations to develop and support personalization activities
for students.
Prompt: How effective are the existing structures for internal communication, planning, and
resolving differences?
Findings Supporting Evidence
School information is disseminated through schoolwide
ConnectEd emails and phone calls, daily public-address
announcements, the school website, the weekly bulletin,
weekly administrative meetings, and the Principal’s “Bits and
Pieces” newsletter. Information is also disseminated through
ESBM monthly meetings; weekly ILT meetings; monthly English
Learner Advisory Council; and monthly School Site Council
meetings. Each of the different councils has representatives
from staff, administration, parents, students, the community,
and/or business partners. Information is also disseminated
through meetings of academic departments and SLCs.
The staff and faculty also receive regular communication
through district emails, monthly faculty meetings, professional
development trainings, hardcopy memoranda. Training and
development to provide ESBM and SSC meeting agendum and
minutes via the school’s website is forthcoming.
Professional Learning Communities are being formed.
Currently, content area departments meet through
professional development. Small Learning Communities meet
infrequently; however, as part of the PSC plan, redeveloping
and refocusing the SLCs will take place over the next few years.
The English Language Arts department meets by grade level
PLCs to plan examine and analyze data and plan curriculum;
the math department PLCs meet by content area.
Regular internal emails communicate meeting reminders and
Bits and Pieces Newsletter
ConnectEd message log
Departmental Action Plans
Departmental Professional
Development Agendas
District Memos
ESBM Agenda
Meeting Agenda
Professional Development
Agendas
PSC Implementation Plan
Sign in sheets, agenda
SSC Agenda
Technology Plan
UTLA Meeting Agenda
Phineas Banning High School WASC/CDE Self-Study Report
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information to all stakeholders.
Technology trainings are held to assist teachers and faculty
using technology such as the Engrade Pro grading program,
iPads, and Connect Ed so that teachers effectively
communicate and make communication easier.
Union information is relayed from elected representatives by
email and at lunch meetings. The Union representative also
meets with the Principal weekly to foster communication.
Prompt: To what extent does the school leadership regularly review the existing processes to
determine the degree to which actions of the leadership and staff focus on successful student
learning?
Findings Supporting Evidence
Leadership and staff are involved in ongoing research or data-
based correlated professional development that focuses on
identified student learning needs. A team of lead teachers and
administrators attended a 5-day summer institute provided by
the Intensive Support and Innovative Center (ISIC) that focused
on leadership, instructional coaching, positive relationship
building, and Common Core state standards. A follow-up
professional development to further provide support for the
four core content areas in common core was held during the
winter break. The trained teams are leading professional
development at the school.
Leadership and staff are involved in ongoing research or data-
based research to meet student learning needs. This is done
through Expanded School Base Management (ESBM), the ILT
Professional Development Committee and Specially Designed
Academic Instruction in English (SDAIE).
ILT Meeting Agendas
Summer Institute District
Professional Development
(ISIC)
PD Meeting agendas
Phineas Banning High School WASC/CDE Self-Study Report
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A5. Leadership and Staff Criterion
Prompt: How effective is the support of professional development/learning? Provide evidence and
examples.
Findings Supporting Evidence
Through the Public School Choice plan, professional
development is a priority. The LAUSD mandates 14 days for
Professional Development, and BHS has developed a schedule
to allow for additional 12 Tuesday professional development.
Period-by-Period professional development focuses on
practical classroom application of SDAIE strategies as well as
other topics to be determined by the ILT
Beginning with the 2013-2014 school year, BHS adopted the
Critical Friends protocols as a way of increasing the
effectiveness of the delivery of education. Many teachers met
during the summer of 2013 to learn the protocols, and who
then became ‘teacher of teachers’ at the end of summer
faculty professional development. By modeling the protocols
and allowing faculty to practice them, many teachers have
become comfortable incorporating the strategies into their
classroom delivery. Faculty facilitators which include
department chairs, SLC lead teachers, faculty volunteers, and
out-of-classroom personnel utilize these strategies throughout
their presentations. The WASC meetings have incorporated
these protocols as well. Administration has encouraged and
supported the use of the protocols during faculty meetings and
classroom observations. Many teachers have become adept at
utilizing these strategies in the delivery of instruction.
The number of English Learners moving from ‘Non-English
Proficient’ to ‘English Proficient’ has increased. The
measureable results of our SDAIE training is the high number of
English Second Language (ESL) students from non-English
proficient to English proficient has had a positive impact on
student learning.
Building on academic language development is a primary focus
across the curriculum. Students are encouraged to participate
CELDT Data
Critical Friends Protocols
EL Data
Lesson Plans
PD Agendas/Sign-in sheets
PD Calendar/Agendas
PD Handouts
PSC Implementation plan
Student work samples
WASC meeting agendas
Phineas Banning High School WASC/CDE Self-Study Report
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in group activities that allow opportunities to verbally respond
while developing vocabulary skills. SDAIE strategies are being
incorporated into lesson plans to enhance student learning.
With the adoption of common core this year, students are
writing and responding in many of their classes.
Prompt: Comment on the effectiveness of the processes in determining the measurable effect of
professional development, coaching, and mentoring on student performance. Provide evidence
about whether the professional development/learning has had a positive impact on student
learning.
Findings Supporting Evidence
PD Coaching and mentoring has had a positive effect on
student performance. Teacher response to trainings has been
positive. Teachers signed up for ‘Pilot Walks’ and there is more
buy-in to incorporating SDAIE strategies into instruction.
Pilot Walks
Classroom Observations
PD Evaluations
Conclusions
Prompt: Comment on the degree to which this criterion is being addressed.
Findings Supporting Evidence
Teacher capacity has increased per the PSC plan. Teachers are
taking ownership of professional development and schoolwide
ESBM committees.
ESBM Meeting/Agenda
PD Evaluations
Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one
or more of the identified critical learner needs.
Findings Supporting Evidence
Increased teacher involvement and confidence in the
schoolwide plan and committees allows for more voices to be
heard in instructional and school planning.
ESBM Agendas
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A6. Resources Criterion
Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student
achievement of the critical learner needs, the schoolwide learner outcomes, the academic
standards, and the college- and career-readiness standards. Additionally, comment on the extent to
which leadership and staff are involved in the resource allocation decisions. What impact has the
process for the allocation of resources made on student learning?
Findings Supporting Evidence
Budgeting and resources are aligned to the school’s mission,
vision, and critical needs of students. Money for staffing is
provided by the district; however, additional funding is
available through Categorical funds for teacher professional
development, substitute coverage for professional
development, and resources. Spending requests submitted to
School Site Council must be aligned to critical learner needs
and must be justified by adherence to curricular standards.
Intervention programs and CAHSEE prep are funded through
categorical funds. The decisions regarding funding of programs
are made by the School Site Council where teachers, parents,
administrators, and students are able to voice concerns,
provided information and given time for discussion.
A schoolwide needs-assessment involving all stakeholders is
conducted as a first step to developing the school budget. The
budget is aligned to the SPSA, Public School Choice plan, and
the WASC plan. The ELAC Parent Council makes
recommendations to School Site Council regarding the English
Learner categorical budgets.
The administrative staff, Instructional Leadership Team (ILT),
English Learners Advisory Council (ELAC), School Site Council
(SSC), Expanded School Based Management (ESBM), and
academic departments work together to develop the Single
Plan for Student Achievement and make recommendations on
categorical budgets. The finalized plan and budgets are then
submitted to the School Site Council for discussion and final
approval.
Budgets for Instructional Materials funds originating from the
District general fund are determined during monthly meetings
ELAC Meeting Agendas
ELAC Parent Council
Engrade
ESBM
LAUSD Budgeting policy
LAUSD Memorandum
LAUSD Textbook Policy
Maintenance Records
Master Schedule
PSC Plan
SLC Plan
SPSA
SSC Meeting Agendas
Technology Plan
Title 1 Memos
Williams Consent Decree
Phineas Banning High School WASC/CDE Self-Study Report
70
of the Expanded School Based Management. Special meetings
are called as needed when urgent issues arise.
An attempt to allocate classrooms based on contiguous space
for SLCs has caused reconfiguration of classrooms. With the
advent of the new SLC and their focus on science classrooms,
many teachers on the third floor of the main building were
displaced. Traffic patterns for students were disrupted at the
beginning of the school year and caused a tardy problem for
some students.
The College Incentive Magnet has been relocated from the
third floor to the bungalows and S building to allow for
contiguous space.
Some classrooms were not designed for the large number of
students assigned to them which has caused some health and
safety concerns.
The science classrooms on the third floor were designated for
the new SLC which has caused some displacement for BHS
science teachers. The requirement for sinks for biology classes
has also caused some displacement and loss of permanent
laboratory facilities.
Budget cuts have eliminated several Building and Maintenance
positions (B&G); therefore, some of classrooms are not cleaned
daily. Some teachers have assumed responsibility for
maintaining classroom cleanliness and safety.
Some classrooms in the main building are used nightly for adult
school which presents maintenance challenges as well.
BHS has a large inventory of working technology. The QEIA
grant allowed the school to purchase numerous computers,
laptops, mini-computers, and iPads for student use. Each
classroom has a media cart consisting of a DVD/VCR, LCD
projector, document camera, and stereo speakers. Some
classrooms have SmartBoards and ENO boards. Equipment is
maintained through the IMC (Instructional Media Center) by
students and computer technicians. The IMC is also the center
Phineas Banning High School WASC/CDE Self-Study Report
71
for reprographics and other office-related technology.
Computers and printers are available in all classrooms for
students and teachers. Several computer labs are maintained
for credit recovery, interventions programs, and CAHSEE prep.
Through QEIA funds and with an eye toward the future, the
science department purchased supplies and equipment to
enhance student learning through labs.
Textbooks are provided by the LAUSD. The Williams Consent
Decree mandates each student have a textbook for each core
class.
Teachers have been trained in the use of technology and for
incorporating it into the classroom. Many teachers were issued
iPads and training was provided in effective use. Teachers were
asked to submit requests for programs to be used on the iPad
to enhance student learning.
The Engrade grading program is being used by many teachers
and allows for student and parent access to grades.
Textbooks are issued regularly at the beginning of each
semester. District schools share textbooks to fill in shortages.
Supplemental materials are purchased by departments through
IMA or categorical funds. Teachers share resources where
possible. Technology has allowed for the sharing of PowerPoint
lessons and other curricular materials.
Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for
developing an annual budget, conducting an annual audit, and at all times conducting quality
business and accounting practices, including protections against mishandling of institutional funds.
(Note: Some of this may be more district-based than school-based.)
Findings Supporting Evidence
The district provides training to coordinators over categorical
budgets. District policies and procedures support the school
site budgets. The Educational Service Center Fiscal Specialist
meets regularly with the principal and categorical funds
coordinators to review the budget, examine current school
instructional plans to make adjustments as necessary. The
LAUSD Categorical Budgets
Memos
Phineas Banning High School WASC/CDE Self-Study Report
72
district provides oversight on budgeting matters.
Facilities
Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide
learner outcomes; the educational program and are safe, functional, and well-maintained.
Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, schoolwide
learner outcomes, the educational program, and the health and safety needs of students?
Findings Supporting Evidence
As a result of the Public School Choice process the classrooms
were reconfigured to accommodate the new SLC. The new SLC
has been housed on the third floor where most of the science
classrooms are located. The magnet teachers who were on the
third floor were moved to the bungalows and S building.
Contiguous space for the SLCs was taken into consideration
wherever possible and accommodations for science classrooms
were made to allow for sinks for Biology classes.
Special Education classrooms were relocated to the first floor
of the main building.
The facility contains a theater/auditorium, multi-purpose room,
cafeteria, penthouse, and physical education facilities which
are used for school and community events.
PSC Implementation Plan
MOU
Master Schedule
School Map
Instructional Materials and Equipment
Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining
adequate instructional materials and equipment, such as technology tools and software, the
support systems for technology, software, textbooks, other printed materials, manipulatives, and
laboratory materials for instruction including online.
Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate
technology and software for all instruction, including online.
Findings Supporting Evidence
BHS has a large inventory of working technology. The QEIA
grant allowed the school to purchase numerous computers,
laptops, mini-computers, and iPads for student use. Each
classroom has a media cart consisting of a DVD/VCR, LCD
projector, document camera, and stereo speakers. Some
classrooms have SmartBoards and ENO boards. Equipment is
LAUSD Memoranda
Public School Choice Plan
SPSA
SSC Agenda
Technology Plan
Williams Consent Decree
Phineas Banning High School WASC/CDE Self-Study Report
73
maintained through the IMC (Instructional Media Center) by
students and computer technicians. The IMC is also the center
for reprographics and other office-related technology.
Computers and printers are available in all classrooms for
students and teachers. Several computer labs are maintained
for credit recovery, interventions programs, and CAHSEE prep.
Through QEIA funds and with an eye toward the future, the
science department purchased supplies and equipment to
enhance student learning through labs.
Textbooks are provided by the LAUSD. The Williams Consent
Decree mandates each student have a textbook for each core
class.
Teachers have been trained in the use of technology and for
incorporating it into the classroom. Many teachers were issued
iPads and training was provided in effective use. Teachers were
asked to submit requests for programs to be used on the iPad
to enhance student learning.
The Engrade grading program is being used by many teachers
and allows for student and parent access to grades.
Supplemental materials are purchased by departments through
IMA or categorical funds. Teachers share resources where
possible. Technology has allowed for the sharing of PowerPoint
lessons and other curricular materials.
Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional
development for a well-qualified staff. Include specifics if online, IB, and/or college career
preparation programs are in place.
Findings Supporting Evidence
LAUSD provides some of the professional development.
Currently, with the shift to Common Core, teachers are
participating in district-led conferences in order to align
teaching to common core.
The district provides Banked Time Tuesdays for professional
development that all must attend. Additionally, BHS has used
ILT Agenda
PD Calendar
LAUSD/UTLA Collective
Bargaining Agreement
PD Calendar
PD Calendar
ILT Meeting Agenda
Phineas Banning High School WASC/CDE Self-Study Report
74
time taken from minimum day allotments to increase the
number of Professional Development Tuesdays throughout the
year.
Using a ‘teachers teaching teachers’ approach, teachers
attended Critical Friends Protocol training during the summer
of 2013. Those teachers then structured two days of
professional development for the rest of the staff during the
week before school began in August.
BHS teachers participate in monthly period-by-period
professional development for English Language Development
and the use of Critical Friends protocols.
Some teachers participate in seminars, webinars, and other off-
site professional development; however, budget constraints
have limited this.
The math department has scheduled Saturday professional
development meetings for instructional planning.
Other departments have limited resources to meet after school
or on Saturdays to plan for instruction.
Phineas Banning High School WASC/CDE Self-Study Report
75
WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and
Resources:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is
being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:
Areas of Strength
School’s leadership meets regularly with stakeholders to disseminate information and obtain
feedback.
The school effectively spends categorical funds to support personnel, instructional,
technological, and student achievement needs based on data and input from various advisory
councils.
Collaborative leadership opportunities exist for stakeholders including ESBM, SSC, ILT, SLC lead
teachers and department chairs.
Through the Public School Choice process, the school has developed very clear vision and goals
that address the SLOs and guide the work of the school.
The administrative team, under the direction of the principal, follows a collaborative leadership
model supporting shared leadership for all stakeholder groups.
Communication among stakeholders has improved since the last WASC visit through the use of
website, email, ‘Bits and Pieces’, ConnectEd phone calls to stakeholders, memoranda, informative
faculty meetings.
Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:
Areas of Growth
The new committees under ESBM need to be further developed to include all stakeholders
with clearly communicated responsibilities and meeting dates and times.
ESBM needs to formulate by-laws for effective school governance.
The PD calendar needs to allow more time and opportunity for SLC collaboration.
The school needs to seek additional resources and partnerships through grants and community
outreach.
Clearer communication and guidelines are needed in order to effectively operate two separate
schools on the same campus.
Phineas Banning High School WASC/CDE Self-Study Report
76
Category B: Standards-based Student Learning: Curriculum
B1. Curriculum Criterion
All students participate in a rigorous, relevant, and coherent standards-based curriculum that
supports the achievement of the academic standards and the schoolwide learner outcomes.
Through standards-based learning (what is taught and how it is taught), these are accomplished.
Indicators with Prompts
Current Educational Research and Thinking
Indicator: The school provides examples that document the effective use of current educational
research related to the curricular areas in order to maintain a viable, meaningful instructional
program for students.
Prompt: Comment on the effective use of current educational research related to the curricular
areas to maintain a viable, meaningful instructional program for students. Examine the
effectiveness of how the school staff stay current and relevant and revise the curriculum
appropriately within the curricular review cycle.
Findings Supporting Evidence
Professional Development relies on current educational
research. The school has developed professional development
plans based on Marzano and Schmoker. The Public School
Choice document is based on recent educational research and
the district Professional Development mandates are aligned to
current educational research and trends. The faculty has been
trained in LAUSD’s Teaching and Learning Frameworks and is
being trained in Common Core. The faculty utilizes Critical
Friends Protocols in professional development and in the
classroom. Professional Development Calendar.
ILT Agenda
Summer Professional
Development Institute
LASDI Consultant
Prompt: Evaluate to what extent there are defined academic standards for each subject area,
course, and/or program (e.g., college/career) that meet state or national/international standards
and, where applicable, expectations within courses that meet the UC “a-g” requirements?
Findings Supporting Evidence
BHS teachers use research-based strategies such as SDAIE,
concept maps, graphic organizers, cooperative learning groups,
peer-to-peer review, and lunch and after-school tutoring.
Based on findings from the Public School Choice Plan, part of
this year’s implementation phase is to:
* Use school-wide data (including API, AYP, CELDT, SARC)
effectively and across all content areas. Some teachers have
accessed and analyzed common assessment data, such as
Periodic Assessments (PA) and other teacher developed
common assessments to guide instruction, but this problem-
Access to Core Coach
CST Data
EL Coordinator
ILT Meeting Agenda
PD Calendar
Periodic Assessment Data
PSC Implementation Plan
Phineas Banning High School WASC/CDE Self-Study Report
77
solving cycle has not been consistent among the entire staff.
Both teacher and administrator focus groups indicated that
there is a school-wide awareness of the importance of using
data to inform decisions, but the practice has lacked
consistency in how to access and use data, set goals, and
monitor progress.
* Build teacher-capacity in assessment, literacy, and formative
assessment to provide the tools and the opportunities for
teachers and administrators to meet in collaborative groups
(PLCs) to review school-wide, classroom, and individual data to
identify problems, plan, implement, and reexamine data
(problem-solving cycles) in order to be responsive to the
students.
In order to address this priority, the following strategies will be
implemented:
• Ensure that there is time during the weekly PD for content
and academy PLCs to review school-wide, classroom, and
individual data to identify problems, plan, and reexamine data.
• Develop, within the school, a shared meaning of data and the
ability to access data from various sources.
• Train teachers in the use of the “Critical Friends” Data Driven
Dialogue through the PLCs, leading to a greater understanding
in how to use, and talk about, the data to inform and guide
their instructional practices within the classroom.
• Through the Focus Groups of WASC, academy PLCs will use
the “Critical Friends” Data Driven Dialogue protocols to
complete the problem-solving cycle, including the development
of an Action Plan as required for the 2013-2014 WASC self-
study.
• Experienced PLC teams will complete the problem-solving
cycle, develop common lessons, common assessments, and
interventions.
Progress in addressing this priority area will be monitored
informally on a monthly basis with a formal review conducted
twice a year by the ILT utilizing the School Review Rubric.
* BHS is personalizing the environment to ensure that the
school is responsive to the needs of all students including
remediation, credit recovery, and enrichment. The high failure
rate and low proficiency in ELA and MATH is reflected in the
Phineas Banning High School WASC/CDE Self-Study Report
78
63% four-year graduation rate, thus supporting the need for
intervention and credit recovery opportunities. To help
accomplish this, BHS will begin the process of strengthening
and redeveloping as necessary the Small Learning
Communities.
Currently, the school is examining and developing options for
remediation/intervention, credit recovery, or enrichment
beyond the school day.
The following strategies will be implemented:
• Strengthen Tier I Instruction
• Offer Tier II and Tier III intervention courses that support
student needs. Match interventions with the needs of the
students.
• Monitor interventions/remediation for successful
intervention.
• Provide time during the school day for
remediation/intervention, credit recovery, or enrichment while
ensuring that students have access to graduation
requirements.
• Expand the opportunity to credit recovery to include online
courses (APEX).
BHS Staff stays current regarding curriculum by attending
district and out-of-district CCSS (Common Core State
Standards) training and by administering district periodic
assessments that are aligned to CCSS.
Teachers revise curriculum appropriately to fit the needs of
each class.
Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills
taught, the academic standards, and the schoolwide learner outcomes.
Findings Supporting Evidence
BHS’ focus has been developing lessons based on the CA State
Content Standard s. Currently, with the implementation of the
Common Core State Standards roll-out, BHS is developing and
revising lessons to ensure that those standards are met.
Specifically, the four main areas of interest, English, Math,
Science, and Social Studies, have delineated academic goals
California Standards for English
Language Arts
California Standards for Foreign
Language
California Standards for Math
California Standards for Science
Phineas Banning High School WASC/CDE Self-Study Report
79
and instructional pathways to reach higher levels of student
proficiency. In addition to this, ROP classes are also aligned to
SLC focus in providing BHS students with the resources to fulfill
careers in industry. The goal is to graduate students who are
college-prepared and career ready.
LAUSD has aligned the graduation requirements to the UC “A-
G” requirements. BHS master schedule is developed to align
with these requirements.
SCIENCE
Teachers follow department-created pacing guides in Biology,
Chemistry, and Physics. All teachers use district-approved texts
which are aligned to the California state standards.
All teachers are transitioning from California state standards to
the Next Generation Science Standards (NGSS) and the
Common Core standards.
The guides, common periodic assessments, and aligned texts
are building coherence in the department by aligning
instructional practices to the California State Standards, NGSS,
and CCSS;.
Higher order thinking skills are nurtured through various hands-
on activities, projects, papers, and labs.
The science department is highly involved in Math,
Engineering, and Science Achievement (MESA), Science Bowl,
Chemistry Olympiad, and AP Readiness, which allows students
to further their interest in science.
Most science teachers have been trained in AVID and the use
of interactive notebooks.
Mathematics
The BHS Math Department supports high expectations for its
students. The Los Angeles Unified School District has exceeded
state requirements by mandating three years of college
preparatory math for graduation. Students must be enrolled in
math in grades 9 – 11. Additional courses are recommended
but Algebra 1, Algebra 2, and Geometry are the minimum
courses a student must take and pass. Many students received
Algebra 1 credit in middle school and must therefore take and
pass Math Analysis to fulfill their graduation requirement. The
department added Honors Statistics as an option for those
Common Core Standards
Department Meeting Agendas
Department Pacing Plans
ILT Meetings
LAUSD Common Core
Professional Development
LAUSD Master Plan
Lesson Plans
Master Schedule
PD Calendar
State Content Standards
Phineas Banning High School WASC/CDE Self-Study Report
80
students pursuing careers in which Statistics is a better
educational option than the Calculus pathway. Currently, all
schools in the local district use the same state-approved
textbook for all courses. Teachers supplement the textbook
with materials from other outside sources as necessary. Until
this year the state content standards were followed but as the
state moves into Common Core there is a need to move
towards aligning courses to the Common Core.
Subject matter teams comprised of instructors teaching the
same courses work together to establish pacing plans and
design summative assessments. These subject matter teams
have met to discuss ways to engage students, help them access
the curriculum, and how to check for understanding. Until this
year the District implanted common periodic assessments for
Algebra 1 and Geometry. Several members of the department
have attended Common Core informational/training at the
county or District level in preparation for new assessments.
Foreign Language
The curriculum is aligned to the World Language Content
Standards for California Public schools. Spanish and French
curricula provide students the necessary tools to develop
communicative proficiency.
Foreign language teachers use a variety of instructional
practices to make sure students acquire linguistic and cultural
proficiency in the different stages of their learning. When
teaching culture, teachers focus their lessons on the
relationship between the products and the practices of the
target culture. The goal is to allow students to make
connections and comparisons between languages and cultures.
There are three different programs in the school. The French
program includes levels 1, 2, 3, and AP French. The Spanish
program includes levels 1, 2, and 3, and the Spanish Speakers
program includes levels 1, 2, AP Spanish Language, and AP
Spanish Literature.
Teachers use real-world communication opportunities to assist
students in communicating effectively in real world situations;
these activities include interpersonal, interpretive and
presentational communication.
Phineas Banning High School WASC/CDE Self-Study Report
81
English Language Development
English Learners (ELs) are held to the same high expectations of
learning established for all students.
ELs develop full receptive and productive proficiencies in
English in the domain of listening, speaking, reading, and
writing.
ELs are taught challenging academic content that enables them
to meet performance standards in all content areas.
ELs receive instruction that builds on their previous education
and cognitive abilities and that reflects their language
proficiency levels.
ELs are evaluated with appropriate and valid assessment that
are aligned to state and local standards and that take into
account the language development stages and cultural
backgrounds of the students. The academic success of ELs is a
responsibility shared by all educators, the family, and the
community.
BHS offers a Structured English Immersion Program dedicated
to students beginning to learn English. Students are given the
appropriate support as they acquire English language skills
necessary to succeed in a mainstreamed English classroom.
Long Term English Learner courses (LTEL) are in the first year
of implementation. Limited English Proficient (LEP) students,
not including those in a structured immersion course, who
have not met all requirements for reclassification are placed
into a secondary English class, either Advanced English
Language Development or Language and Literacy. The course
chosen for them is determined by their CST results.
Furthermore, these two classes have recently been approved
for UC credit as listed on the UC Doorways. Teachers have
introduced the LTEL framework into the curricular programs,
drawing attention to the ELD standards, various aspects of the
LTEL framework, and building a bridge to the English Language
Arts program.
Write Source, Reader’s Handbook, and English 3D textbooks
are currently implemented in LTEL courses.
The EL instructional program offers many activities and
strategies used to motivate students that enable their success.
The instructional program offers collaboration among teachers,
Phineas Banning High School WASC/CDE Self-Study Report
82
where they meet regularly in PLC learning teams, separated by
SLCs, Departments, and other focus-groups, using the
Professional Learning Community model.
Teachers have been provided with data to inform their
instructional program as it pertains to their English learners.
English, LTEL, and ELD teachers were provided with training on
CELDT preparation and a pacing plan to support English
Learners. All teachers were provided with CELDT data and
strategies to inform their instructional program, supporting
students across the curriculum. Supplemental materials, as well
as professional development, are provided to teachers in order
to reinforce SDAIE strategies in instructional programs.
Teachers have followed a problem-solving cycle approach,
where SDAIE strategies are first being (re)taught, then, they are
given time to plan and implement the strategies learned in
their lessons/curriculum. Afterwards teachers execute Pilot
Walks or Demonstration days. Finally, teachers provide
feedback and reflections of their walks and their own delivery
of lessons as it pertains to SDAIE.
Supplemental materials are provided to content teachers to
support their instructional programs and reinforce SDAIE
strategies.
ELA (English Language Arts):
The English Language Arts Department’s focus is to deliver
standards-based instruction and is at the beginning stages of
implementing Common Core standards. To align lessons to
meet these standards teachers meet as part of a Grade-Level
Professional Learning Community. Teachers have met in these
PLCs to create interventions, align pacing plans and lessons,
create common assessments and final exams, look at student
work, and share data. Currently, collaboration is continuing in
PLCs during Professional Development days, align lessons and
instruction to meet CCSS criteria and prepare students for the
CCSS Smarter Balanced Assessments.
Ninth and 10th grade teachers are implementing CCSS focused
Periodic Assessments (PA). The majority of these teachers
attended two trainings to focus on administering the PA. Ninth
and 10th grade teachers will administer two CCSS- focused PAs
in 2013-2014, one being Argumentative and the other being
Expository.
Eleventh grade teachers are focusing on the Early Assessment
Phineas Banning High School WASC/CDE Self-Study Report
83
Program to better prepare students for the exam and post-
secondary work.
Prompt: Evaluate to what extent the examination of representative samples of student work and
snapshots of student engagement in learning demonstrate the implementation of a standards-
based curriculum and the addressing of the schoolwide learner outcomes.
Findings Supporting Evidence
BHS focus has been developing lessons based on the CA State
Content Standard s. Currently, with the implementation of the
Common Core State Standards roll-out, BHS is developing and
revising lessons to ensure that those standards are met.
Specifically, the four main areas of interest, English, Math,
Science, and Social Studies, have delineated academic goals
and instructional pathways to reach higher levels of student
proficiency. In addition to this, ROP classes are also aligned to
SLC focus in providing BHS students with the resources to fulfill
careers in industry. The goal is to graduate students who are
college-prepared and career ready.
LAUSD has aligned the graduation requirements to the UC “A-
G” requirements. BHS master schedule is developed to align
with these requirements.
SCIENCE
Teachers follow department-created pacing guides in Biology,
Chemistry, and Physics. All teachers use district-approved texts
which are aligned to the California state standards.
All teachers are transitioning from California state standards to
the Next Generation Science Standards (NGSS) and the
Common Core standards.
The guides, common periodic assessments, and aligned texts
are building coherence in the department by aligning
instructional practices to the California State Standards, NGSS,
and CCSS;.
Higher order thinking skills are nurtured through various hands-
on activities, projects, papers, and labs.
The science department is highly involved in Math,
Engineering, and Science Achievement (MESA), Science Bowl,
Chemistry Olympiad, and AP Readiness, which allows students
to further their interest in science.
Most science teachers have been trained in AVID and the use
Common Core Standards
Common Summative
Assessments
Content Action Plans
Department Meeting agendum
Master Schedule
New Generation Science
Standards
Pacing guides
State frameworks
Phineas Banning High School WASC/CDE Self-Study Report
84
of interactive notebooks.
Mathematics
The BHS Math Department supports high expectations for its
students. The Los Angeles Unified School District has exceeded
state requirements by mandating three years of college
preparatory math for graduation. Students must be enrolled in
math in grades 9 – 11. Additional courses are recommended
but Algebra 1, Algebra 2, and Geometry are the minimum
courses a student must take and pass. Many students received
Algebra 1 credit in middle school and must therefore take and
pass Math Analysis to fulfill their graduation requirement. The
department added Honors Statistics as an option for those
students pursuing careers in which Statistics is a better
educational option than the Calculus pathway. Currently, all
schools in the local district use the same state-approved
textbook for all courses. Teachers supplement the textbook
with materials from other outside sources as necessary. Until
this year the state content standards were followed but as the
state moves into Common Core there is a need to move
towards aligning courses to the Common Core.
Subject matter teams comprised of instructors teaching the
same courses work together to establish pacing plans and
design summative assessments. These subject matter teams
have met to discuss ways to engage students, help them access
the curriculum, and how to check for understanding. Until this
year the District implanted common periodic assessments for
Algebra 1 and Geometry. Several members of the department
have attended Common Core informational/training at the
county or District leve in preparation for new assessments.
Foreign Language
The curriculum is aligned to the World Language Content
Standards for California Public schools. Spanish and French
curricula provide students the necessary tools to develop
communicative proficiency.
Foreign language teachers use a variety of instructional
practices to make sure students acquire linguistic and cultural
proficiency in the different stages of their learning. When
teaching culture, teachers focus their lessons on the
relationship between the products and the practices of the
Phineas Banning High School WASC/CDE Self-Study Report
85
target culture. The goal is to allow students to make
connections and comparisons between languages and cultures.
There are three different programs in the school. The French
program includes levels 1, 2, 3, and AP French. The Spanish
program includes levels 1, 2, and 3, and the Spanish Speakers
program includes levels 1, 2, AP Spanish Language, and AP
Spanish Literature.
Teachers use real-world communication opportunities to assist
students in communicating effectively in real world situations;
these activities include interpersonal, interpretive and
presentational communication.
English Language Development
LAUSD has implemented a Master Plan program which follows
these guiding principles:
English Learners (ELs) are held to the same high expectations of
learning established for all students.
ELs develop full receptive and productive proficiencies in
English in the domain of listening, speaking, reading, and
writing.
ELs are taught challenging academic content that enables them
to meet performance standards in all content areas.
ELs receive instruction that builds on their previous education
and cognitive abilities and that reflects their language
proficiency levels.
ELs are evaluated with appropriate and valid assessment that
are aligned to state and local standards and that take into
account the language development stages and cultural
backgrounds of the students. The academic success of ELs is a
responsibility shared by all educators, the family, and the
community.
BHS offers a Structured English Immersion Program dedicated
to students beginning to learn English. Students are given the
appropriate support as they acquire English language skills
necessary to succeed in a mainstreamed English classroom.
Long Term English Learner courses (LTEL) are in the first year
of implementation. Limited English Proficient (LEP) students,
not including those in a structured immersion course, who
have not met all requirements for reclassification are placed
Phineas Banning High School WASC/CDE Self-Study Report
86
into a secondary English class, either Advanced English
Language Development or Language and Literacy. The course
chosen for them is determined by their CST results.
Furthermore, these two classes have recently been approved
for UC credit as listed on the UC Doorways. Teachers have
introduced the LTEL framework into the curricular programs,
drawing attention to the ELD standards, various aspects of the
LTEL framework, and building a bridge to the English Language
Arts program.
Write Source, Reader’s Handbook, and English 3D textbooks
are currently implemented in LTEL courses.
The EL instructional program offers many activities and
strategies used to motivate students that enable their success.
The instructional program offers collaboration among teachers,
where they meet regularly in PLC learning teams, separated by
SLCs, Departments, and other focus-groups, using the
Professional Learning Community model.
Teachers have been provided with data to inform their
instructional program as it pertains to their English learners.
English, LTEL, and ELD teachers were provided with training on
CELDT preparation and a pacing plan to support English
Learners. All teachers were provided with CELDT data and
strategies to inform their instructional program, supporting
students across the curriculum. Supplemental materials, as well
as professional development, are provided to teachers in order
to reinforce SDAIE strategies in instructional programs.
Teachers have followed a problem-solving cycle approach,
where SDAIE strategies are first being (re)taught, then, they are
given time to plan and implement the strategies learned in
their lessons/curriculum. Afterwards teachers execute Pilot
Walks or Demonstration days. Finally, teachers provide
feedback and reflections of their walks and their own delivery
of lessons as it pertains to SDAIE.
Supplemental materials are provided to content teachers to
support their instructional programs and reinforce SDAIE
strategies.
ELA (English Language Arts):
The English Language Arts Department’s focus is to deliver
standards-based instruction and is at the beginning stages of
implementing Common Core standards. To align lessons to
meet these standards teachers meet as part of a Grade-Level
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Professional Learning Community. Teachers have met in these
PLCs to create interventions, align pacing plans and lessons,
create common assessments and final exams, look at student
work, and share data. Currently, collaboration is continuing in
PLCs during Professional Development days, align lessons and
instruction to meet CCSS criteria and prepare students for the
CCSS Smarter Balanced Assessments.
Ninth and 10th grade teachers are implementing CCSS focused
Periodic Assessments (PA). The majority of these teachers
attended two trainings to focus on administering the PA. Ninth
and 10th grade teachers will administer two CCSS- focused PAs
in 2013-2014, one being Argumentative and the other being
Expository.
Eleventh grade teachers are focusing on the Early Assessment
Program to better prepare students for the exam and post-
secondary work.
CAREER TECHNICAL EDUCATION
Career Technical Education (CTE) programs are aligned to the
Career Technical Model curriculum standards and framework
adopted by the State of California, including courses through
Regional Occupational Programs. The CTE Standards for all
CTE Courses are now aligned with the Common Core.
CTE Programs at Banning:
• Build student competence in technical skills and in core
academic subjects, as appropriate, through applied, contextual,
and integrated instruction in a coherent sequence of courses
that lead to technical skill proficiency
• Demonstrate the need for proficiency in reading and
comprehension, mathematics, science, and technology
• Emphasize the necessity to have the ability to communicate in
reading, writing, speaking, listening, and numeration skills
• Identify the knowledge, skills, and attitudes needed to enter
and successfully complete an apprenticeship program
• A series of work-based learning opportunities that begin with
mentoring and job shadowing and evolve into intensive
internships, school-based enterprises, or virtual
apprenticeships
• Prepare students for a regular high school diploma
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• Where possible and appropriate, prepare students to meet
subject requirements for admission to the California State
University and University of California systems
• Contribute to an understanding of the occupational field of
the academy
• Provide an integrated core curriculum that meets the
eligibility requirements for admission to the University of
California and the California State University systems and is
delivered through project-based learning and other engaging
instructional strategies that bring real-world context and
relevance to the curriculum where broad themes, interest
areas, and CTE are emphasized.
• CTE offers pathway courses that support career development
in all SLCs. Students work on projects and are often able to
implement what they have learned. Sports Therapy students
aid at all sporting event, auto Body students work on actual
cars, culinary Arts students enter competitions.
Employing Industry Sectors:
Information and Communication Technologies
Health Science and Medical Technology
Hospitality, Tourism, and Recreation
Transportation
Banning High School CTE/Courses :
Desktop Publishing 1-2
Sports Therapy 1-2 (Approved- A-G)
Food Science/ Catering
Auto Body 1-2
PERFORMING ARTS
As part of the UC/CSU graduation requirements, BHS offers
students the opportunity to take a standards-based performing
arts class.
The performing arts department offers standards-based
Beginning Theater, Theater Production, Stagecraft, and Dance
with the goal of an annual musical or dramatic performance
along with several showcase performances. The goal is to
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enhance the department by building a vocal and instrumental
music program.
Students participate in all facets of theater production
including costume design, set design and construction, lighting,
sound, prop production, and marketing and take advantage of
state-of-the-art computer lighting and sound systems.
Students have access to a concurrent credit General Music class
(Music 101) taught by a Los Angeles Harbor College professor
in which they receive a basic music education.
KBHS is an FCC-approved radio station which students utilize to
provide announcements to the school and community (1 mile
radius of BHS).
VISUAL ARTS:
BHS offers a comprehensive, standards-based visual arts
program that includes Painting/Drawing, Ceramics,
Photography, and Advanced Placement Studio Art. Students
participate in two art shows each year including one
community display at Banning’s Landing and another within
BHS at the end of the school year. Students take field trips to
museums throughout the Los Angeles/Long Beach area that
includes a college tour of UCLA’s Art Department. Writing is an
integral part of the arts program.
SOCIAL STUDIES
The social studies department continues to develop and revise
instructional practices in an ongoing effort to meet increased
academic rigor and to meet the needs of all students. Teachers
require students to produce grammatically correct reports,
classwork, homework and PowerPoint presentations.
Additionally, the department continues to create opportunities
for the use of academic language in the classroom. Teachers
use the Socratic Seminar, classroom discussions with multiple
perspectives, classroom debate, speaking, and cooperative
learning to facilitate active learning. Presentations, speeches,
and simulations are also being used to enable students to
improve their communication skills both in writing and
speaking.
Teachers are using more compare and contrast, cause and
effect relationships, prediction of outcomes, evidence-based
research papers, expository writing assignments and the
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completion of chronological time-lines to advance
understanding. More teachers are using case studies and
requiring students to
analyze primary sources. The social studies department, in
collaboration with USC Center for Active Learning in
International Studies that is an outreach project dedicated to
advancing teaching excellence in international studies.
Teachers continue to collaborate, develop and implement
lesson plans using SDAIE, Access Strategies, culturally relevant
pedagogy, realia, advanced graphic organizers, and Thinking
Maps to differentiate and scaffold lessons that benefit all
learners. Culminating tasks require written work such as essays,
research papers, and visual presentations.
Subject specific PLCs have helped to establish common pacing
plans, culminating activities and standards-based lessons.
The Social Studies department actively looks student data.
Using CST data, periodic assessment results, and classroom
grades, teachers are becoming more adept at interpreting data.
The information the data provides, helps drive classroom
practices.
There is a need for additional programs and procedures to be
incorporated such as more social studies CST interventions
(before, during and after school,) and more test prep in the
classroom.
Social studies teachers are working to incorporate CAHSEE
language arts and math strands in their classroom instruction.
Teachers have developed and used classroom tests that
resemble the standardized tests.
Social studies teachers also participate in school-wide
interventions focused on CST and CAHSEE, including facilitating
workshops, interventions, and boot-camps. Many social studies
teachers tutor before and after school.
Social studies teachers are participating in common core
professional development and Critical Friends training to
benefit student achievement.
Seniors are required to do a service learning project, and in
their economics class, students are required to participate in a
budget project which incorporates math and writing.
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Although there have been many positive gains in the
instructional practices of the social studies department, it is
clear that more needs to be done, specially in the area of test
scores on state-mandated tests.
PHYSICAL EDUCATION
The Physical Education department has incorporated the
California State Physical Education Standards, core academic
interventions, and the ESLR’s into everyday classroom
practices. The requirement of the fitness gram has helped to
provide more academic direction and instruction in the P.E.
Program. Students are exposed to psycho-motor skills,
manipulative skills, anatomy, physiology, fitness, fitness levels,
and lifestyle choices. Physical Education teachers create lessons
that support all the academic core curriculum and incorporates
them into the P.E. standards.
Academic rigor and higher order thinking skills are also
incorporated throughout the lesson plans and activities.
Students are expected to read not only in their content area,
but are required to respond to the curriculum using a
combination of PE standards and ELA, math, science and social
studies standards.
Academic language in the form of classroom debates and class
discussion involving culturally relevant subjects such as obesity,
diabetes and Positive/healthy lifestyle choices are discussed.
Academic language is used in various ways to support core
instructions i.e. science vocabulary (physiology, anatomy, body
processes.) Students practice taking their heart rate, calculate
BMI, ratios, measurements, fitness and exercise intervals for
math. Reading and writing in the PE content area to support
ELA. Student are also exposed to sports, sporting events and
athletics throughout history supporting the Social Sciences.
Students are required to produce essays, posters that
incorporate not only what is being learned in the classroom but
must incorporate academic language in to each project.
Students are required to produce both group work and
individual work in the form of projects, collages, Powerpoints
and poster boards. In cooperative groups, student’s research
and coordinate projects, read in the content areas, study
physiology, the history of sports, athletics, and fitness.
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P.E. teachers engage and support students by:
Incorporating the ESLR’s into their lesson plans, Collaborative
planning using culturally relevant pedagogy based on the state
standards, Incorporation of 9th grade academy binders into
P.E. curriculum.
Cooperative learning activities include pairs, pair shares,
groups, group to group, teaming, and jigsaws to provide both
academic and kinesthetic learning. The department maintains
high classroom expectations, i.e. dressing for class,
participation, self-monitoring progress, provide leadership
positions within the class and rigorous lessons that involve
higher order and critical thinking skills.
Individual and group projects, classroom performance, and in
class labs that engage active learning using technology such as
video, Powerpoint presentations, and stopwatches are utilized
in class. Teachers use positive behavior support strategies,
provide extra credit activities, and participation points, points
for being properly dressed for class.
Physical Education teachers are routinely exposed to the CST
data and CAHSEE scores both in faculty and department
meetings which is used to incorporate core academic standards
in their classroom practices and assessments. For example:
Students monitor their own progress in class, 9th grader use
binders, fitness monitoring, and grade reports.
The Psychiatric Social Worker and the Pupil Services
Attendance counselors work with students to ensure access to
the curriculum in all areas:
PSYCHIATRIC SOCIAL WORKER
The Psychiatric Social Worker assigned to BHS three days per
week supports positive student connections with peers, family,
school and community by facilitating student development and
the ability to successfully deal with problems, crises, or
traumatic experiences. The goal is to foster resiliency by
promoting healthy relationships, self-reflection, and problem-
solving skills to optimize school success.
A large range of comprehensive services including prevention,
early intervention, and treatment services. Daily services
include: biopsychosocial assessments, individual, group (grief
group and pregnant/parenting teen group), and family therapy,
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parent education, mental health consultation, evidence-based,
trauma specific practices, case management, conflict
mediation, crisis intervention, psychological first aid, threat
assessment and management, suicide assessment and
management, school-wide projects, resource development,
and community linkage/collaboration.
PUPIL SERVICES ATTENDANCE
A full-time PSA services the attendance and attendance-related
discipline issues with an RTI focus and three-pronged approach
which has resulted in increased attendance and school
participation:
• Targeted intervention includes individual counseling,
attendance contracts, family counseling, parent conferences
and counseling, consultations with teachers and staff to ensure
efficient and efeective interventions, home visits (dropout
recovery), IEP and SST meeting participation, Student
Attendance Review Team (SART) meetings, Student Attendance
Review Board (SARB) meetings, truancy letters, referrals to and
coordination with community and school resource, case
management, and crisis intervention.
• Selected intervention includes AVID Attendance target
Groups (Why Try counseling curriculum), Coordination of
Services Team (COST) meetings, District Attorney parent
meetings, Perfect attendance recognition, awards and
certificates, classroom visits, homeroom attendance
competitions, CAHSEE high risk attendance case management,
and referrals to alternative educational options and drop out
recovery.
• Universal interventions include attendance policy letters,
ConnectEd parent phone calls, PA weekly attendance
announcements, raffles/prizes for good, improved and perfect
attendance, community partnerships to solicit donations,
poster campaigns, Attendance Awareness Month, CAHSEE/CST
awareness month and motivational campaign, lunch
assemblies, Attendance Pep Rallys, Resource Coordinating
Team/Fair partnering with the PSW
• Communication of Attendance Data via
Newsletters/P.A/letters home
Congruence
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Alignment between academic objectives and student data
shown through multiple authentic assessments point to the
existence of a correlation between CA State Standards, as well
as other quality measures, such as CTE standards and
classroom instruction, at Banning HS. Currently, we are working
on also aligning our curriculum to the CCSS.
Accessibility of All Students to Curriculum
Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all students
through all courses/programs offered. The school examines the demographics and situation of
students throughout the class offerings. The school’s instructional practices and other activities
facilitate access and success for special needs students.
Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all
programs. How do school staff define rigor, relevance, and coherence? To what extent do the
instructional practices of teachers and other activities facilitate access and success for special needs
students?
Prompt: Determine the extent to which key stakeholders are involved in the selection and
evaluation of the curriculum to ensure it matches the school’s mission and schoolwide learner
outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the
curriculum and the use of technology within the curriculum.
Findings Supporting Evidence
Alignment between academic objectives and student data
shown through multiple authentic assessments point to the
existence of a correlation between CA State Standards, as well
as other quality measures, such as CTE standards and
classroom instruction, at Banning HS. Currently, we are working
on also aligning our curriculum to the CCSS.
Lesson Plan
PD Agenda
Student Work
Additional Online Instruction Prompt: Determine the effectiveness of the school for outsourced
curriculum to maintain curricular integrity, reliability, and security.
Findings Supporting Evidence
APEX Credit Recovery is used after school from 2:50-4:50pm
with priority given to students in grades 11-12. Presently only
English Language Arts 9-11 are taught by a credentialed
teacher in a face to face setting. The credentialed teacher
assists them with the content and proctors their end of unit
tests. Students are able to pace themselves and use the online
hybrid course as an opportunity to recover credits to graduate
on schedule.
All students are assigned a coach whom is also their guidance
counselor. The APEX coach monitors their weekly progress to
ensure attendance and assignments are intact. In addition, to a
Weekly Progress Reports
Student Grades
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coach each student is provided a weekly progress report from
his/her APEX teacher for the parent to sign and acknowledge
progression. The APEX course usually takes 30+ hours for the
average student to complete the course.
Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review
processes to ensure student needs are being met through the curriculum; include the exstent to
which there is involvement of key stakeholders:
Findings Supporting Evidence
Some departments and SLCs get together to review curriculum
and data, but we still need to include more time to meet within
our PLC’s and our SLCs to discuss and evaluate the
effectiveness of our curriculum and fully implement and align
our lessons and grading criteria. Our PD’s will need to include
days periodically where teachers have the opportunity to
collaborate both by department and by SLCs in order to review
student data throughout the school year.
Those departments that do look at data look at periodic
assessment results, CST scores, CELDT scores, CAHSEE Scores,
common assessment results, etc.
Meeting Agendas
Sign in sheets
Prompt: Share examples of articulation with feeder schools and local colleges and universities,
including comments on the regularity of their occurrence. What has been revealed through the
follow-up studies of graduates and others regarding the effectiveness of the curricular program?
Findings Supporting Evidence
Each fall, counselors and the APSCS attend parent meetings at
the feeder middle schools. During the Spring semester, BHS
puts on a ‘road show’ at the feeder middle schools in which
BHS students from leadership, band/drill, cheerleaders, clubs,
and activities present the student-related opportunities
available at BHS.
A recruitment fair on a Saturday morning in Spring is held in
which parents and students visit BHS and hear about the Small
Learning Communities and opportunities at the BHS complex.
Presentations are given by each SLC and teacher and student
representatives talk with students and parents and answer
questions about BHS.
The Pilot Center arranges for representatives from colleges and
universities to meet with students and arranges classroom
presentations. Students from University of California Irvine, Los
Angeles Harbor College, and California State University,
Dominguez Hills advise students and help through the college
application and financial aid processes.
APSCS
ILT Meeting Agenda
Pilot Center agenda
SLC Meeting Agenda
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Recruiters from Fashion Institute of Design (FIDM) offer
lectures and activities for interested students and offers help
for students in the college application process.
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B2. Curriculum Criterion
Prompt: How effective are the processes to allow all students to make appropriate choices and
pursue a full range of realistic college/career and/or other educational options? Discuss how the
school ensures effective opportunities for career exploration, preparation for postsecondary
education, and pre-technical training for all students.
Findings Supporting Evidence
BHS is extended into Small Learning Communities (SLCs). The
SLCs service students in grades 10 through 12 by providing an
interdisciplinary approach to learning that has a focus on
academic rigor, curriculum relevance, enhanced
relationships/personalization, and parent/community
involvement.
Each SLC serves students who are representative of the total
BHS population including gender, ethnicity, and special needs
(gifted, talented, English Learners (EL) and those with IEP’s);
provides a complete A-G sequence of courses including honors,
Advanced Placement classes, purity of classes (still a work in
progress), CTE pathways and counseling support; and utilizes
common pedagogy including research-based instructional
strategies and project-based learning.
The BHS Small Learning Communities include the following:
1. The Pilot Academy of Technology and Health Sciences
(PATHS) offers CTE, college courses, and
certification in architecture, computer repair,
computer business, engineering, and sports
therapy. The computer repair pathway prepares
students to use their learned skills to service all of
the technology equipment on campus. Upon
completion of the two-year college computer repair
program, students have not only obtained college
credits in computer repair, work-force ready skills,
and work experience, but they are also eligible to
take the A+ certification exam. Many return to BHS
as volunteers to help teach and train incoming
students to the program. Engineering pathway
students offers concurrent L.A. Harbor College
credit which allows them to continue the program
at L.A. Harbor College and upon graduation,
students then transfer to the partnership program
at Cal State University Los Angeles. There are also 3
CTE Courses are included as part of the pathways
for PATHS. One of them is the Sports Therapy
pathway which offers students courses in medical
terminology and sports therapy. Students become
Certificates of participation and skills certification
College credits
Focused strategies in practice
Internship opportunities
Mock interviews
PSC Plan
Recruitment Fair
SLC mission statements
SLC pathway courses
SLC specific projects (student work) and events
Zone of Choice
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CPR and First-Aid certified, and they get hands-on
experience from assisting players and coaches at
BHS sporting events. Another of our CTE pathways
is the Auto Body courses which serve as an
introductory to engineering but also as its own
pathway for advanced students that want to pursue
a career in Auto Body. The Desktop Publishing
pathway offers students an introduction to
computer software and the chance to learn various
computer software elements through projects-
based learning. The Desktop Publishing courses
serve as an introductory course to the computer
repair, engineering, architecture, and health
pathways as technology is vital in all these fields.
PATHS also offers an introductory course, Exploring
Computer Science, which is offered through a
partnership through UCLA and focuses on most of
the pathways in PATHS, technology, engineering,
architecture, computer repair, computer software,
etc. This course is a “G” approved course.
2. The Communications, Arts, and Leadership SLC (CAL)
offers pathways in the visual and performing arts.
Students take classes in Art/drawing, Ceramics, and
Photography. Students visit local area museums and
UCLA’s Art Department, a tie into CalArts, and work
with local area artists. Although the music
department was disbanded several years ago, the
performing arts department offers Beginning
Theater, Theater Production, and Stagecraft with
the goal of an annual musical or dramatic
performance. Stagecraft students use up-to-date
theatrical computer systems in lighting and sound,
while designing and building sets for productions.
Students have the opportunity to expand their
writing skills in Journalism in which they produce a
print and on-line student newspaper. Additionally,
the YearBook class offers students practical
experience in creating, developing, and producing
the annual book.
3. The PORT Academy is the recipient of four California
Partnership Schools. International Trade Academy
(ITA) students choose a career pathway and take
predetermined courses that prepare them for
international careers and post-secondary
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education. Students gain the knowledge and skills
needed by business and industry. The Maritime
Agriculture Tourism Cuisine Hospitality (MATCH)
Academy provides a challenging and rigorous
curriculum that promotes academic excellence,
career technological education, and instruction on
the global movement of food to table, where
students prepare for entry-level jobs or post-
secondary education, leading to careers in
maritime, agriculture, tourism, cuisine, and
hospitality industries. The Global Safety and
Security (GSS) Academy enables students to explore
occupations and understand the dynamics of
keeping the world “safe” and “secure” with regards
to trade. The scope in which students are made
familiar is large and focused, but is not limited to
Home Land Security, City and State Disaster
Command and Control procedures, Immigration,
Police, Firefighting organizations, and the military.
Global Environmental and Science Academy (GESA)
students learn the specifics of world problems of
air, water, and soil. Students look at how human
decisions impact our future and how we respond to
the many critical issues of keeping our environment
safe now and in the future by looking at the exciting
and complex movement of materials and
manufacturing products in a safe and legal manner
around the globe. Students learn while taking field
trips and participating in special projects. This SLC
has the support of a very active advisory committee
which will become the model for the other SLCs.
4. The Freshman Academy provides a transition from
middle school to the career focused SLCs. The
Freshman Academy facilitates teacher collaboration
and promotes interaction and sense of community
among staff and students. It is divided into two
teacher teams allowing for increased
personalization and collaboration and stresses
academic skills and A-G courses. Studies indicate a
direct correlation between successful completion of
ninth grade courses and graduation from high
school. Therefore, the academy focuses on study
skills (which are in the beginning stages) through
AVID, personal responsibility, interventions in math
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and English language arts, and college and career
awareness. Students experience common
instructional strategies (pedagogy) including
project-based learning and receive support for
CAHSEE and state testing. The Freshman Academy
hopes to adopt writing portfolios which will follow
students throughout their high school experience.
A-G electives such as Ethics, Geography, Reading for
Pleasure, Physical Science, and elective literature
courses will be developed to provide additional
literacy opportunities. A combination balanced 5-
credit Health/Exploration course focuses on college
and career exploration and culminates in the
selection of their future SLC. Multi–curricular
Project Based Learning prepares students for tenth
through twelfth grade matriculation. Student and
teacher use of technology is incorporated into each
aspect of the core curriculum. The Freshman
Academy has been allocated Computer-on-wheels
(COW) which includes iPADS, laptop computers, and
printers.
The BHS College Incentive Program Magnet Center functions as
a “school-within-a-school”, providing all of the attributes of a
small learning community. It will transition to a Humanities and
College Incentive Magnet Center with 500 students and an
increase of 4 teachers and a full time counselor to serve
students in grades 9-12 providing a rigorous A-G four year plan
in preparation for University of California attendance. The
Magnet Center focuses on 100% CAHSEE Proficiency and
academic excellence in the core content areas incorporating
AVID strategies. These strategies and skills will prepare
students for rigorous coursework and improve literacy and
math skills, grades, and opportunities for acceptance to higher
education. As part of the transition into a Humanities and
College Incentive Magnet Center, an advisory committee will
include parents, students, teachers, community, business and
academia partners to support student learning and bring
valuable resources to the program including sponsorships,
internships, and job shadowing. Relationships with private
universities will foster a four year plan that will guarantee
admission and scholarships for high achieving students in the
program. The Magnet Center will offer Honors, Advanced
Placement and Community College courses to augment
rigorous instruction and prepare students for college success.
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Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and
monitoring a student’s personal learning plan, based upon a student's learning style and
college/career and/or other educational goals
Findings Supporting Evidence
BHS faculty feels that there is equal access to the entire
program. All of the classes are available to all students at some
point in their academic career. There are no significant barriers
to any groups of students and counselors are perceived as
doing a good job of matching students with their academic
needs. All of our students across our small learning
communities can access the core curriculum through college
preparatory and Advanced Placement classes.
Open access to the school program goes beyond classes and
course offerings. The College and Career Center is open to the
entire student community and hosts many special events like
“Cash for College” and guest speakers from local colleges.
When it comes to Individual Education Plans, students have
access in two different ways: through the formal Special
Education process and through the Student Study Team (SST)
process. When a student is referred to the Special Education
department, they go through a formal assessment process that
develops an IEP with the help of the school faculty, parents,
student, Special Education representative, and the school
psychologist. The Special Education Department monitors the
IEPs for special education students.
Student Study Teams also develop an Education Plan for
students, when needed. This is generally a less formal process
and aims to address specific needs or concerns that are
identified by teachers, students, parents, or the administration.
All students at BHS have a personal learning plan and
counselors meet with students several times throughout the
year to monitor their development and coach them with their
academic decision making.
Parents and students collaborate in the developing and
monitoring of student’s plan and learning in multiple ways in
addition to IEP and SST meetings. BHS uses an online grade
book that is accessible to both students and parents to monitor
progress. Quarterly progress reports are sent home and
followed up with parent/student/teacher conferences. BHS
also utilizes a phone system to send home personal messages
from teachers and school wide announcements.
Students’ personal learning plan is determined by progress and
● Engrade Pro Website and
Connect Ed service
● Special EducaXon
● Student Study Team rosters
and logs.
• College visit
• Course catalog
• Action plan per student in an
LAT
• Advisory plans
• Feedback to teachers
• First Aid & CPR Certification
• IEP and SST Action Plans
• Individual Graduation Plan
(IGP)
• Meeting agendas and minutes
• Parent & Student access
through their own account•
Parent access through own
account
• Parent sign-in sheets
• Reclassification awareness
and eligibility
• Sharing data with parents
through letters sent home
• Sharing data with students
through in-class presentations
• Sharing data with teachers
through PD
• Standards of Training
Certificate
• Student Passports to inform
teachers of modifications
• Students’ individualized
educational plans
• Support staff meetings &
action plans
• Watch Keeping for Seafarers
Certification
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attendance monitoring, use of CST assessment data to
diagnose student academic support needs, career and personal
counseling offered, and IEP modification. The academy lead
teacher will discuss the report card marks with individual
academy teachers so that we can encourage and recommend
tutoring services offered after school through the Boys and
Girls Club and from our teachers, if needed. Parents are
contacted regarding student progress through parent
conferences or email. At the end of each semester recognition
and motivation incentives are offered, such as award
recognition assembly.
Adelante Mujer Latina
Parents participate in a conference field trip held at the
Pasadena City College.
Adelante Mujer Latina (AML) Conference is designed to inform,
encourage and inspire young girls to take school seriously, work
hard, make smart choices, think big, plan and prepare for the
future, and take advantage of every opportunity so that they
may achieve their career goals and have a positive impact in
their lives, their families and communities.
GSS College Initiative Program
Through the GSS College Initiative Program, the Lead Teacher
and GSS Staff members evaluate every student’s transcript
individually. The Lead Teacher and GSS Staff Members then
meet with each academy member individually in order to
identify the student’s college, career, and educational goals. An
individualized educational plan is then created and shared
among the student, teachers, and parents.
Engrade
Engrade is an online resource available to parents and
students. Engrade lets parents easily see all of their
son/daughters upcoming homework, assignment scores, class
grades, and attendance online as well as send private messages
to the teacher.
ISIS
The parents of LAUSD students can become more involved in
their children's education, using the new Family Module. This
online tool acts as a window into the daily lives of their
children. Using a computer connected to the Internet, parents
can log on at any time of the day to monitor their child’s
progress in school.
The Family Module provides parents with the knowledge
needed to quickly identify and solve problems that might
•My Data
announcements,
rosters
rubrics for effective
transitions
Phineas Banning High School WASC/CDE Self-Study Report
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hinder their child's chances of success. Families no longer need
to feel in the dark about their children's academic status; the
Family Module lets them act, before it is too late.
Currently, parents can view child's attendance, view child's
grades (progress reports).
Monitoring allows parents to...
-Talk with their child about attendance or grades issues
-Praise efforts and accomplishments
-Discuss areas of improvement
-Communicate concerns early with teachers or counselors
Actively participate in intervention strategies
The EL coordinator and Title III coach monitor students'
progress in all content areas, meet with students as necessary,
academic requirements needed for reclassification. Besides the
importance of re-classification, both support specialists
maintain constant communication with students as well as
parents, informing them of the program options available to
students and the support provided to parents. Since the
bilingual coordinator in fluent in English and Spanish, parents
can receive direct assistance from her. Parents who speak
other languages besides Spanish (fewer than five) receive
communications through the Office of Curriculum, Instruction,
and School Support Multilingual and Multicultural Education
Department.
The English Learner Advisory Committee (ELAC) has been
established with 20 active members who are committed to
supporting EL students’ academic endeavors. This body
provides written recommendations to the School Site Council
(SSC). These recommendations are based on the California
English Language Development Test (CELDT) results, Adequate
Yearly Progress (AYP), Annual Performance Index (API), Annual
Measurable Achievement Objectives (AMAO), California
Standards Test (CST) results and the Superintendent’s
Performance Meter.
The Language Appraisal Team (LAT) at Banning High School,
“ensures that appropriate instruction, support, and
intervention strategies are provided to accelerate the language
progress of all English Learners including Long Term English
Learners and avoid over-identification for special education
services. The LAT also ensures that Reclassified Fluent English
Proficient students continue to make progress and achieve
academic proficiency after reclassification.” (taken from the
LAT Handbook)
Back to School
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Back to School gives parents a glimpse of their child's daily life
at school and an opportunity to learn about the curriculum that
their children will visit throughout the school year. It is also an
opportunity for parents to establish open communication with
school administrators, teachers, and staff members. This event
provides the foundation for the collaborative effort needed to
motivate, support, and help our students execute their plan of
being successful students. Research shows that parent
involvement in schools helps students achieve more and
schools thrive.
Parent/Teacher Conferences
Parent teacher conferences help communicate to parents the
areas their child are excelling in. Conferences also afford
teachers the opportunity to give parents specific ideas of how
to improve upon their child’s performance in school. Such
Conferences have proven effective in increasing the likelihood
of academic success for students. Parents, students, and staff
to collaborate in developing and monitoring a student’s
personal learning plan, based upon a student's learning style
and college/career, and/or other educational goals.
Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized for
monitoring and making appropriate changes in students' personal learning plans (e.g., classes and
programs).
Findings Supporting Evidence
The guidance counselors, PSA, and PSWs work collaboratively
to identify when a change in school placement is appropriate in
the event that an alternative school is in the student’s best
interest. The parent and student are provided with information
on their educational options.
COST is comprised of a team of Banning High School staff that
will work together to ensure that students are receiving proper
services. The COST team will discuss particular students who
are in need of specific interventions, generally pertaining to
resources in the community. The COST team meets regularly
as to prevent the duplication of services by support staff at
Banning High School. The COST team members are responsible
for providing feedback to designated parties such as
counselors, teachers, deans, and administrators.
COST Team Meetings &
Agendas
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Post High School Transitions
Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to post
high school options.
Findings Supporting Evidence
Our Freshman advisory program, now in its first year, along
with Senior participation in B-Crew, promotes personalization
between teachers and students and younger students with
their older peers. The design is the result of collaboration
between teachers, counselors, and students. The program
allows advisors to check in with their students and focus
around attendance, grades, and progress toward graduation
requirements. B-Crew members present lessons for success in
the Freshmen classrooms. Advisors also periodically meet with
students, to discuss their schedules, transcripts, and BHS
graduation and A-G requirements.
All of the BHS classes demonstrate real-world applications of
their content but there are some classes that are more
oriented toward the world of employment than others. For
example, there are ROP classes at BHS that give students first
had experience with the applications of their learning.
Many of the other specialized classes on campus also provide
experiential learning techniques. Banning High School is made
up of several Small Learning Communities (SLCs). Each of these
SLCs has their own connection to real world applications.
Match participates in culinary competitions. The Visual Arts
department participates in student contests and the VA
students curate at least one community show and one student
show on campus. In the Performing arts students produce a
public show each year which provides real world experiences in
set building, acting, lighting, sound, and stage crew.
In addition to the SLC programs, all seniors are required to
complete a service learning project. They select a topic and
area of need and partner up with different community
organizations to complete their service learning hours and their
project.
Banning High School also has numerous clubs to meet the
special interests of students and get them involved with
helping the community.
Through our partnership with International Trade Education
Programs (ITEP), students are offered fieldtrip opportunities to
go on career and educational based field trips to businesses,
CSU/UC campuses and private institutions that cater to the
academy’s career pathways. In addition, career technical focus
Club Constitutions
Auto Body students repair and
paint real automotive vehicles.
BHS Advisory Curriculum
Career Pathways
Club Sign ups
College-level courses and
credits earned
Course Catalog
Desktop Publishing students
Dress for Success day
Government Class Syllabi
Internship opportunities
through HONDA and Northrup
Grumman. Also currently
working on a partnership with
IDEAL Designs for internship
opportunities for our
Architecture and Engineering
students.
Meeting agendas, sign-in
sheets, and student
applications
Service Learning Portfolios
Small Learning Communities
Student participation at various
events with real-world
opportunities
Support classes’ syllabi
Therapy and injury support at
all sports-related events and at
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and academic applications are integrated throughout our
academy courses and curriculum through project based
learning. Our project based learning is between the academic
core classes and the Virtual Business course during their 12th
grade year. In their business class, they are taught the
components of opening a restaurant and incorporating the
core classes for their business plan, budget, and supply and
demand. As part of their culminating task, business and
community partners are invited to the culmination ceremony
to bridge the gap between the classroom and the “real world”.
The students have access to real work application of their
education interest through programs, fieldtrips and study tours
such as:
Keesel, Young & Logan (Mock Trial/Law Day)
The purpose of Law Day is to walk students through a mock
trial of a maritime law case. Throughout the course of the day,
students will act as plaintiffs, jurors, defendants, etc., and will
experience the excitement and swiftness of going through a
law case. Students' minds will be opened not only to law, but
also to international trade and the various career options
within that field. Students will also be given a brief history
lesson, and the mock trial case they have will talk about facts
from the Titanic.
National Youth Leadership Forum (Washington DC)
Founded in 1992, the National Youth Leadership Forum (NYLF)
is a tuition-based 501 (c)(3) nonprofit educational organization
established to help prepare extraordinary young people for
their professional careers. Headquartered in Washington, D.C.,
its mission is to bring various professions to life, empowering
outstanding young people with confidence to make well-
informed career choices. NYLF programs are held in nine cities
throughout the United States. Forums are offered in a wide
variety of career fields, such as defense, intelligence,
diplomacy, law, medicine and technology. Over 100,000 high
school and university students have attended NYLF programs.
Participants are nominated to attend a program by educators,
organization advisors, alumni, and participating institutions or
through classroom surveys. Students may also be admitted
through an application process. Program participants all
demonstrate strong academic abilities, leadership and a strong
interest in the career field being studied. NYLF is funded
through student tuition and is proud to offer need-based
scholarships.
after-school practices.
Work Readiness Certificates
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As a part of the Forum, students take part in a national security
decision-making process. The students and their colleagues are
assigned with roles of persons who play a part in making
national security decisions. Some examples include the
President, the Chairman of the Joing Chiefs of Staff, the
National Security Advisor, the Secretary of State and many
other significant players. In these roles, students debate the
United States actions and reactions to hypothetical situations
in different scenarios.
Port of Long Beach, MARAD ship
The U.S. Department of Transportation, Maritime
Administration will provide a tour of the MARAD ship docked at
the Port of Long Beach. After the tour of the boat, students will
be given a presentation about Marine Administration
functions. Students will learn about International Trade and be
able to identify the Marine Administration functions. After the
presentation students will have a chance for a “Q&A session”.
WTS International-LA Career Day
WTS-LA is an international professional organization dedicated
to the advancement of women in transportation. The goal of
the event is to expose high school girls to careers within the
transportation industry. Students will watch a video about
transportation careers, have a chance to learn about the
various market sectors within transportation focused on modes
of transport, and have an opportunity to talk one-on-one with
professionals currently working at all levels and in a variety of
disciplines within the transportation industry. Careers within
the transportation are varied, and include disciplines such as
business, finance, law, policy, governmental affairs,
contracting, marketing, engineering, architecture, planning,
design, construction, operations, maintenance, and art.
APL
APL provides customers around the world with container
transportation services through a network combining high-
quality intermodal operations with the state-of-the-art
information technology. Students will be given a guided tour
around the APL Company. Students will learn about
International Trade and be able to identify the difference
between labor & management. After the guided tour, students
will meet in the meeting room and have a chance for a “Q&A
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session”.
Ports America
Students will be conducting a study tour to the company.
Students will meet Mr.Walter Romanowski, President of JV
Container and have a roundtable discussion where they can ask
questions about his career and the company.
Ports America is proud to be the largest terminal operator and
stevedore in the United States, operating in more than 42 ports
and 80 locations. They provide clients with a distinct
competitive advantage, combining the flexibility of global
connection with the efficiency of local expertise. Ports America
is dedicated to customer satisfaction, consistently delivering
measurable results. And their commitment to safety in the
workplace is second to none.
GPS Your Future
In partnership with International Trade Education Programs
(ITEP) and Los Angeles Harbor College, California State
University, Dominguez Hills will help nearly 400 local at-risk
students discover global careers possibilities during the 4th
Annual “GPS Your Future” event. Established in 1999, the
nonprofit ITEP connects the classroom to the international
trade business community in order to develop career-ready,
college-prepared high school students. During GPS Your Future,
students will have the opportunity to explore global careers
and various educational/career pathways through an ITEP
alumni-led orientation, employer exhibits and breakout
sessions led by global industry professionals. Representatives
of small and large organizations in the transportation, logistics,
engineering, environmental services, fashion, finance, law, and
security (partial list) industries will share their perspectives on
the “Road to Success” during the exhibit and breakout sessions.
LA Youth @ Work
The Los Angeles Area Chamber of Commerce partners with
Mayor Garcetti, the City of Los Angeles, and the Workforce
Investment Board on HIRE LA’s Youth, a campaign focused on
connecting L.A.’s youth to employment opportunities. The
LAACC engages and encourages private sector employers to
extend entry-level job opportunities to young adults.
The Los Angeles Area Chamber of Commerce knows that youth
must be qualified, work-ready candidates in order to succeed in
private sector employment. LA Youth at Work [LAYAW], an
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initiative of the L.A. Area Chamber, trains and certifies HIRE
LA’s Youth applicants. Through the three Step LAYAW process,
candidates:
1. Achieve work-readiness at Job Skills Workshops by
passing rigorous training curriculum established by
human resource professionals.
2. Attend a mock interview where their success is judged
on punctuality, professional attire, document
completion and articulate interview skills.
Harbor Summer Internship Program
The Harbor Internship Program provides real world application
of the many work readiness skills students acquire through the
GSS and ITA Capstone Courses (i.e. Global Internet Trade,
Virtual Business, Business Organization). Resume writing, cover
letter writing, personal statement seminars, application
workshops, and mock interviews lie at the core of this program.
Not to mention that this program also provides students with
hands on paid job shadowing summer internships which
enhance our students real world application of their
educational interests.
Virtual Business Course
Using an international business model, students work as team
members in a simulated business firm. Students share the
opportunity to perform various business functions. Students
are also involved in decision making, critical thinking, and team
based activities.
Stock Market Game
The stock market game intends to reproduce most features of
the real stock market such as trading stocks. Students are able
to buy, sell, and trade stocks without the real financial risk.
Through this program our students are able to apply what they
learn in the classroom to the real world. Their participation in
this program enhances our students understanding of the stock
market and its application to the real world.
Global Internet Trade Course
This Global Internet Trade course familiarizes students with
theories and policies that guide international trade. Students
learn why international trade is important for the U.S. and
other nations, and they examine how it affects production,
profit and the economy. Students analyze trade policies that
differ from those that govern the U.S. This course is supported
by the International Economic Summit, which exposes student
to international trade issues and policy.
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Economic Summit
The Economic Summit is a simulation of the global economy. It
is an effective learning experience for high school and
university students on globalization, international relations and
economics. Student teams represent the nations of today's
world, compete for scarce resources, form strategic country
alliances, debate global issues, invest in long term development
projects, interact with global economic institutions, and seek to
stabilize and advance the global economy.
International Relations Course
This course focuses on current international relations issues at
hand. Students explore topics that are relevant.
High School Leadership Conference
The High School Leadership Conference affords our students
the opportunity to relate what they learn in the International
Relations Course to the real world. This conference provides
our students the opportunity to participate negotiate
responses to real-life crises scenarios during a full day of
deliberation sessions mentored by USC student volunteers in
today’s world as they relate to the United States. This course is
widely supported by the Center for Active Learning in
International Studies Department at USC. The curriculum is
intended to provide our students a real world application of
the world of International Relations.
College and Career Readiness
PATHS (Pilot Academy of Technology and Health Science) focus
is to offer students a college and career readiness opportunity
through the various career pathways offered. Upon the
completion of the 2-year Computer Repair program
(partnership with LA Harbor College), students are eligible to
take the exam to receive their A+ certification which qualifies
them to get a job in computer repair. The engineering and
architecture courses students take at Harbor College gives
students opportunities to use up-to-date technology to create
3-D images of a project before working on the physical product
of the project. Students in the college courses are held to the
same college-level expectations.
CTE Courses
PATHS students may also take CTE courses in Sports Therapy,
Auto Body, and Desktop Publishing, where students get real-
world, hands-on experience.
PATHS Council
PATHS Council, which meets weekly, focuses on fundraising for
PATHS specific events. The club is run by students, and has its
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own elected officials. Students in council learn about financing,
planning of events, running official meetings, communicating
with students, administration, teachers, parents, and
community businesses, etc.
Latina Women’s Conference
Every other year, for the last 4 years, about 50 PATHS female
students attend the Latina Women’s Conference in
Montebello, CA where students attend various workshops of
their choice ranging in topics from “Dress to Success” to
“Making it as a News Reporter”. Students are able to network
with successful Latina Women, ask questions, and also be
mentored for the day at a luncheon. Students hear various
motivational speeches from honored Latina Women.
Prompt: Evaluate ways the school ensures that all students have access to real world applications
of their educational interests in relationship to a rigorous, standards-based curriculum.
Findings Supporting Evidence
Pathways within the SLCs offer students real-world
applications. After presentations from all SLCs, 9th
grade
students choose the area of interest they will follow for their
remaining three years. All students are eligible to take
electives. All electives are “A-G’ and taught by credentialed
teachers.
Internship opportunities are offered through the PORT SLC and
students in eleventh grade are eligible to apply and must go
through a rigorous interview and selection process designed
and implemented by the corporate sponsors.
Recruitment Fair
Master Schedule
ITEP
Meeting Graduation Requirements
Prompt: Comment on the effectiveness of the academic support programs to ensure students are
meeting all requirements, including the CAHSEE.
Findings Supporting Evidence
For students who are not meeting credit requirements,
intervention courses are available. Some intervention programs
meet during the school day; however, students also have the
ability to take adult school classes or alternative placements to
get them on the graduation track.
Master Schedule
Boys/Girls Club
APSCS
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WASC Category B. Standards-based Student Learning: Curriculum:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is
being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category B: Standards-based-Student Learning: Curriculum: Areas of Strength
BHS offers a variety of intervention and support programs to increase student success to meet
graduation requirements and be college prepared and career ready.
All students have access to A-G requirements including increased Advanced Placement courses.
English Language Arts in grades 9 and 10 and Algebra I have begun developing common lessons
and assessments that include Common Core standards.
The EL program has been aligned to the new District EL Master Plan.
Teachers follow department created pacing guides in science, mathematics, and ELA. Social
Studies is continuing to develop their pacing plans.
All students in all content areas have access to state-approved textbooks, technology, and
other supplemental resources appropriate to the content.
Category B: Standards-based-Student Learning: Curriculum: Areas of Growth
There is a need to provide all students with a sequenced and aligned technical curriculum
including work-based learning, and CTE/ROP experience for career exploration.
All students need access to a rigorous curriculum in all content areas.
A need to increase student access to online courses exists.
There is a need to embed common core standards throughout the curriculum in all content
areas.
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Category C: Standards-based Student Learning: Instruction
C1. Instruction Criterion
To achieve the academic standards, the college- and career-readiness standards, and the
schoolwide learner outcomes, all students are involved in challenging and relevant learning
experiences.
Prompt: Comment on the degree to which all students are involved in challenging learning to
achieve the academic standards, the college- and career-readiness standards, and the schoolwide
learner outcomes. Include how observing students working and examining student work have
informed this understanding.
Findings Supporting Evidence
The administration, staff, and faculty of Phineas Banning High
School is dedicated to educating ethnically and economically
diverse urban youth in critical thinking and problem solving,
while also providing vocational and academic options to ensure
a successful transition to the future as responsible adults.-
Phineas Banning High School Mission
During the 2011-2012 school year, teachers participated in
extensive training on Specially Designed Academic Instruction
in English (SDAIE). As evidenced last year (2012-2013) by the
PSC 4.0 needs assessment process, this training had not been
fully embedded into classroom practice. The outcome of this
process lead to the imbedding of these strategies into
professional development (PD) trainings and classroom
instruction.
In the first semester of Banning’s schoolwide Public School
Choice (PSC) 4.0 implementation plan, the instructional
program has taken definite strides forward from previous years
in the use of SDAIE strategies and other methodologies that
support instruction which gives students greater access to the
content. The tone for these changes was set over a two-day
summer PD (August 5and 6, 2013) led by school-site teachers
and administrators alike. In the course of this PD, the staff and
faculty refocused and committed themselves to the school
mission and the Schoolwide PSC 4.0 Plan by exploring Simon
Sinek’s “Golden Circle” which led to the development of
Banning’s Four Working Why’s. All participants in the two-day
PD received a Banning PD Binder and composition book in
which to keep a running record of all documents and handouts,
Advanced ELD & L&L Pacing
Plan
Agendas/Minutes/Sign-in
sheets
AVID Methods
BHS Website
CCSS Saturday PDs
CELDT Test Preparation Plan
Class rosters
Classroom Observations
Computers/Multi-Media carts
Core Department Instructional
Plans
Critical Friends Binders
EL Compliance Accountability
Harbor College Partnership
ILT Minutes
iPads
Lesson Plans
Notes/Documentation
PD Agenda/Sign in sheets
PD Calendar
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as well a record of their meta-cognitive reflective growth. In
keeping the Why in mind, faculty meetings and PD’s open with
these Why’s holding our instructional commitment at the
forefront.
Banning’s Four Working Why’s:
1. We believe that education is the pathway for young
individuals to evolve into positive influences in society
through a passion for learning and the development of
shared values.
2. We are sharing the love of learning to empower students
that will advocate for themselves and become well-
rounded and successful…so that they may pay it forward as
we are paying it forward.
3. We are driven by creating an environment of hope and
success that supports learning; Creating lifelong learners
and problem solvers; Broadening the youth’s experiences
and their view of the world; Helping students reach their
full potential, both personally and academically; and
Inspiring students to “pay it forward” and give back to the
community.
4. We mentor students to foster a school culture that
empowers students to be academically and socially
responsible citizens.
During the 2013-14 school year, the instructional program has
predominantly focused on Banning’s Schoolwide PSC 4.0 Plan
Key Priorities 1 and 2. These key priority areas are:#1 –
Building Teacher Capacity in the effective use of Access
Strategies that Support Student Learning through Professional
Learning Communities (PLC); and #2 – Building Teacher
Capacity in Assessment Literacy and Formative Assessment –
Use of Data.
Key Priority #1 - Building Teacher Capacity in the effective use
of Access Strategies that Support Student Learning through
Professional Learning Communities (PLC). This focus is
supported by the district through the funding of a Title III
Access to Core Coach position. The following strategies have
been implemented to address this Key Priority:
• Instructional Leadership Team (ILT) was established fall
semester of the 2013 – 2014 school year. Its membership
includes: Administrators, Content Chairpersons, Academy
PD Handouts
PD Teacher Binders
Pilot Walks
Protocols handouts
PSC 4.0 Implementation Plan
PSC Needs Assessment
Reflection Books
School Matrix
School matrix
SDAIE Period-by-period sign in
sheets
Sign-in sheets
Sign-in Sheets
Sign-in sheets
Weekly Observation Plan
(Administrators)
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Lead Teachers, Access to Core Coach, Data/Problem
Solving Coach, ELL Coordinator, Title I Coordinator. This
team meets on weekly basis to develop and monitor PD
and the PSC implementation plan.
• Weekly PDs are written into the 2013-2014 PD schedule
addressing the need for teacher training and opportunities
to work collaboratively on a regular basis. The PD schedule
allows for all teachers to meet every Tuesday utilizing the
Professional Learning Community (PLC) model. This
teacher collaboration time was developed from time built
into the district banked professional development time
and from redistributing time from minimum and
shortened days.
• Some members of the ILT participated in a five-day “Critical
Friends” institute (Cohort 1) lead by the Community
Partners to build skills in collaboration and the use of time
efficient protocols. These leaders have become the
“Trainer of Trainers” for both content and academy
leaders.
• The “Critical Friends” protocols are used to look at student
work and school data to support collegial conversations
around the instructional needs of the school.
• As part of the initial work, a template for classroom
observations, known as “Pilot Walks”, was developed and
used during the teacher-to-teacher classroom
observations. The overall outcome of these observations
was shared with the Instructional Leadership Team(ILT)
and those teachers who volunteered to be observed.
Teachers have used this qualitative data and are applying
it to improve their instructional practice.
• For the first time in over 10 years, teachers willingly opened
their doors to have colleagues come in for non-evaluative
Pilot Walks. The collegial feedback that resulted from
these walks was shared with theparticipating teachers, as
well as theILT. This feedback was used by the English
Language Learner (ELL) Coordinator and Access to Core
Coach to plan period-by-period SDAIE professional
development focused on the observed areas for growth.
• The ELL Coordinator and the Access to Core Coach meet
regularly with the administration to discuss the
instructional foci, and plan for the monthly SDAIE and
Access Strategies period-by-period PDs; the entire faculty
participates in the period-by-period PDs. To date, the
focus of these PDs has been on the instructional
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implications of Academic Language Development, and the
use of SDAIE methods that give students greater access to
the content.
• Teachers are following a problem-solving cycle that includes
analysis, planning, implementation, and reflection of each
of the selected SDAIE/Access Strategies. A meta-cognitive
opportunity is built into each of the PDs, and teachers are
encouraged to write their reflections into their PD
binders/composition books that were given to them at the
opening August 5th
and 6th
PD.
• Under the direction of the ILT, teachers are developing a
media library that includes examples of the effective use
of the Academic Language Development, Advanced
Graphic Organizers, and Instructional Conversations
through Cooperative Learning Groups.
The Banning PSC 4.0 Key Priority #2 - Building Teacher Capacity
in Assessment Literacy and Formative Assessment – Use of
Data. The school Problem Solving Data Coach has led teacher
PDs on looking at schoolwide data (including API, AYP, CELDT,
SARC) and its implications on classroom instruction. Some
departments have accessed and analyzed common assessment
data, such as Periodic Assessments (PA) and other teacher
developed common assessments, to guide instruction, but this
problem-solving cycle is not consistent among the entire staff.
In order to address this priority the following strategies have
been implemented:
• Teachers were trained in the use of the “Critical Friends”
Data Driven Dialogue leading to a greater
understanding in how to use, and talk about, the data
to inform and guide their instructional practices within
the classroom.
• Through the use of “Critical Friends” protocols, teachers
have met in collaborative groups (PLCs) to review
student work using the problem-solving cycles in order
to be responsive to the students.
• The English Language Arts and Mathematics PLCs have
completed the problem-solving cycle, develop common
lessons on the new CCSS periodic assessments,
administered CCSS common assessments, and
interventions.
• All core departments have developed an Instructional
Action Plan that is focused on CCSS
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As Banning continues to move deeper into the implementation
of the PSC 4.0 Plan, a greater focus on Key Priorities 3 and 4
will be developed. These Key Priorities being:#3 – Strengthen
current Structures (Small Learning Communities) in Order to
Provide a Highly Personalized and Supportive Learning
Environment; and #4 – All Students will Graduate - Personalize
the Environment to Ensure that the School is Responsive to the
Needs of all Students Including Remediation, Credit Recovery,
and Enrichment.
Student Understanding of Learning Expectations
Indicator: The students know the standards/expected performance levels for each area of study.
Prompt: Examine and evaluate the extent to which students know the standards/expected
performance levels before beginning a new area of study; an example is the use of pacing guides for
online instruction.
Findings Supporting Evidence
Teachers distribute a syllabus to students at the beginning of
the school year, and again at the beginning of the second
semester. This includes goals and objectives, the standards to
be covered, the grading policy, and curriculum to be used. AP
teachers submit their syllabus to the College Board with
administrative approval.
Before beginning a new area of study, teachers make
connections to previous learning; they use an agenda to
communicate the lesson or unit of study.
While many students know the standards and expected
performance levels before beginning a new area of study, there
is a need to continue to improve in the frequency that it is
communicated.
Classroom Observations
Lesson Plans
Teacher syllabi
Prompt: How effectively do instructional staff members differentiate instruction, such as
integrating multimedia and technology? Evaluate the impact of this on student learning.
Findings Supporting Evidence
Many teachers are using some form of technology within the
classroom to deliver instruction. Some of these strategies
include the use of Engrade as an instructional and tutorial tool,
C.O.W. Sign-Out Form
Classroom Observations
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multi-media technology carts, iPads and laptops, and Smart
Boards. Some teachers also have students develop PowerPoint
presentations to be delivered to their peers, and assign student
projects that involve internet-based research.
Some teacher classroom instructional practices include, but
are not limited to, the use of SDAIE (Specially Designed
Academic Instruction in English) strategies such as Exit
Tickets, Think-Ink-Pair-Share, scaffolding, differentiated
instruction for English Learners and students with special
needs, and incorporating different learning modalities. Other
strategies and techniques teachers use are checking for
understanding, graphic organizers such as Thinking Maps, T-
charts, and the integration of technology.
Lesson Plans
Pilot Walks
Teacher Rollbooks
Technology Plan
Student Perceptions
Prompt: Using interviews and dialogue with students, evaluate the extent to which students
understand the expected level of performance based on the standards and the schoolwide learner
outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the
student-teacher interaction based on student feedback.
Findings Supporting Evidence
Teams of teachers, including the Department Chairpersons,
have been attending district sponsored professional
development in CCSS for the past year and a half. Since
December, two cohorts of teachers and administrators (a
total of 32) have attended the local ESC Intensive Support
and Innovation Center (ISIC) PD on “Designing CCSS Aligned
Units of Study to Accelerate Academic Achievement for
Diverse Learners”. These trainings are two full-day trainings
with a follow-up date in which participants bring the unit of
study that was developed and implemented during the
second semester. Two more cohorts of teachers will be
attending these trainings in the coming weeks.
The change and refocus of the instructional program, which
came about due to the PSC 4.0 process, has opened the door
for building greater capacity among the teacher leadership
ranks. Department Chairpersons, with the support of their
colleagues, have developed departmental instructional
Action Plans that address the state and district move into
CCSS. The Action Plans were to include an objective and
Administrative Communication
Agendas and Minutes
AP Score Reports
Applications
Class Rosters
Classroom Observations
District Email
District Policy
EL Compliance Accountabilities
EL Master Plan
IEP Meeting Sign-In Sheets
ILT Agenda and Minutes
IMC Computer On Wheels List
Individual graduation Plan
Lesson Plans
PD Agenda and Sign-In Sheets
PD Calendar
PD Evaluations
Pilot Walks
PLC PDs
PSC Plan
RSP Assignments
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departmental instructional priority; Action steps to achieve
and monitor the priority area(s); A timeline with and
estimated time of completion of each action step; and a
rationale and commitment to ensuring its completion. The
chairpersons were informed that funding has been allocated
to facilitate PD that supports the Action Plan outside of the
instructional day (before/after school, and/or on weekends).
The math department and the ELA department have begun
to meet outside of the instructional day to work on
developing common CCSS lessons, assessments, and
interventions.
Banning has been selected as one of the schools to pilot the
CCSS Smarter Balanced Assessments. In preparation for
these assessments, department chairpersons and teacher
instructional leads have developed PDs that explore the CCSS
and Smarter Balanced Assessments. These instructional
leaders then meet weekly at the ILT to report on the
successes and challenges of the PD, and collaborate on
strategies for improvement.
There is more teacher buy-in to the instructional program
and goals than there has been in recent years. Teacher
commitment and focus on the schoolwide priority of
improving instructional pedagogy is evident in the increased
number of teachers joining school committees, participating
in leadership roles, and in the “reflections” following each of
the PDs. Also, more teachers are asking to participate in
district trainings in the Advanced Placement (AP)
curriculums, and to teach AP courses – this leads to offering
more courses in AP for students.
Some teacher classroom instructional practices include, but
are not limited to, the use of SDAIE (Specially Designed
Academic Instruction in English) strategies such as Exit
Tickets, Think-Ink-Pair-Share, scaffolding, differentiated
instruction for English Learners and students with special
needs, and incorporating different learning modalities. Other
strategies and techniques teachers use are checking for
understanding, graphic organizers such as Thinking Maps, T-
charts, and the integration of technology.
School Matrix
Sign-In Sheets
Student IEPs
Student IGPs
Student Interviews
Student Rosters
Student Schedules
Student Sign Ups
Student Surveys
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Many teachers are using some form of technology within the
classroom to deliver instruction. Some of these strategies
include the use of Engrade as an instructional and tutorial
tool, multi-media technology carts, iPads and laptops, and
Smart Boards. Some teachers also have students develop
PowerPoint presentations to be delivered to their peers, and
assign student projects that involve internet-based research.
This is a Common Core State Standards (CCSS)
implementation year for the mathematics and English
Language Arts departments. Several teachers, including
Resource Specialist Program (RSP) and Special Day Classroom
(SCD) teachers, in the departments have been trained in
CCSS, and are helping to lead the charge of training the rest
of their colleagues. In leading this charge, teachers are
collaborating more and more with colleagues inter and intra
departmentally which also includes teachers of students with
special needs. One of the major foci of their collaborations is
on the development of common CCSS lessons and
assessments. They are also working on differentiating
instructional techniques within the classroom.
There have been many changes in the make-up of our faculty
since our last WASC review. With these changes came a loss
in funding and teachers to sustain the AVID program.
Currently, there are about 20 teachers that were trained in
past years in the AVID methodologies. Some of the AVID
trained teachers continue to use the methodologies such as
Cornell note-taking, assignment logs, and modified tutorials
in their instructional practices. Currently, we are working
with the district AVID Coordinator to revive the AVID
Program at Banning.
The district is implementing its Long Term English Learner
(LTEL) courses this school year. These classes are mandated
for all English Learners (EL) in the General Education and
Special Education programs. Of Banning’s ELL student
population 95% of them are enrolled into these Tier II LTEL
intervention courses. There are some students who are not
enrolled in a LTEL course because of the priority for them to
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take A-G courses needed for graduation.
In order to help prepare English Language Learners (ELLs) for
the Reclassification Fluent English Proficient (RFEP), all EL
students are tested at the beginning of the school year, or
within 30 days of their first enrollment to the district, and
placed in appropriate LTEL or English Language Development
(ELD) classes. The LTEL and ELD classes are specifically
designed by district instructional specialists to support
teachers and classroom instruction. These courses have
assigned curriculum that strongly supports the
implementation of SDAIE strategies to better meet the needs
of all ELL students. As another support for the RFEP process
of EL students, General Education and Special Education
teachers received extensive PD on the California English
Language Development Test (CELDT) from the ELL
Coordinator and Access to Core Coach. This test preparation
and teaching techniques support the instructional needs of
students who are in the preparation process to RFEP.
To further strengthen the instructional LTEL program,
General Education and Special Education teachers were
selected to teach these intervention courses. These teachers
participated in an intensive training on the curricula and
instructional practices led by district experts in the field. All
of the teachers have received district and school site training
in the new curriculum and instructional techniques. There
are also many teachers who team-teach with a RSP teacher
in their LTEL classes. The school ELL Coordinator and Access
to Core Coach also provide instructional support to the
teachers on a regular basis. This support comes in the form
of PDs in SDAIE strategies, classroom team-teaching, lesson
modeling, one-to-one student support, and student
interventions.
Special education teachers communicate regularly with
general education staff, offering suggestions and providing
support for students in a full inclusion setting. All students
with special needs have an Individualized Educational Plan
(IEP) that is tailored to meet their specific learning needs.
Those students requiring special accommodations, but who
do not qualify for the special education program, have their
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needs met with 504 plans. Special education students have
equal access to all SLCs and instructional programs as
indicated by their IEPs.
Interventions are made available for all students on campus.
These interventions range from teachers offering
before/after school tutoring; CAHSEE intervention classes
offered before/after school and on Saturday mornings; APEX
credit recovery courses; and pull-in sessions (small group
tutoring) during the school day.
College level courses are offered at Banning after school for
students to take. Some students also take courses at the
local community college (Harbor College) as part of their high
school course load.
Advanced Placement and Honors courses continue to be
offered in the four core content areas as well as in foreign
language. Beginning last year, over (50) students were
recipients of the Seal of Bi-literacy in Spanish. Banning
expects to award another group of students the Seal of Bi-
literacy again this school year.
The after school Beyond the Bell program offers the
opportunity for intervention programs help those students
who do not meet standards or are in danger of failing. These
include CAHSEE preparation, after school tutoring programs,
CAHSEE boot camp, and the enrichment courses such as
Band and Drill Team, and Coed Cheer.
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C2. Instruction Criterion
Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in
the delivery of the curriculum.
Findings Supporting Evidence
Banning staff and faculty recognize a need to continue to
strengthen the existing SLCs in order to better support the
personalization of student learning. These areas of focus are
part of the Banning’s Schoolwide PSC 4.0 Plan Key Priorities 3
and 4 and have been included in the WASC Schoolwide Action
Plan as goals. As we move forward with the implementation of
the PSC 4.0 Plan, a greater focus on Key Priorities 3 and 4 will
be developed and implemented; #3 – Strengthen current
Structures (Small Learning Communities) in Order to Provide a
Highly Personalized and Supportive Learning Environment; and
#4 – All Students will Graduate - Personalize the Environment
to Ensure that the School is Responsive to the Needs of all
Students Including Remediation, Credit Recovery, and
Enrichment.
Currently, through the Small Learning Community (SLC) model,
Professional Learning Communities (PLC), and club and athletic
sponsorships, Banning teachers incorporate a variety of
strategies and resources to actively engage students,
emphasize higher order thinking skills and take learning
experiences beyond the textbook and the classroom.
Some of the SLC academies offer a variety of community-based
projects, volunteer events, and industry based projects and
events. Through these experiences, students have the
opportunity to view real world professionals and learn new
skills that supplement the standards-based curriculum.
While direct instruction and lecture can be observed in some
classrooms throughout the day, many departments, including
electives, strive to expose students to other instructional
strategies such as Think-Ink-Pair-Share, Thinking Maps, and
other graphic organizers, cooperative groupings and learning
opportunities. In doing so, they use supplemental resources,
technology, and collegial collaboration to develop creative
lessons that engage students in higher-order thinking. Labs,
group projects, Cornell notes, project-based learning,
reciprocal teaching and student presentations are examples of
the different instructional techniques used to engage and
Academy Community Service
Log
Agendas
Classroom Observations
College Acceptance letters
Community Arts Partnerships
(CAP)
Engrade accounts
Field Trip rosters
Flyers/Posters
IMC Sign-out sheets
Lesson Plans
Library Sign-in records
PD Records
Pilot Center Sign-in sheets
Pilot Walks
PORT of LA
Remind 101 accounts
School website
Student assignments
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challenge all students, including ELs and students with special
needs.
A full-time librarian offer classes and support in research and
library usage, and provides resources and opportunities for
increased educational experiences. Along with extensive sets of
encyclopedias, reference volumes, and reading materials, the
library contains many computers where internet research can
be performed.
Many of Banning’s teachers incorporate technology into a
variety of lessons by assigning internet research projects and
PowerPoint presentations where students incorporate the use
of music, graphics, and video into their presentations. Teachers
also administer online assessments such as quizzes and tests
through the use of Engrade, Google Docs, and teacher created
websites.
Teachers post assignments onto the school website for student
and parent access. They also use ConnectEd and Remind 101 to
send message reminders to students of upcoming deadlines,
assignments, and grade postings.
Every classroom is equipped with at least one computer with
internet access and a mounted television with DVD/VCR access.
Classroom technology resources include multimedia carts
containing an LCD projector, Elmo projector, DVD/VCR player
and speakers and overhead projectors. This equipment is
checked out to classrooms at the beginning of the school year
and returned at the end of the school year. Teachers also
access the available iPads, Camcorders and digital cameras for
student projects that take learning beyond the textbook. All
classes also have access to the Computer On Wheels (COW)
cart in order to perform internet research and computer
projects.
Teachers of the Community Based Instruction (CBI) alternative
curriculum program give assignments to students using the
internet for practical math experiences. These experiences give
students more hands-on opportunities at school.
Additional Online Instruction Prompt: Evaluate how teacher technology competencies are
assessed during online instruction.
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Findings Supporting Evidence
Our Instructional Media Center (IMC) teacher serves in the
capacity of resident technology expert as well. He provides
periodic trainings for all staff and faculty in the use of on-line
rollbooks, Engrade, Easy GradePro, Google Docs, and Smart
Boards. He, and his IMC staff, assists teachers with varied
technological needs as they arise.
Many teachers have expertise in the use of technology, and
provide assistance to colleagues as well.
All Banning teachers maintain online attendance and an
electronic roll book.
Email Communications
Handouts
Sign in sheets
Teacher Memoranda
Prompt: Evaluate the extent to which representative samples of student work demonstrate student
use of materials and resources beyond the textbook; availability of and opportunities to access
data-based, original source documents and computer information networks; and experiences,
activities and resources which link students to the real world.
Findings Supporting Evidence
Some teachers assign service learning projects to students.
These projects give students an opportunity to build a
mentorship and relationships with members of the surrounding
communities. Students are encouraged to work closely with
government offices to strengthen their projects.
Though limited in scope, teachers supplement their instruction
by bringing in guest speakers to their classrooms, taking
students on local, as well as out of state, and international field
trips. In recent years, a group of students went on a field trip to
Washington DC; Over this past winter break (2013) another
group of students, teachers, and parents participated in a
week-long European fieldtrip to Italy that focused on European
architecture and art history. These learning opportunities
continue to be an option at Banning allowing students to
experience the real world while exposing them to college
educated professionals. For example, in business and
economics classes students participate in an Economic Summit.
Through the Pilot College and Career Center students are given
access and exposure to many different programs and guest
Academy Community Service
Log
Agendas
Classroom Observations
College Acceptance letters
Community Arts Partnerships
(CAP)
Email Communications
Engrade accounts
Field Trip rosters
Flyers/Posters
Handouts
IMC Sign-out sheets
Lesson Plans
Library Sign-in records
PD Records
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speakers. The College/Career Counselor trains a team of
student peer counselors and works closely with them
throughout the school year. These peer counselors in turn are
assigned a group of their peers, usually seniors, to guide them
through the high school graduation process, and the college
application process including applying for scholarships and
student loans.
Through a variety of Port of Los Angeles business partnerships,
students have opportunities to view and interact with real
world professionals; complete community-based projects, and
learn new skills that supplement the standards-based
curriculum. During monthly meetings, students receive industry
coaching from business partners.
A university partnership with Cal Arts has been in existence for
the past five years. These types of partnerships give Banning
students opportunities to participate in internships that engage
students in experiences beyond the textbook. The university
partnerships have led to 8 of our students attending CalArts as
incoming freshmen.
Through teacher assigned photo projects, students on the
Yearbook Staff shadowed a professional photographer from
one of the local newspaper (The Daily Breeze) during this
seasons (2013-2014) school football games. This shadowing
was student initiated. The Yearbook class publishes the student
annual.
Across the curriculum, some teachers employ a variety of
project based instruction in order to stimulate critical thinking
skills and problem solving. Examples of research projects
include the creation of MicroSoft PowerPoint™ presentations,
surveys, brochures, and posters assignments. Teachers also
sponsor assemblies for guest speakers that are open for all
classes to attend.
Banning teachers continue to support and engage in the use a
variety of strategies and resources, including technology and
experiences beyond the textbook and the classroom by
sponsoring student clubs, specialty courses, and athletics.
Pilot Center Sign-in sheets
Pilot Walks
PORT of LA
Remind 101 accounts
School website
Sign in sheets
Student assignments
Teacher Memoranda
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These kinds of courses/activities actively engage students,
emphasize higher order thinking skills, and help them succeed
at high levels.
• Banning’s journalism class publishes The Portlight, the
school newspaper. The paper is distributed periodically
schoolwide
• Students Run LA (SRLA) – SRLA Cares sponsors local and
citywide community projects in which Banning students
participate. Students also train on a daily basis to prepare
for the Los Angeles Marathon. In their preparation they
participate in many local races.
• The Year Book class is taught by one of our teachers.
Students enrolled in the class are responsible for all of the
photography and content that is included in the annual.
• Specialty honors and AP art classes expose students to the
• Theater and Stage Production classes give students a first
had experience in the performing arts, and the behind the
scenes preparations that go into a schoolwide production.
In the past several years, students have performed in and
created the scenery for the Grease, Guys and Dolls, the
Crucible, and Sound of Music. These productions are
produced by students with the guidance of teachers.
Students in the theater class have also participated in the
CSULB drama festival and several school showcases.
• As part of the Office Technology Class, students learn to
run and maintain 12 high volume photocopiers in the
school. They learn to inventory technological equipment,
update and repair computers and printers, and prepare
them for use in the classroom. Last year, the running the
Banning Radio Station was part of the Office of Technology
Class. This year due to a cut in computer tech assistance it
was cut from the course. Banning is looking forward to
being able to revive this portion of the course in the near
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future.
• Relay for LIFE has been hosted at BHS for three years. It is
a cancer awareness walk in which Banning student part
take as volunteer walkers, and/or assists with the logistics
of the relay.
• LA Youth at Work – Certification Program is available to
students.
Over 30 clubs and student organizations are available for
students to join along with the award winning Marching Band
and Drill Team, Coed Cheerleading. A broad variety of athletics
(Soccer, Cross Country, Track and Field, Football, Volleyball,
Water Polo, Basketball, Baseball, and Softball) are also available
to both boys and girls at Banning High School.
Real World Experiences
Indicator: All students have access to career awareness, exploration and preparation that may
include such activities such as job shadowing, internships, apprenticeship programs, regional
occupational programs, on-the-job training programs, community projects and other real world
experiences and applications.
Prompt: Evaluate the degree to which the opportunities for access and involvement in a variety of
real world experiences are available and effective.
Findings Supporting Evidence
Students in the PORT Academy have extensive opportunities
for internships, job shadowing, regional occupational
programs, on-the job training through Culinary Arts.
CBI students learn vocation, recreation, domestic, and
functional skills through real-world experiences including
working for area retailers and on BHS campus.
All seniors produce a service-learning project as a graduation
requirement.
CAL SLC students have the opportunity to participate in the
Community Arts Partnership (CAP) program.
CAL Brochure
Curriculum Guide for Students
with Moderate to Severe
Disabilities
LAUSD Graduation
Requirements
PORT curriculum
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Conclusions
Prompt: Comment on the degree to which this criterion is being addressed.
Findings Supporting Evidence
Some students have extensive opportunities to participate in
real-world experiences. The challenge is providing equal
access to all students.
Curriculum
Course Offerings
Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one
or more of the identified critical learner needs.
Findings Supporting Evidence
The goal of the school and district is to graduate students
who are college prepared and career ready; therefore, it is
critical that learning opportunities be provided to all
students during their four year high school experience.
CCSS Standards
PSC Plan
Superintendent’s Plan
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WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth
Needs
Review all the findings and supporting evidence regarding the extent to which each criterion
is being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category C. Standards-based Student Learning: Instruction: Areas of Strength
Instructional Leadership Team provides continuous feedback concerning professional
development and instruction in the classroom and monitors progress in the implementation of
instructional priorities outlined in the Public School Choice plan.
There are increased student opportunities for instructional experiences beyond the classroom
including field trips, guest speakers, assemblies, performances, and internships.
The use of Critical Friends Protocols facilitate the work of the professional learning
communities.
There has been increased use of SDAIE and Access Strategies throughout the curriculum.
Teacher collaboration, as evidenced by Pilot Walks and sharing of best practices, has increased.
Category C. Standards-based Student Learning: Instruction: Areas of Growth
Continue to consistently implement SDAIE/Access Strategies with a focus on content,
connection, comprehensibility and interactions that enable students to access and master
rigorous core content.
Project-based Learning needs to be embedded throughout the instructional program.
Writing Across the Curriculum (WAC) as a Common Core standard needs to be included in all
content areas.
Real world experiences including business and industry partnerships need to be expanded
throughout all SLCs.
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Category D: Standards-based Student Learning: Assessment and Accountability
Analysis must show distinctions that appear across the range of students (grade level, diverse
background, and abilities) and the variety of programs offered at the school.
D1 & D2. Assessment and Accountability Criteria
Prompt: Evaluate the effectiveness of the assessment processes.
Findings Supporting Evidence
The BHS staff uses federal, state, and district-wide assessments to
frequently disaggregate, analyze, and report student performance
data to parents and other stakeholders within the Banning High
School community. Teachers use formative and summative
assessments to monitor student achievement and guide classroom
instruction. Assessment results are analyzed by individual teachers
and then reported back to PLCs, students, and parents to provide
feedback regarding present levels of performance for how individual
students are progressing toward mastery of standards-based
objectives. Banning High School conveys each student’s degree of
achievement through progress reports, letters, report cards,
Engrade, Connect Ed, calls home, and Bilingual/Title I meetings.
Throughout the fall, the School Site Council and Instructional
Leadership Team (ILT) formally reviewed the data to monitor our
students’ progress.
District and site administration uses Aeries to compile and
disaggregate various sources of student data including grades, test
scores, discipline records, and demographics, as well as students’
schedule of classes and generates report cards. The collected and
disaggregated data from all standardized tests (CST, ACT, SAT, AP,
and CAHSEE) are compiled in Aeries and made available to all
teachers, administrators, the School Site Council, and the English
Learners Advisory Committee (ELAC). These stakeholders review the
data to identify learning trends that can help increase overall
achievement for all students.
At the beginning of each school year, the departments and
administration meet to review our standardized test data and
formulate our site goals such as intervention for CAHSEE and core
subject areas. The goals are created early in the fall term of the
school year and finalized around mid-December. Once they are
finalized, they are presented to the staff to help further focus
course learning targets and the corollary formative and summative
assessments
10th
grade students take the CAHSEE exam for the first time during
Administrator in charge of
testing
AP Results
AP student application
Bilingual Coordinator
CAHSEE Results
CAHSEE Results
CAPA Results
Class syllabus
Connect-Ed
Core K-12
Counseling Staff
CST Results
Department-wide final exams
District Assessments
ELD Standards
Engrade
Letters home
Marquee
Matrix
MyData
Pacing plans
Parent conference roster
Parent letters
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spring. Parents are notified by the district of their student’s scores
and the next retake date for sections of the exam not passed. The
testing coordinator and the counseling staff communicate with
parents throughout the year to inform parents of upcoming exams.
Seniors are required to enroll in a CAHSEE prep class, and
information is also posted on the marquee. As a result of these
efforts, Banning’s participation rate on the CAHSEE has exceeded
the state 95% participation requirement for three consecutive
years.
BHS gives the California English Language Development Test
(CELDT). The results initially place our English Language Learners
(ELL) at the correct level of English language instruction. Their
language placement also determines the accommodations English
learners are entitled to on standardized exams such as the CAHSEE.
Results are used to measure students’ annual progress in the
acquisition of English proficiency. CELDT results influence our
reclassification rate. These results are shared with students,
parents, the district and faculty.
All teachers have been given a copy of the ELD standards and
informed that they must teach the ELD standards in conjunction
with the subject’s grade level standards.
Periodic Assessments are given twice a year in English, math. They
assess student mastery of the California Common Core Standards
for the respective subject area. Many BHS teachers include the
results of periodic assessments to calculate grades. In turn, results
are shared through progress reports and parent conferences.
Parent conferences are offered every semester through “Primarily
Hispanic, Black, Asian, Other” (PHBAO) conferences. These
conferences are held after school hours by teachers and counselors.
Back-to-School night is held early in the fall semester and Open
House is held in the spring. Parents are notified by phone of each
parent conference. These conferences provide an opportunity for
teachers to communicate their students’ strengths and weaknesses
to their parents. Progress reports are generated four times each
semester (eight times per year).
Counselors use student retention data as a guide for determining
which students to prioritize for interventions.
At the school level, teachers regularly give teacher-generated
assessments. The results of these exams are factored into students’
course grades. Banning High School then reports results to parents
via progress reports in the 5th, 10th, and 15th weeks which are
Parent sign-in sheets
Periodic Assessments
Phone Records
PLBAO
Professional Development
Professional Development by
department and by SLC
Professional Development (to
analyze data)
Progress Reports
Progress reports
PSAT
Report Cards
Retention Data
School Calendar
School memos
SDAIE
Student cumulative records
Teacher roll book
Teacher-generated
assessments
Testing Coordinator
Title III Coach
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mailed to students’ homes.
The history and math departments have department-wide final
exams that teachers are encouraged to give. The exams assess
student mastery of the California Content Standards in the
respective subjects.
Teachers in other departments also give final exams at the end of
each semester.
In an effort to create a college-going culture among high school
students, LAUSD mandates and funds the PSAT for all tenth graders.
Banning High School encourages 9th and 11th grade students to
also take the PSAT. Fee waivers are available for students with
economic hardships. The College Board scores the exams and
returns the results to the school site. Students receive results in
their English classes, where their test booklets are returned to them
so they can review the questions and answers to identify areas of
strength and weakness as they prepare for the SAT exam.
BHS offers Advanced Placement (AP) exams in English Language,
English Literature, U.S. History, Chemistry, Spanish Language,
Spanish Literature, French Language and Culture, Calculus AB,
Biology, and Physics. The College Board sends AP Exam score results
to parents. Results are also reported to the district and are
accessible in the Decision Support System (DSS).
Basis for Determination of Performance Levels
Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their
growth, and performance levels are determined.
Findings Supporting Evidence
Teachers regularly check that students understand information
through a variety of assessment tools, including written exams,
presentations, class discussions or questionnaires. Evaluations vary
from informal individual assessments and department-wide exams
to district and state standardized tests, such as the CST and
CAHSEE exam. Individual assessments are designed to
accommodate various learning styles by incorporating oral
questions, visual presentations, and technology-based and multi-
media presentations.
Students in art classes and some English classes create portfolios of
their work. Many classes use peer evaluation as a method of
assessment which enables students to gain a sense of ownership in
the evaluation process. For written exams, teachers use a
multitude of formats, including multiple choice, short answer,
Brigance
CST CAHSEE
Department-wide assessments
District and State assessments
Dolch Site Word List
DVR results
IEPs
Individual self-assessment
Informal math inventories
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matching, essay, and Document Based Questions. The most
commonly used methods of individual assessments include
homework, lesson quizzes, and unit tests. These assessments also
enable teachers to assess their own teaching strategies and
determine information that needs to be re-taught or taught using a
different approach.
The faculty has gone through school wide professional
development in SDAIE strategies and teachers use a variety of
those strategies, such as, graphic organizers, mapping, white
boards, think pair share and brainstorming as formative
assessments within a lesson and use the feedback from students to
immediately modify the direction of the lesson.
Journals/reflections are also commonly used and are valuable in
guiding future lessons.
Special Education students are assessed annually to determine
their level of academic performance. The assessments differ based
on students’ special education designation. Resource Specialist
Program (RSP) students are tested with the Woodcock Johnson III,
a norm-based assessment battery. Special Day Program (SDP)
students are tested with the Kaufman Test of Educational
Achievement (KTEAII). Moderate Mental Retardation (MRM) and
Community Based Instruction (CBI) students are tested with the
Brigance Comprehensive Inventory of Basic Skills, a criterion-
referenced assessment.
The results of these assessments also drive the choice of
supplementary materials used for instruction and determine the
reading level of students with special needs. Special education
assistants offer extra support to students (mainly in special
education) who demonstrate academic needs. Supplementary
instructional materials are used in turn to address skill deficits.
Every four years, the Special Education department undergoes a
District Validation Review (DVR), conducted by LAUSD to ensure
that the Special Education program is in compliance with all
state and federal laws.
Teachers use individual and district test results to help guide their
methodology, varying their instruction to accommodate the many
learning styles.
KTEA II
Learning-style assessments
Lesson Plans
Performance assessments
Periodic Assessments
Pre-test for prior knowledge
San Diego Quick
Special Education files
Student portfolios
Student roster
Teacher roll book
Teacher-generated
assessments , syllabus , and roll
book
Woodcock Johnson III
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3 & D4. Assessment and Accountability Criteria
The school with the support of the district and community has an assessment and monitoring
system to determine student progress toward achievement of the academic standards and the
schoolwide learner outcomes.
The assessment of student achievement in relation to the academic standards and the schoolwide
learner outcomes drives the school’s program, its regular evaluation and improvement, and the
allocation and usage of resources.
Indicators with Prompts
Assessment and Monitoring Process
Indicator: The following stakeholders are involved in the assessment and monitoring process of
student progress: district, board, staff, students and parents.
Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student
progress. Include district, board, staff, students, and parents.
Findings Supporting Evidence
Stakeholders at BHS belong to Small Learning Communities.
SLCs provide students, in a large comprehensive urban high
school, with a sense of community and individualized
instruction. Stakeholders utilize the protocols of Critical Friends
to examine student work, disaggregated data, and identify
trends in student performance and address areas of need.
Within the ISIC district, BHS has the top attendance record
(96.4%) due to the efforts of: improved use of ISIS to record
attendance, Pupil Service Advisor ( PSA) incentives and
Connect-Ed to increased school/home communication.
Increased use of technology.
The CELDT is used to gauge students’ second language
acquisition and determines our reclassification rate. El-Tel
classes serve as RTI/2 Tier II intervention.
The California Standards Test (CST) measures mastery of the
California Content Standards. The CSTs are given annually and
results are used to indicate student achievement.
The State of California requires all students to pass both the
English Language Arts and Math sections of the CAHSEE to earn
a high school diploma to ensure that all high school graduates
in California demonstrate competency in reading, writing, and
mathematics. The CAHSEE is administered in November to
students with 11th and 12th grade credits who have not yet
passed, and in March to all 10th graders as well as 11th and
12th graders who still need to pass the exam.
Guidance counselors regularly review student progress toward
graduation. Guidance counselors conduct conferences with
APIX, ALEKS, READ 180,
MOODLE, AGILE MIND,
Attendance records
CAHSEE Results (mailed, and
11th
& 12th
graders called in by
the testing coordinator)
CELDT scores
Conference informational flyer
Conference sign-in sheets
ConnectEd records
Critical Friends/PD
CST Results
EAP Results
Engrade
First year implementation of
LTEL classes
IGP plans
Intervention classes
Laptops and iPad carts
Lesson plans/CF Protocols
Reclassification data
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parents to keep them informed of their students’ academic
needs. Counselors also give classroom presentations of
academic requirements and resources through their SLCs.
11th graders all take the California State University Early
Assessment Program (EAP) to assess preparedness for regular
Math and English university classes.
SLC plan/PD
Student participation
Student schedules
Survey results
Reporting Student Progress
Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders
(governing board members, teachers, students, and parents) about student achievement of the
academic standards and the schoolwide learner outcomes.
Findings Supporting Evidence
Students receive progress reports at 5 weeks, 10 weeks, 15
weeks, and a final report card at 20 weeks. Back-to-school night
and Open House are aligned to the schedule to allow for
parents to receive results and talk with teachers.
Student grades are monitored by SLCs and departments during
professional development.
Parents and community have access to schoolwide data
through the LAUSD and California Department of Education
websites.
Industry partners providing internships and work-related
educational opportunities regularly monitor general results
with PORT SLC lead teachers.
The Principal includes general progress information with
parents at Coffee with the Principal’, ELAC meetings, and Title I
meetings, School Site Council, and ESBM. Teachers receive
general information through professional development and
faculty meetings
Back to School data
CDE Website
Coffee With Principal
ESBM Agenda
Faculty Meeting agenda
LAUSD website
Open House data
PORT SLC Mission Statement
SSC Agenda
Modifications Based on Assessment Results
Prompt: Comment on the overall effectiveness of how assessment results have caused changes in
the school program, professional development activities, and/or resource allocations,
demonstrating a results-driven continuous process. Examine examples and comment on the overall
effectiveness of changes in the online opportunities, professional development of the staff, and the
resource allocations to support student achievement and their needs.
Findings Supporting Evidence
Teachers align lesson content with the California Content
standards and then create evaluations to assess students’
understanding of the standards that were presented.
Beyond the Bell
Boys and Girls Club
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California Content Standards are posted in classrooms. If
students do not perform well on class exams, teachers often
re-evaluate weaknesses in their presentation and re-teach
standards that were not mastered. Many teachers also
modify their lesson plans for future use.
The Small Learning Community approach allows teachers to
identify areas in which students struggle across the
disciplines and work collaboratively to address student
performance and address areas of need. SLCs enable
teachers to individualize instruction based on students’
needs and interests. Because of the autonomy SLCs offer,
classes and electives can be made specific to student
interest.
The Expected School-Wide Learning Results (ESLRs) and
content area standards are displayed in classrooms and
integrated in classroom lesson plans. Classrooms have an
agenda with the day’s activities and objectives for the posted
lesson. The daily agendas reflect the California Content
Standards.
When students fail to master content standards, a variety of
paths can be taken. The intervention begins with the teacher,
who will either re-teach the lesson if time permits or go back
and redesign the lesson for future classes. Teachers use
Engrade and Connect Ed (an informational automated
telephone system) to communicate with parents and inform
them of upcoming due dates, projects, and exams. Guidance
counselors work with students and their families to
recommend various remedial programs based on their current
academic and credit standing. If students continue to perform
below proficiency, outside intervention programs are available,
including several tutoring programs.
Schoolwide programs are created based on areas of academic
need. CAHSEE prep classes are offered to students who have
failed the CAHSEE exam or are at-risk of failing. Ninth grade
students who score Below Basic or Far Below Basic on the 8th
grade CST in Math and/or English are programmed in
additional academic classes to improve reading and/or math
skills. Students receive course credit toward graduation
requirements for these classes. The Twenty-First Century Boys
and Girls Club program offers after-school tutoring coupled
with extra-curricular activities that act as an attendance
incentive. To prepare 11th and 12th grade students for the
CAHSEE Prep and Intervention
California Content Standards
Class agenda
Common Core Standards
ConnectEd
CST Test results
Department Pacing plans
Departmental finals
Differentiated Instruction
Electives
Engrade
IEPs
LAUSD Instructional Support
Services
Lesson Plans
Master Program
Matrix
PD Agendas
Periodic Assessment Data
School Data
SLOs
SLOs posted
Student Rosters
Student Schedules
Student work
Teacher created assessments
Teacher Roll Books
Teacher sign-in
Technology-based lessons
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CAHSEE, intensive tutoring before, during, and after school is
offered.
The Testing Coordinator interprets school-specific data,
including assessment results such as periodic assessments
and state mandated assessments and communicate their
findings to teachers.
Assessments are differentiated for multiple academic skill
levels and learning styles. In general, Banning teachers use
differentiated strategies and techniques to deliver
instruction to students to enhance the outcome on periodic
assessments, class tests, and state exams. Teachers share
rigorous standards-based Math and ELA lessons and
research-based differentiated instructional practices.
Some departments conduct periodic assessments which are
reviewed during professional development days. Physical
education department reviews Fitness Gram results during
professional development days. This data evaluation allows
teachers to reflect on additions, deletions, and/or alterations
to the curriculum.
The English Department regularly reviews the results of
Periodic Assessments and creates strategies to address areas of
need. Test results are used to determine the focus of lessons
and student projects. Teachers vary their methodology and
assessment techniques to ensure that the various learning
modalities are addressed and that students with different
learning styles are able to master the California Content
Standards.
Tutoring/Intervention
programs
Conclusions
Prompt: Comment on the degree to which this criterion is being addressed.
Findings Supporting Evidence
CELDT is a significant assessment which is used as a criterion
for reclassification and determines growth in AMAO 1 and
AMAO 2. CELDT Training was provided to ELA and ELD teachers
as a professional development afterschool from 3:00 – 5:00 pm
for awareness, information and support to the teachers to
assist their students prepare for the exam. In addition, a
schoolwide CELDT awareness was provided to the whole staff.
In both PDs, the four domains were reviewed and strategies
were given.
CELDT Prep Program was implemented for two weeks in the
ELA and ELD classrooms with LEP students. A Pacing Plan was
Classroom observations
Learning Zone registration
Lesson Plan/Pacing Plan
PD Agendas
PD Sign-in sheets
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created and used during this period to provide student
awareness of the CELDT, review and enhance skills. The
California English Language Development: Grades 9-12
Practice and Mastery workbook was used by each student to
review the skills necessary to improve on the CELDT results.
Teachers selected to teach the LTEL (Long Term English
Learners) Courses: Literacy and Language and/or Advance
English Language Development attended 3-day trainings and
continue to attend follow-up trainings sponsored by MMED
(Multilingual, Multicultural Education Department). Training
continues such that teachers are provided the support needed
to implement these new courses effectively. These courses
enroll EL students who have been in the EL program for five
years or more to assist them gain/strengthen skills needed to
successfully pass the CELDT, CST/CMA/CAHSEE, and their ELA
and LTEL Courses.
SDAIE PD is ongoing to all staff members during regular PD
days, afterschool, and period by period during the school day.
As part of the PD Cycle, a Pilot Walk is also implemented that
allows teachers to demonstrate best practices and teacher
observers to witness SDAIE strategies implemented in the
classrooms. Follow-up/Debrief of the Pilot Walk participants
was held to discuss the commendations and how to continue
to improve our instruction.
CAHSEE Prep is currently in development to assist our students
successfully pass the exam. This exam is not only a graduation
requirement but also criteria for reclassification. The Prep
Program will be implemented for six weeks before school,
during the school day as a pull-out, and afterschool.
In partnership with UCLA, an afterschool program exists to
assist ELD students in levels 1-4. The program provided
additional support to our students to increase English language
development.
Teachers hold informal tutoring programs before school, lunch
and afterschool to provide extra support to EL students. This is
a self-initiated volunteer program by the teachers.
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WASC Category D. Standards-based Student Learning: Assessment and Accountability:
Strengths and Growth Needs
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Strength
All students participate in the CAHSEE and almost all participate in other standardized tests.
Most teachers use a variety of assessments to evaluate student progress.
Opportunities for intervention and credit recovery are embedded in the master schedule.
Opportunities for academic tutoring, CAHSEE preparation, standardized test preparation are
offered before and after school, and on Saturdays.
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Growth
Increase collaboration within departments to standardize the grading process.
PLC content teams need to continue to collaborate on creating common assessments.
There is a need to continue to increase teacher capacity in data analysis.
Continue to develop interventions that target 9th
and 10th
grade students who need additional
intervention in ELA and Algebra I.
There is a need offer resources for students to be able to access Advanced Placement testing.
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Category E: School Culture and Support for Student Personal and Academic Growth
E1. School Culture Criterion
Prompt: Evaluate the strategies and processes for the regular involvement of parents and the
community, including being active partners in the teaching/learning process. Comment on the
effectiveness of involving non-English speaking parents and/or online parents.
Findings Supporting Evidence
BHS continually seeks new strategies to better include parents
and community as partners in the learning and teaching
process. Events are planned each year to encourage parents
and the community to become partners with teachers and staff
in their children’s learning. These include:
• 9th grade orientation for incoming 8
th graders
• Summer School Classes
• Back-to-School Night and Open House
• PLBAO conferences
• Ongoing conferences with counselors and parents
focusing on the Individualized Graduation Plan (IGP)
• Teacher communication with parents on student
expectations throughout the school year.
Parent Center-BHS’ Parent Center prides itself on volunteer
and other parent and community opportunities. The Parent
Resource Liaison coordinates with parent volunteers to assist
with daily school needs, especially with student supervision.
Furthermore, the Parent Center holds at least seven parent
workshops a month. A certified, off-campus psychologist also
gives emotional support to parents when situations have
become difficult. The Parent Center provides computer access
to both students and parents. Other support systems made
available to parents are immigration support, medical
workshops from Vasek Polak Health Clinic, Coalition of Black
Administrators (COBA), Western Regioinal Conference, and
Best Start Wilmington.
Parent Center Volunteers also take the time to mentor parents
and their children in various at-risk situations. PSA counselors,
Back to School Night Sign-In
Close ties with Politicians
(Janice Hahn, Gil Garcetti, and
Joe Buscaino)
ConnectEd
Council Meeting Agendas
Engrade
ESBM MOU
IGB
Letter to parents
Marquee notices
Master Plan Instructional
Program Options for Parents of
English Learners Meeting Log
Minutes from Each Governance
Boards
Monitoring of LTEL Students
Sign –In
Monitoring of RFEP Students
Notations and Signed Letters
New Traffic Lights
Parent Center Sign-In Sheets
Parent Conference Day Sign-In
Parent Conferences
Parent letters
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the probation officer, deans, the psychiatric social worker, and
the Parent Center are in constant communication to maintain a
peaceful environment on campus.
The Parent Center is involved in the Wilmington Neighborhood
Council, Wilmington Chamber of Commerce, and businesses in
and around the community. With these involvements, the
school and communities work together to make the community
of Banning a safer, more involved group.
PIQE-Separate from those seven monthly workshops, BHS
adopted PIQE: Parent Institute for Quality Education. PIQE
offers nine weekly workshops, where parents and educators
build a bridge through collaboration to create an educational
relationship so their children can achieve their utmost
academic potential. Creating a college-going culture in low-
income and ethnically diverse parents is the main drive of this
program. In order to accommodate the schedules and fit family
needs, morning and evening workshops have been made
available to parents. Program topics include the following:
Benefits of Attending College; Exploring Career Options;
Common Core State Standards; Emotional Intelligence and
Student Success; Mapping and the Road to College; Finding the
Right College; and Discussing Financial Aid Options.
Coffee with the Principal-Once a month, Mr. Mendoza meets
with parents during “Coffee with the Principal” to discuss any
community, parent, or school concerns, events, successes, etc.
These monthly meetings have allowed parents to speak to Mr.
Mendoza in a more informal level, where concerns can be
addressed and resolved. School police, Assistant Principals,
coordinators, counselors, etc. attend these meetings to answer
any other questions that parents and the community may
have.
Governance Boards-BHS involves parents, students and
community in decision-making groups and follow the district’s
Policy Bulletins: School Site Council, English Learner Advisory
Committee, and ESBM.
School Site Council (SSC) meets once a month to develop and
adopt the Single Plan for Student Achievement, They also
respond to written recommendation from ELAC and SAC to
align goals, strategies, and categorical funds to the identified
instructional needs.
Parents of the English Learner Advisory Committee (ELAC) meet
Program Agendas
School Calendar
School Website
Sign-In Sheets
Student Goal Sheets with
parent signatures
Workshop Agenda
www.banninghs.org
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at least once a month to offer solutions and recommendations
regarding the programs and services for English learners.
Expanded School Based Management (ESBM) gives the school
autonomy in several areas including Hiring, Curriculum,
Instructional Materials, and bell schedule in order to best meet
the needs of students. Elected parent representatives, along
with teachers, an administrator, staff, and students meet
monthly to collaborate on school related policies.
English Learner Parent Meetings-Parents continually receive
information regarding the English learner program through
meetings, Open House, and other Community Outreach Events.
Parents and students have had the opportunities to look at
individual student data and make individual goals towards
reclassification through classroom visitations, open house,
meetings, and conferences. Parents and students together
have been educated on the Reclassification process and
criteria. Coordinators have worked extensively to communicate
with students and parents on the importance and criteria of
Reclassifying to Fluent English Proficient. Parents of RFEP have
received written communication of the recommendations,
intervention, and tutoring opportunities made specific to their
children.
District Attorney Meeting-The PSA counselor along with the
District Attorney work together to meet with parents to discuss
Attendance Laws. The importance of attendance and the legal
ramifications of excessive absenteeism are discussed with at-
risk students in a mandatory meeting held annually.
School Website-The School Website offers a variety of
resources to parents and students, including access to
contacting teachers via e-mail. The Engrade online grading
system provides parents with grade information from
participating-teacher courses.
Prompt: How effective is the school use of community resources to support students, such as
professional services, business partnerships, and speakers?
Findings Supporting Evidence
Guest Speakers-Small Learning Communities have created
partnerships with companies and have provided opportunities
to support students. With these partnerships, students have
participated in field trips, guest speakers have spoken to
students about career options, and businesses have opened
Academic Jacket Awardees
Academy-focused class
presentations
Brochures
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their facilities to allow students the opportunity to learn the
demands of different careers, as well as receive work
experience.
LAUSD leaders have visited the Leadership class as they voiced
their concerns that are important to the youth.
Youth Leadership groups visit students weekly to empower
students to get involved in community events.
The Visual Arts Department sponsors events that involve staff,
students, parents, and the community and that showcase
student work in ceramics, sculpture, drawing, photography,
and painting. The three shows are the annual invitation-only
Art Show at Paul’s Gallery in Torrance, an annual 5-week art
exhibit at Banning’s Landing Community Center, and an annual
Spring Art Exhibit at BHS in the spring. The culinary arts
students provide refreshments.
The Performing Arts Department, made up of Beginning
Theater, Theater Production, and Dance classes and club, and
Stage Crew, put on several music and dance showcases each
school year which culminates with the annual Spring musical.
Parents, students, and the community are welcome to attend
the performances.
Senior Awards Night honors outstanding seniors near the end
of each school year. Local business leaders, community
organizations, college representative, and city dignitaries honor
seniors with scholarships and awards for excellence in many
categories. Families of seniors, community leaders, and BHS
staff are invited to celebrate the achievements of seniors. The
BHS tradition of awarding ‘Academic Jackets’ takes place that
evening.
The parent center with the combined efforts of the on-campus
probation officer offers student workshops with guest speakers
from the community. Workshops like, “Dress for Success” and
“Teen Project” are provided for at-risk students so they can
obtain mentoring support. These workshops focus on anger
management, proper etiquette, and how to dress in academic
and other professional settings.
Business Personnel
Presentations
Event Programs & Photos
Flyers
Gene Autry Museum Field Trip
ITEP Presenters
Parent invitations
Performance programs
Posters/Flyers
Scholarships
Sign-Ins
Visits to Various Companies
Wilmington Community Center
Volunteers/Tutors
Youth in Action
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Parent/Community and Student Achievement
Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that
parents and school community understand student achievement of the academic
standards/schoolwide learner outcomes through the curricular/co-curricular program.
Findings Supporting Evidence
Parents participated in CAHSEE Awareness Meetings at the
beginning of the fall. These informational meetings informed
parents of the criteria in which the state uses to determine the
AYP, as well as present the current CAHSEE data and goals for
our school. Parents were able to understand the importance of
passing the CAHSEE.
Parents of English Learners have taken part in a Long-Term
English Learner (LTEL) Student Parent Meeting, where their
child’s/children’s Reclassification Criteria (CST, CAHSEE,
English/LTEL Course Grade, and CELDT scores) was analyzed to
make and understand the goals necessary to reclassify. By the
end of this meeting, parents understood reclassification
criteria, the purpose of LTEL Courses, and what their
child/children needed to accomplish in order to reclassify.
Attendance Sign-Ins
Sign-In
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E2. School Culture Criterion
The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is
characterized by trust, professionalism, high expectations for all students, and a focus on
continuous school improvement.
Indicators with Prompts
Safe, Clean, and Orderly Environment
Indicator: The school has existing policies, regulations and uses its resources to ensure a safe,
clean, and orderly place that nurtures learning, including internet safety.
Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a
safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with respect to
safety regulations including effective operating procedures for internet safety.
Findings Supporting Evidence
BHS’ Safe School Plan, which includes two volumes, prevention
programs and emergency preparedness and response, is
updated yearly. The emergency response team meets to review
the plan and their responsibilities. The line of command is
delineated and posted in the main office and on the district
website. Two emergency containers, clearly labeled, are
equipped with water, emergency kits and other emergency
items. These containers are inspected yearly by the district’s
Office of Environmental Health and Safety (OEHS) and expired
items are replaced in a timely fashion. Results of the inspection
and school ratings are posted on the district’s website. The
school is working diligently to clear safety and hazardous
citations and updates the initial report as violations are
corrected. Campus protection (formerly called lockdown), fire,
earthquake and ‘duck and drop in place’ drills are implemented
periodically.
In compliance with the Williams Decree, inspectors from our
LEA make a yearly unannounced visit to our school and inspect
every classroom for safety violations and unsafe conditions.
The report is reviewed by the plant manager and Assistant
Principal in charge of Facilities and a plan is worked out to
correct the violations throughout the year. Inspectors reserve
the right to return after 30 days to conduct a second
inspection. Teachers are encouraged to correct their safety
violations as well. The Building and Grounds (B&G) and
custodial staff work steadily to maintain the plant.
Collaboration Activities
Discipline Policy
Dress Code
Inspection report
LAPD
LAUSD School Police
LAUSD’s AUP Policy
LAUSD’s blocked sites
Memos
PD Presentations
PDs for Teachers
Plant Manager logs
Positive Behavior Expectations
Posted emergency routes
Principal’s newsletter
Professional Resource Books
read by Administrators on
building trust
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The school works with local law enforcement to better ensure
the safety of all stakeholders. The local gang intervention
program has arranged gang related information stakeholders.
The local gang intervention program has arranged gang related
information from the neighborhood to be dispatched regularly.
Extra police patrols have been arranged by LAPD Harbor Patrol
Division in the morning. In an effort towards internal safety,
the APSCS and Youth Relations instituted a student leadership
group to resolve student conflicts.
Administration is focused on building trust and professionalism.
Committees and professional development meetings work with
specific meeting norms. Administrators make an effort to treat
all staff members with the utmost respect and expect the same
treatment in return. Building trust through Professional
Learning Communities (PLCs) is a key priority in which we all
strive to focus our energy.
Teachers have received the district’s progressive discipline
policy. Teachers make calls home to parents to address stage
one discipline issues.
Two deans and three campus police officers handle more
serious problems.
Campus Aides monitor the campus throughout the school day.
Parent volunteers assist with supervision before school,
between passing periods, during lunch, and after school.
Deans, school police, counselors, coordinators, administrators,
and some teachers supervise during lunch and between
periods to ensure safety.
Students are encouraged to keep their school clean in daily
announcements, as well as supervision staff asking them to
pick up their trash, clean their lunch areas, etc.
BHS ensures that students understand the Acceptable Use
Policy. LAUSD ensures that students are kept from accessing
websites that may not be appropriate for their use.
Safe School Plan
School and District memos
Schoolwide Drills
Weekly Professional
Development for
Administrators.
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High Expectations/Concern for Students
Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring,
concern, and high expectations for students in an environment that honors individual differences
and is conducive to learning.
Findings Supporting Evidence
Students are encouraged to join clubs and activities, most of
which are sponsored by teachers. Many teachers open their
classrooms at lunch for students for tutoring, tutoring, and
clubs.
Many BHS teachers are also graduates of Banning, have ties
to the community, and are visible to the students outside of
school.
Teachers are encouraged to create rigorous lessons that
challenge and engage students.
Club sign-ups
Lesson plans
PD Agenda
Teacher roster
Atmosphere of Trust, Respect and Professionalism
Prompt: To what degree is there evidence of an atmosphere of trust, respect, and professionalism?
Findings Supporting Evidence
Teachers show respect to one another by collaborating in
professional developments, sharing best practices,
collaborating ideas, sharing frustrations, etc.
Those established Professional Learning Communities have
analyzed student data, offered solutions, decided on
common goals, designed common lessons, developed and
delivered interventions, etc.
Mostly positive evaluations from professional developments
reflect the level of respect presenters and staff members
have for one another, reflecting a high level respect.
Teachers coming to facilitators for materials and using the
strategies learned in professional developments show such a
high level of trust among one another.
The first round of peer observations was a very positive
activity in which teachers allowed their peers to visit
classrooms in search for evidence for Academic Language
Development. For the next round, facilitators found an
increase in participation.
Different groups of teachers have gathered on a weekly
basis, putting together potlucks to develop trusting
relationships with one another.
Department SLCs
PD Evaluations
Pilot Walks (Academic
Language Development)
Weekly collegial gatherings
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3 & E4. Student Support Criteria
Prompt: Evaluate the availability and the adequacy of services, including referral services, to
support students in such areas as health, career, and personal counseling and academic assistance,
including an individualized learning plan.
Findings Supporting Evidence
Students have many personal support services available. A
part-time Psychiatric Social Worker (PSW) provides health and
human services, including physical and mental health,
counseling, and/or case management to assist students in
reducing behaviors that interfere with learning.
Counselors address retention, redirection, and retrieval
procedures. Their target group is students who need attention
but are not served by other resources. Counselors focus on
attendance, failing grades, and easily ignored students. Tenth
through 12th
grade counselors nurture students by guiding
them through their Individual Learning Plan towards graduating
and post-secondary experiences.
The after school tutoring program, Beyond the Bell, Boys &
Girls Club 21st
Century Grant, and Title I help all students in
English and math. Counselors refer students to this program as
necessary.
Parent Center provides parenting classes in conjunction with
the Beyond the Bell program that are customized to needs of
the parents per request.
PSA Counselor, a social worker who assesses home, school,
personal, and the community factors, assists students to
overcome obstacles in school attendance. The PSA counselor
consults with teachers, administrators, and school staff
regarding the social and emotional needs of students and also
coordinates family, school, and community resources on behalf
of students.
A full-time College and Career counselor offers career and
college counseling including providing materials on
interviewing, resume development, assistance, financial aid,
and college applications.
The bilingual coordinator and Access to Core coaches make
themselves available to LTEL students for counseling and
support in any aspect: health, academic assistance, or personal
Appointment Calendar
Attendance records
Attendance rosters
Brochure
Caseload reports
CELDT Data
Confidential Sign-in sheets
Grade reports
Grief support group
IEPs & Passports
IEPs & Passports
Individual counseling
Nurse Office records
Parent Institute
Parent/Family intervention
Parent/Student conference
Phone records
PIQE
RSP Tracker
School Psychologist Services
Sign in sheets
Sign in sheets
Sign in sheets
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counseling. Students who are almost ready to reclassify meet
with ELL Coordinator and Access to Core Coach to offer
academic assistance at least three times a semester after term
grades are out to discuss their academic progress and offer
support services for those who need the additional assistance.
The full time school nurse is funded from several sources and
maintains a positive environment for students who have
medical needs and need support.
Students receive support services for individual improvement
in their academic success through free after-school tutoring
programs and Saturday School for specific subjects and
preparation for the CAHSEE. Specific target groups are
encouraged to participate by counselors, coordinators, and
teachers.
Resource teachers monitor and evaluate learning needs and
share accomodations to help design lessons, and develop
multi-modal instruction for all students.
BHS has implemented the collaborative mainstreaming of
students within the Resource Specialist Program into the
General Education program. The faculty makes use of the
collaborative model, co-teaching, in assisting regular education
students with academic improvement as well as serving the
needs of students with Individual Education Plans.
Psychological Services through Special Education offers
assessments of Cognitive-Academic functioning, counseling,
and support services for physically challenged students as
designated in their Individualized Education Plans. Parent
participation is encouraged with open invitation to meetings,
educational conferences with teachers.
An on-site Probation Officer offers support and guidance for
court ordered and volunteer probation students.
Through SLCs, students have access to opportunities that range
from participating in student council, joining clubs sponsored
by SLC staff, and interviewing for internship or externships with
organizations affiliated with the SLC.
Sign-in sheets
SLC records
Student applications
Welligent
Welligent tracking
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Direct Connections
Prompt: Evaluate the ways that there are direct connections between academic standards and
schoolwide learner outcomes and the allocation of resources to student support services, such as
counseling/advisory services, articulation services, and psychological and health services, or referral
services.
Findings Supporting Evidence
Review of data determines allocations of funds for support
services including PSA, PSW, School Nurse, School
Psychologist and College/Career Counselor.
Every year, small learning communities organize a student
articulation event for parents and students to familiarize
themselves with each of the programs available to students.
Students and parents learn about BHS and the choices
available for their upcoming year. Students and parents have
the opportunity to talk to teachers and students about
programs available in each school as well as get a tour of the
campus.
Lead teachers organize an assembly, explaining the different
Small Learning Communities and their programs, a small fair
is formed, displaying all the activities by each SLC with
teachers and student representatives, and parents and
students are treated to a small pancake breakfast, as well as
entertainment by the school’s band, drill and cheer teams.
8th
Grade Outreach Fair
Brochures
Brochures, Flyers
February 8th
, 2014
Flyers
SPSA
SSC Agenda
Strategies Used for Student Growth/Development
Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff
to develop personalized approaches to learning and alternative instructional options which allow
access to and progress in the rigorous standards-based curriculum.
Findings Supporting Evidence
Small Learning Communities are being restructured to allow for
increased personalization for students. Using Common Core,
teachers will be developing Project-Based Learning modules,
and student-led conferences to personalize their instruction.
Individual Graduation Plans, developed by counselors and
students, lead the instructional program for students.
After a review of data including grades and test scores at SLC
and Content Area meetings, interventions are planned for
students who are having difficulty mastering content and/or
CCSS Professional Development
Counseling Office records
Counselor Records
Data Review
PSC Plan
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have disciplinary issues.
Alternative placements offer some students the ability to
succeed outside of the comprehensive high school
environment.
Support Services and Learning
Prompt: Evaluate the extent to which the school leadership and staff ensure that the support
services and related activities have a direct relationship to student involvement in learning,
e.g., within and outside the classroom. Evaluate the processes that are used to identify under-
performing or struggling students and the interventions to address these identified student learning
needs.
Findings Supporting Evidence
Teachers of GATE students must certify a certain amount of
professional development for the teaching of GATE students.
The Maritime Scholars program recruits 8th
grade students with
a 3.5 or better grade point average and/or are GATE students.
Intervention programs are planned based on data.
Grade and test score data is reviewed by counselors and
teachers and proper placements are made for students.
Students with emotional needs are referred to the proper
Human Service by teachers and/or counselors.
Counseling records
GATE Teacher records
PD Agenda
Equal Access to Curriculum and Support
Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent
curriculum to all students? What have you learned from examining the demographics and
distribution of students throughout the class offerings (e.g., master class schedule and class
enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or
accelerated classes (e.g., summer, class periods beyond the traditional school day) on student
achievement?
Findings Supporting Evidence
All students have access to a challenging, relevant, and
coherent curriculum to all students. Based on data, grades,
and test scores, students are placed in A-G classes with a
focus on college preparation and career readiness.
Advanced Placement courses are available for all students .
Due to budget cuts, student access to enrichment during the
summer have been eliminated by the LAUSD.
Analysis of academic grade
distribution
Class enrollment
Master Schedule
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High failure rates indicate the need for an alternative
schedule that provides opportunities for credit recovery and
intervention within the school day.
Student Involvement in Curricular/Co-Curricular Activities
Indicator: The school has an effective process for regularly evaluating the level of student
involvement in curricular/co-curricular activities and student use of support services.
Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of
student involvement in curricular/co-curricular activities and student use of support services.
Findings Supporting Evidence
BHS students have the option to join almost thirty clubs and
councils on campus. Many of the clubs are connected to the
focus of the SLC. The SLC regularly reviews the activities of the
clubs and modifies and enhances the offerings. Advisors have
taken part in organizing and supporting students’ service in
these activities.
The ASB, through the Interclub Council, monitors the clubs and
maintains the club constitutions.
Class Councils-Students and advisors involved in these clubs
plan events and activities focused to bring school spirit among
each of the graduating classes (Freshmen, Sophomores, Juniors
and Seniors). Ultimately, the advisor and students plan class
spirit weeks, plan friendly class competitions, and coordinate
most senior class activities: banquets, senior dues, prom, some
graduation, picnics, etc.
SLC-Focused Councils- Each council is involved in planning
events and promoting SLC spirit within their programs, through
fundraising and team-building activities. Students have planned
field trips, recognition ceremonies, and banquets in these
councils, including a banquet to welcome new SLC students.
Anime Club-The Japanese Anime Club gathers weekly during
lunch to learn about Japanese Animated Film. They also discuss
the different elements of the film as well as the new trends in
this art form. For many of these students this is also a chance
to explore the Japanese culture and traditions and practice the
Japanese language. The Japanese Anime Club attends various
functions including the Pacific Media Expo, The Cherry Blossom
Festival and the Annual Los Angeles Anime Expo.
Helping Hands-Banning’s Helping Hands is a community service
AASU Brochure
Associated Student Body class
Athletic Schedule
Club Constitutions
PATHS SLC Plan
SLC Plans
Teacher Sponsors
Try Out Announcements
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club. Its purpose is to help various facets of the community.
Their biggest function is helping to coordinate an Annual
Feeding of the Needy in Wilmington, California on
Thanksgiving. Students obtain monetary, food and clothing
donations and disperse items on Thanksgiving and during the
holiday season to those in need as well as local food banks and
soup kitchens. Students also fundraise and collect donations
for other causes including American Heart Association and
American Cancer Society.
CSF-The California Scholarship Federation is a state wide
organization that honors outstanding high school students. It
also provides opportunities for students to serve their
community. Each semester, students decide to help a particular
organization. During the fall semester the students have
repeatedly provided items for Operation Gratitude which
provides care packages to service men and women deployed
overseas. In the past two years we have sent over forty boxes
of items. During the spring semester, we have collected items
for the Ronald McDonald House located in Long Beach,
California as well items for Long Beach Animal Shelters. Over 20
boxes of items were collected last year.
MESA-The Mesa Club’s purpose is to encourage
underrepresented students to explore careers in the fields of
math, engineering or science. MESA looks at the various career
options as well as the latest trends in these subject area. Club
members participate in local competitions that pertain to these
subject areas. These competitions are held on the CSULB
Campus as well as UCLA. The club also takes a Harvey Mudd
College Tour. All activities allows students to get exposure to a
collegiate atmosphere.
Ecology Club-The goals and purposes of the Ecology Club
members are to help sustain the Earth’s resources. These
activities include developing and participating in a park clean-
up at Harbor City Recreation Center and Ken Malloy Harbor
Regional Center. Students also set up recycling containers in
classrooms and collect items weekly to be recycled. Their
biggest fundraising event is a Scavenger Hunt at the Park.
Youth and Government-The vision of the Youth and
Government Club is to give students a better understanding of
democracy and how the United States Government works. As a
group they create bills that later get passed. Special events
include BOB I and II. These are youth retreats held in Paso
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Robles. These events help students meet other delegates
around California. Discussions are held on state government
policies. Youth and Government’s biggest activity takes place in
Sacramento where students debate bills and pass them during
a seven day period.
Boys and Girls Club-The Boys and Girls Club has groups working
on campus after school from 3:00 to 6:00 and at their site in
Wilmington. Students engage in various activities ranging from
academic tutoring, college preparation, to extracurricular
activities like dance and art.
African American Student Union-Sponsors of this program
ensure that they reach all African American students on
campus and mentor them throughout their high school career.
Different BHS staff, including clerical, teachers, administrators,
Educational Aides, etc. are tied to students and follow their
academic progress. Black History Month and other social
gathering events teach members about the many
accomplishments of African Americans.
New Life club provides a welcoming, supportive atmosphere
for Christian Students. A community pastor visits the club
weekly to preach the Word, encouraging them to maintain
their Walk with God.
Spanish Club-promotes interest and appreciation to the
Spanish-speaking world and its rich and diverse cultures. Events
such as Posadas, Dia de Los Muertos, Valentine’s Day events,
enrich students with an understanding of some very significant
events in the Spanish-speaking cultures.
Field Trips- Teachers, SLCs and other stakeholders work
diligently to provide college, career, and other types of
enrichment opportunities through field trips. Our students
have had the opportunity to visit many local college campuses
(CS Fullerton, CSU Dominguez Hills, UCLA, etc.), the Gene Autry
Museum, The Getty Museum, Catalina, California Science
Center, Washington DC, and Italy (Venice, Florence, Assisi,
Spoleto, and Rome).
Engineering-Since 1997, BHS and Los Angeles Harbor College
have had a partnership to bridge high school to college
readiness. PATHS adopted this program into its SLC and, with
the growing demand, has opened two sections (morning and
afternoon) for students to participate. Students receive duel
credit as they learn the basics of an Engineering program,
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where they use a state-of-the art facility on Harbor College’s
campus to learn CAD drawings and DESIGNS for Machinery
create solid objects from designs, and manufacture model
pieces from Solid Works program. Students who decide to stay
in this program when they graduate from high school are able
to follow the Engineering program at Harbor College all the
way through its partnership to Cal State Los Angeles.
Architecture-PATHS also established a partnership with the
architecture program at Harbor College, receiving duel credit.
Students follow a similar pathway to Harbor College. Students
who finish this program will be able to follow the Architecture
pathway in which Harbor College has provided.
Computer Repair- In this partnership program with L.A. Harbor
College, students receive hands-on instruction and practice as
they complete a two-year program, in which prepares them for
the A+ Certification exam required to work in large and small
corporations and businesses.
Exploring Computer Sciences through UCLA Center X works
with teachers to provide lessons in computer science. With this
partnership, teachers receive training from UCLA to deliver
these courses.
BHS’ athletic program offers a myriad of opportunities for all
students to participate for a sport, including coed cheer. Band
and Drill Team, and Students run LA are other activities
available to students.
Men and Women’s team sports, Co-ed cheerleading, Band, Drill
Team, Students Run LA, Weight Training, and other available
activities made available for students.
Student Perceptions
Prompt: Comment on the student view of student support services after interviewing and
dialoguing with student representatives of the school population.
Findings Supporting Evidence
Students are generally aware of support services. Many take
advantage of Grief Counseling and the Pregnant and
Parenting Teen program. Counselors, PSA, PSW refer
students to community services for medical and mental
health resources.
Counselor records
Student Survey
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WASC Category E. School Culture and Support for Student Personal and Academic Growth:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is
being addressed. Then determine and prioritize the strengths and areas of growth for the
overall category.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Strength
The Parent Center is an established organization on campus. Many parents participate in the
different programs offered.
Banning provides a myriad of extracurricular activities for students including the effective after
school programs provided by the Wilmington Boys and Girls club.
Parents have a variety of opportunities for school involvement and communication.
Students have access to a wide variety of extracurricular activities and experiences.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Growth
The school needs to continue to create opportunities for parent involvement in the
teaching/learning process. The school needs to find ways to overcome language and cultural
barriers.
All students need a greater understanding of the connection between their learning and their
future lives and careers. The SLC pathways must be strengthened in order to better address
the individual needs of students linked to career interests.
The large counseling caseload does not ensure that every student is supported and mentored
by an adult on campus. Advisory and mentoring programs are crucial to providing the support
through the SLC structure.
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Prioritized Areas of Growth Needs from Categories A through E
Prioritize the growth areas from the five categories.
• Goal #1 - Building Teacher Capacity in the effective use of Access Strategies that
Support Student Learning through Professional Learning Communities (PLC).
• Goal #2 - Building Teacher Capacity in Assessment Literacy and Formative Assessment,
especially in the development of lessons focused on the Common Core State Standards
(CCSS) – Use of Data, including writing in CAHSEE, EAP, Periodic Assessments, and
student samples.
• Goal #3 – Strengthen current Structures (Small Learning Communities) in Order to
Provide a Highly Personalized and Supportive Learning Environment.
• Goal #4 – All Students will Graduate - Personalize the Environment to Ensure that the
School is Responsive to the Needs of all Students Including Remediation, Credit
Recovery, and Enrichment.
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Chapter V: Schoolwide Action Plan
Phineas Banning High School has developed the WASC Schoolwide Action Plan in alignment
with both the Banning Schoolwide Public School Choice 4.0 (PSC) Implementation and
Monitoring Plan, and the Single Plan for Student Achievement (SPSA). The WASC Action Plan
growth targets and goals were established as a result of much consideration to the feedback
received from the extensive need-assessment process experienced during the development of
the schoolwide PSC 4.0 plan.
The students of Phineas Banning High School will improve their mastery of English, math,
science, and social science as assessed by the California High School Exit Exam (CAHSEE), the
Common Core State Standards (CCSS), the California English Language Development Test
(CELDT), and the EAP. The number of students passing the CAHSEE in English Language Arts
(ELA) and mathematics will improve annually by 10%.
1A. Growth Target Area:
Goal #1 - Building Teacher Capacity in the effective use of Access Strategies that Support
Student Learning through Professional Learning Communities (PLC)
During the 2011-2012 school year, teachers participated in an extensive training on Specially
Designed Academic Instruction in English (SDAIE). As evidenced by the needs assessment
process, this training has not translated into classroom practice. The teachers continue to need
training and opportunities to work collaboratively on a regular basis in order to deepen their
knowledge and understanding of their classroom practice, observe, and reflect on the use of
identified SDAIE strategies (Academic Language Development, Advanced Graphic Organizers,
Instructional Conversations through Cooperative Learning Groups) that are proven to support
all student access to content.
The outcome of this process will be two-fold. First, the imbedding of these strategies will be
evident in the use of classroom instructional methodologies. Secondly, the overall quality of
instruction will improve positively impacting student learning and student academic success.
The synergistic relationship between classroom instruction and student learning will in turn
lead greater college and career readiness on the part of Banning students.
1B. Strategies to address the growth target area:
In order to address this priority the following strategies will be implemented:
• Instructional Leadership Team (ILT) has been established to include – Administrators,
Content Chairpersons, Academy Lead Teachers, Access to Core Coach, Data/Problem
Solving Coach, Math Coach, ELL Coordinator, Title I Coordinator. This team meets on
weekly to develop and monitor the Professional Development (PD) and
implementation.
• Develop, and revise as necessary, a PD calendar that provides time weekly for PD, utilizing
the Professional Learning Community (PLC) model. This teacher collaboration time has
been created from time built into the district banked professional development time
and from redistributing time from minimum and shortened days.
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• In order to build skills in collaboration and the use of time efficient protocols, the ILT
participated in a five-day “Critical Friends” institute. These leaders will continue to train
new cohorts using the “Trainer of Trainers” model for both content and academy PLCs.
The first cohort completed their training during the summer, 2013.
• The continued development of teacher resources including the media library, the
template for “Pilot Walks” observation, and “Critical Friends” protocols and materials.
• The PLCs will follow a problem-solving cycle that includes analysis, planning,
implementation, and reflection of each of the three selected SDAIE/Access Strategies.
In summary, these strategies will support the teacher’s ability to work collaboratively and
efficiently on a regular basis in order to more effectively deliver classroom instruction.
Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
Establish the ILT to include
administrators, instructional coaches,
coordinators, content chairpersons, and
SLC leads
August, 2013 -
ongoing
Rudy Mendoza, Principal
LASDI Consultant
Develop and implement a PD calendar
that provides time monthly for teachers
in content area PLCs to focus on the
implementation of the three selected
SDAIE/Access Strategies that support
student learning
August, 2013 -
Ongoing
Administrators
PD Committee Chairperson
Cohorts of members of the ILT will
continue to be trained in “Critical
Friends” to become “Trainer of Trainers”
in the collaborative model of a PLC and
in the use of protocols.
August, 2013 -
Ongoing
Rudy Mendoza, Principal and
Community Partners
Organization
LASDI Consultant
Under the direction of the ILT, teachers
will continue to develop a media library
that includes examples of the effective
use of Academic Language
Development, Advanced Graphic
Organizers, and Instructional
Conversations through Cooperative
Learning Groups.
Ongoing ISIC ELL Compliance
Coordinator
Administrators
ELL Coordinator
Library Media Teacher
Develop, and revise as needed, a
template for the peer instructional
observations (Pilot Walks), using
Teaching and Learning Framework
Standard 3: Delivery of Instruction.
The staff will decide on which standard
to focus on based on the findings from
December, 2013 -
Ongoing
LASDI Consultant
Content Area Chairpersons
ELL Coordinator
Title I Coordinator
Access to Core Coach
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Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
observed needs of the Pilot Walks.
Continue trainings in CCSS for all
teachers in content PLCs, including the
use of “Critical Friends” protocols
August, 2013 -
Ongoing
Content Chairpersons,
Administrators, and
Coordinators (Trainer of
Trainers)
Through the ILT and period-by-period
PDs, review SDAIE and Access Strategies
with content chairpersons, academy
leads, administrators, and coordinators.
Monthly Access to Core Coach
ELL Coordinator
Review of SDAIE and Access Strategies in
content PLCs utilizing examples of model
lessons made available through the
media library
Ongoing Content Chairpersons,
Administrators, and
Coordinators (Trainer of
Trainers)
Develop, and revise as necessary, a plan
that includes a calendar and protocols
for structured peer observations (Pilot
Walks).
December, 2013 -
Ongoing
Administrators
ILT Members
Volunteer teachers
Train teachers in content PLCs in the
practice of peer observations, building
collegial trust, and the use of the peer
classroom observation template
August, 2013 -
Ongoing
Administrators
ELL Coordinator
Access to Core Coach
Content chairpersons
Once a month, during PD time, content
PLCs will meet to look at lessons
considering the use of SDAIE /Access
Strategies in lesson delivery and debrief
observations of classrooms
Ongoing Administrators
Content chairpersons
Once a month, monitor PLC progress on
the implementation of “Critical Friends”
protocols, and the three identified
SDAIE/Access Strategies schoolwide
Ongoing Rudy Mendoza, Principal
Administrators
ILT Members
Complete a progress monitoring review
using the School Review Rubric in the
areas of Classroom Instruction,
Intellectual Engagement, Learning
Environment, Classroom Talk,
Assessment, PD, and Professional
Teaching Culture
June 2014 Travis Collier, Director
Rudy Mendoza, Principal
Selected ILT Members
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Tracking Success: Which KEY Leading
Indicators for this goal will be tracked?
Dates for
Reviewing Leading
Indicator Data
Formally
Benchmark: You will be on
track if…
Increased mastery in the utilization of
the three focus strategies (SDAIE/Access
Strategies) in lesson design and delivery.
Bi-Annually During classroom
observations, there is
evidence of the use of the
SDAIE Access Strategies as
indicated in student work
posted in the classroom,
student engagement, seeing
and hearing academic
language, graphic organizers,
collaborative groups.
Results on the School Review
Rubric completed annually
will demonstrate growth from
Emerging and Approaching
Competence to Competent in
the areas of Classroom
Instruction, Intellectual
Engagement, and Classroom
Talk.
Teacher reflections (PD evaluations) are
positive about the building of capacity,
the collaborative experience, and
implementing strategies to support
student learning
Weekly by ILT
Members, and
Annual Formal
Assessment
Results on the School Review
Rubric will demonstrate
growth from Approaching
Competence to Competent in
the areas of Professional
Development and Culture
Increase in students successfully
completing courses
December 2013
and June 2014
There will be a 10% increase
of the number of students
successfully completing
courses with a “C” or better
Increase in English Learners successfully
completing all criteria for Reclassification
as Fluent English Proficient (RFEP)
December 2013,
February 2014, and
June 2014
20% of English Learners (EL)
will successfully meet the
criteria to RFEP (CELDT score,
ELA CST basic or above, and
ELA grade of C or above)
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Resources Required for This Plan Funding Required Who will provide this
resource?
“Critical Friends” training Yes Community Partners
LASDI Consultant
Title III Access to Core Coach assigned full
time
Yes ISIC/District
Continued participation in ‘Critical
Friends’ group trainings for Content
Chairpersons, Academy leads,
Coordinators, and Administration.
Yes ISIC/District
Categorical Funds/PD (BHS)
Training for Pilot Walks, template use,
media library lessons, and SDAIE/access
strategies five days before opening of
the 2013-2014 school year
Yes ISIC/District
2A. Growth Target Area:
Goal #2 - Building Teacher Capacity in Assessment Literacy and Formative Assessment,
especially in the development of lessons focused on the Common Core State Standards (CCSS)
– Use of Data, including writing in CAHSEE, EAP, Periodic Assessments, and student samples
In the past, teachers have received schoolwide data (including API, AYP, CELDT, SARC). Some
teachers have accessed and analyzed common assessment data, such as Periodic Assessments
(PA) and other teacher developed common assessments, to guide instruction, but this
problem-solving cycle was not consistent among the entire staff. Both teacher and
administrator focus groups indicate that there is there is a schoolwide awareness of the
importance of using data to inform decisions, but the practice has lacked consistency in how to
access and use data, set goals, and monitor progress.
So, this priority is to provide the tools and the opportunities for teachers and administrators to
meet in collaborative groups (PLCs) to review schoolwide, classroom, and individual data to
identify problems, plan, implement, and reexamine data (problem-solving cycles) in order to be
responsive to the students.
2B. Strategies to address the growth target area:
In order to address this priority the following strategies will be implemented:
• Ensure that there is time during the weekly PD for content and academy PLCs to review
schoolwide, classroom, and individual data to identify problems, plan, and reexamine
data.
• Develop, within the school, a shared meaning of data and the ability to access data from
various sources.
• Train teachers in the use of the “Critical Friends” Data Driven Dialogue (see attachment)
through the PLCs, leading to a greater understanding in how to use, and talk about, the
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data to inform and guide their instructional practices within the classroom.
• During PD, academy PLCs will use the “Critical Friends” Data Driven Dialogue protocols to
complete the problem-solving cycle, supporting the goals set in the 2013 – 2014 WASC
Action Plan.
• Experienced PLC teams will complete the problem-solving cycle, develop common lessons,
common assessments, and interventions.
• Progress in addressing this priority area will be monitored informally on a monthly basis
with a formal review conducted twice a year by the ILT utilizing the School Review
Rubric.
Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
Develop, and revise as necessary, a PD
calendar that provides time monthly for
teachers in content and academy PLCs
to review schoolwide, classroom, and
individual data to identify problems,
plan, and re-examine instructional
practice.
August, 2013 -
Ongoing
Administrators
Instructional Leadership Team
(ILT)
Continue to train the ILT through
“Critical Friends” protocols to be used
within the PLCs.
Ongoing Rudy Mendoza, Principal
Community Partners
Organization
Trainer of Trainers
Continue training for all content and
academy PLCs in the use of “Critical
Friends” Data Driven Dialogue protocol
August, 2013 -
Ongoing
Administrators,
Content Chairpersons, and
Coordinators (Trainer of
Trainers)
Continue training in how to access and
use data from such sources as MyData,
Core K12, Engrade , Moodle, and SIS.
August, 2013 -
Ongoing
ILT Members
Problem Solving/Data Coach
Technology Coordinator
Administrators, coordinators,
counselors, and teachers will utilize
formative and summative data to
communicate student progress during
PHBAO and teacher conferences, Open
House and Back-to-School Night, and
other SLC parent activities.
Ongoing Administrators
Problem-solving/Data Coach
Academy PLCs will utilize the “Critical
Friends” Data Driven Dialogue protocol
to review the progress of all students in
Common Core State Standards (CCSS),
including Long Term English Learners
August 2013 -
Ongoing
Administrators
Academy Leads
Problem-solving/Data Coach
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Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
(LTELs) and students with special needs.
Content PLCs will use the “Critical
Friends” Data Driven Dialogue protocol
to design a PD plan for the following
school year – 2014 - 2015
April, 2014 – June,
2014
Administrators
ILT Members
Problem Solving/Data Coach
Experienced PLC teams in Algebra 1, 9th
and 10th
grade ELA will complete the
problem-solving cycle(s) and develop
common CCSS lessons, assessments, and
interventions.
Ongoing, through
June, 2015
Rudy Mendoza, Principal
Problem Solving/Data Coach
Access to Core Coach
ILT Members
Experienced PLC teams (Algebra 1, 9th
and 10th
ELA) will become “Trainers of
Trainers” and develop a template that
guides other content teams in
completing the problem solving cycle(s)
to develop common CCSS lessons,
assessments, and interventions.
Ongoing, through
June, 2015
Rudy Mendoza, Principal
ILT Members
Access to Core Coach
Problem Solving/Data Coach
The ILT will meet weekly to review
reflections from PDs, monitor progress,
and make modifications as necessary to
address the CCSS instructional priorities.
Ongoing Rudy Mendoza, Principal
LASDI Consultant
Complete a progress monitoring review
using the School Review Rubric in the
areas of Ongoing use of Data, School
Practices, and Leadership
Annually Travis Collier, Director
Rudy Mendoza, Principal
ILT Members
Tracking Success: Which KEY Leading
Indicators for this goal will be tracked?
Dates for
Reviewing Leading
Indicator Data
Formally
Benchmark: You will be on
track if…
Increased teacher access to data: grades,
attendance, progress toward graduation,
CCSS scores, CAHSEE scores, EL
monitoring, IEPs, behavior
May-June, 2014 -
Ongoing
70% of teachers are accessing
MyData, CoreK12, SIS,ISIS,
and/or Moodle
Teacher reflections are positive about
building capacity, the collaborative
experience, and increasing skills in
accessing and using data for lesson
planning and delivery of instruction
Weekly by
Leadership Team,
Formal Annual
Assessment
Results of the Schoolwide
Review Rubric will
demonstrate growth from
Approaching Competence to
Competent in the areas of
School Practices and
Leadership.
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Tracking Success: Which KEY Leading
Indicators for this goal will be tracked?
Dates for
Reviewing Leading
Indicator Data
Formally
Benchmark: You will be on
track if…
Increased success rates (scores on
common assessments and final course
marks, Periodic Assessments, CCSS
scores, CAHSEE proficiency rate) in
Algebra I, English 9 and 10.
Ongoing Using the problem solving
cycle, Algebra 1, 9th
and 10th
ELA PLCs will have completed
a portfolio of common lessons
and assessments including
formative and summative
data results.
Increase in ELs successfully completing
all criteria to RFEP
June, 2014,
December, 2015,
and February, 2015
20% of ELs and LTELs will
meet the criteria to RFEP
An increase in teachers communicating
to parents regarding summative and
formative data of student progress.
Ongoing A 30% increase in the percent
of parents who indicate that
they speak with teachers
regarding school work and
progress.
Resources Required for This Plan Funding Required Who will provide this
resource?
Critical Friends Training Yes Community Partners
Problem Solving/Data Coach Yes ISIC/District & Categorical
Funds
Title III Access to Core Coach Yes ISIC/District
CCSS Professional Development beyond
the school day (before or after school,
weekends, and/or holiday breaks) for
Algebra I, English 9, and English 10 PLCs
Yes ISIC/District & Categorical
Funds
3A. Growth Target Area:
Goal #3 – Strengthen current Structures (Small Learning Communities) in Order to Provide a
Highly Personalized and Supportive Learning Environment
The results of the needs assessment process, including observations and comments from the
student and parent focus groups, indicate that many students lack motivation and do not see a
connection between learning, school success, and their futures. Currently, the SLC structure at
Banning High School does not provide the formal mechanisms to ensure that every student is
consistently supported and mentored by an adult on the campus. SLCs must better-address the
individual needs of students, linking their learning to college, career and personal interests.
Advisory and mentoring programs are a crucial component to providing a support,
personalization, communication, and relationships to all students. These priorities foster the
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development of a collegial school culture that is collaborative in nature and focused on
problem solving.
3B. Strategies to address the growth target area:
In order to address this priority the following strategies will be implemented:
• Using the WASC 2013-14 Self-Study processes, a needs assessment will be conducted to
identify student interests, the ability to provide personalization, A-G course offerings
(including CTE courses) to prioritize the areas for restructuring of SLCs.
• Prioritize the PD time, to ensure that the SLC staff meets regularly in their PLCs to
complete the problem-solving cycle (priority #1) based upon the needs assessment
results.
• The successful International Trade Education Program (ITEP) model, of parent and
community advisory boards, will be expanded to include a board for each of the SLCs,
including the Freshman Academy.
Freshman Academy will:
• Support the student transition from middle school to high school through a “Maritime
Connections” course to include: an introduction to high school, a mentorship program,
AVID strategies, career and college expectations and explorations, introduction/bridge
to the selection of academies (grades 10th
– 12th
).
• Re-implement the AVID Program beginning with the incoming freshman class. The AVID
methodologies will be offered as part of the “Maritime Connections” curriculum.
• Provide career exploration with a focus on the themes within the current SLCs, including
the California Partnership Academies (CPA).
• Offer academy personalization through student led conferences, teacher collaboration,
awards assemblies, student leadership component, and other team building activities
• Provide opportunities for Tier II, Tier III interventions, and enrichment.
• Develop mechanisms for increasing parent engagement and communication
Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
Develop a PD calendar that provides time
monthly for teachers in SLCs to review
and redesign the SLCs in order to support
student learning through
personalization, connecting student
experiences/learning to college and
career pathways
May, 2014 Administration
PD Chairperson
Instructional Leadership Team
ESBMM
Develop a bell schedule that provides
time for weekly PD.
June, 2014 Administration
Instructional Leadership Team
ESBMM
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Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
Master Program development including:
course and elective selection, rebuilding
of the prior year’s Master Program , and
a common planning period for ninth
grade teachers
June, 2014 Administration – APSCS
Instructional Leadership Team
Jim Bryan, Master Program
Development Consultant
Develop a new course for the Freshman
Academy that will serve as an
introduction to high school, and as a
bridge to the existing academies in the
SLCs – ”Maritime Connections” (Life
Skills 21st
Century)
June, 2014 Principal
APSCS
Freshman Lead Teacher
Design the curriculum for the new ninth
grade “Maritime Connections” course to
include: AVID strategies, career and
college expectations and explorations,
introduction/bridge to the selection of
academies (grades 10th
– 12th
)
July, 2014 Administration
“Maritime Connections”
Teachers
AVID Coordinator
Career/College Counselor
Academy Leads
Create, and revise as necessary, an
application and selection process for 12th
grade students that will serve as mentors
to the ninth grade students during the
“Maritime Connections” elective
The current application for Peer
Counselors will be used as a model for
the application process.
June, 2014 -
Ongoing
AVID Coordinator
College/Career Counselor
Student Empowerment
Specialist
Train the selected student mentors over
the summer using the “B Crew” (ninth
grade student mentoring program)
model.
August, 2014 -
Ongoing
PSA Counselor
AVID Coordinator
Student Empowerment
Specialist
“Maritime Connections”
teachers
Conduct a schoolwide needs assessment
with all stakeholders to review student
interests, the ability to provide
personalization, A-G course offerings
(including CTE courses), and prioritize the
areas for restructuring of SLCs.
December, 2014 Rudy Mendoza, Principal
SLC Lead Teachers
Leadership Teacher
Parent Liaison
Use the results of the needs assessment
review to begin the process of
restructuring the SLCs as needed.
Ongoing though
June, 2015
Rudy Mendoza, Principal
APSCS
ILT
During their common planning period, December, 2014 ISIC/District Expert
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Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
the ninth grade teachers will be trained
in the practice of student-led
conferences and become Trainer of
Trainers for teachers in the SLCs grades
10th
– 12th
.
LASDI Consultant
Student Empowerment
Specialist
Community Partners
During the common planning period, and
using “Critical Friends” protocols, ninth
grade teachers will work collaboratively
to develop student personalization
around student-led conferences, awards
assemblies, AVID strategies, and other
team building activities.
Ongoing through
June, 2015
Administrators
Academy Leads
AVID Coordinator
LASDI Consultant
Tracking Success: Which KEY Leading
Indicators for this goal will be tracked?
Dates for
Reviewing Leading
Indicator Data
Formally
Benchmark: You will be on
track if…
Successful completion of courses
(including results from course grades)
Quarterly Review -
Ongoing
An increase of 20% of
students meeting A-G
requirements.
An increase of 20% of ninth
grade students matriculating
into the 10th
grade.
Ninth grade student data (including
results from attendance, student
referrals and suspensions)
Bi-Annual –
December and
June
A 12% decrease in ninth grade
student referrals and
suspensions.
A continued increase in
attendance.
Schoolwide student data (including
results from student surveys, and
participation rates in student activities)
reflects that the student and adult
experience within the SLCs is highly
personalized.
Bi-Annual –
December and
June
A 10% increase in students
participating in student
activities.
A positive response to the
student survey regarding the
school providing a highly
personalized environment.
Quality parent involvement and
engagement to support student
achievement
Quarterly -
Ongoing
There will be an increase of
participation and attendance,
at conferences, parent
advisory boards, and parent
workshops.
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Tracking Success: Which KEY Leading
Indicators for this goal will be tracked?
Dates for
Reviewing Leading
Indicator Data
Formally
Benchmark: You will be on
track if…
A 20% increase in parents
responding to the School
Experience Survey, with 85%
positive response to the
opportunity to participate in
school organizations.
Increase in English Learners successfully
completing all criteria for Reclassification
as Fluent English Proficient (RFEP)
Ongoing 20% of ELs successfully meet
the criteria to RFEP
Resources Required for This Plan Funding Required Who will provide this
resource?
AVID Training for AVID Elective
teacher(s), AVID Content teacher(S), and
AVID Tutors
Yes ISIC/District & Categorical
Funds
Student training of 12th
graders in “B
Crew” to serve as mentors to incoming
ninth grade students.
Yes ISIC/District & Categorical
Funds
Student Empowerment Unit
Parent trainings – PIQE, Families in
Schools
Yes ISIC/District & Categorical
Funds
Training for the Freshman Academy and
SLC advisory boards.
Yes ITEP Consultants
4A. Growth Target Area:
Goal #4 – All Students will Graduate - Personalize the Environment to Ensure that the School is
Responsive to the Needs of all Students Including Remediation, Credit Recovery, and
Enrichment.
The high failure rate and low proficiency in ELA and Math is reflected in the 63% four-year
cohort graduation rate. Thus, negatively impacting the four-year graduation rate. This supports
the need for intervention and credit recovery opportunities. Currently, students have fewer
options for remediation/intervention, credit recovery, or enrichment beyond the school day.
4B. Strategies to address the growth target area:
In order to address this priority the following strategies will be implemented:
• Strengthen Tier I Instruction (see Key Priority #1)
• Offer Tier II and Tier III intervention courses that support student needs. Match
interventions with the needs of the students.
• Monitor interventions/remediation for successful implementation
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• Provide time during the school day for remediation/intervention, credit recovery, or
enrichment while ensuring that students have access to graduation requirements.
• Expand the opportunity for credit recovery to include online courses (APEX)
Action steps to achieve & monitor this
priority:
Time of
Completion:
Lead person or organization
providing support:
Review, and adapt as necessary, an
alternative bell schedule that provides
additional time during the school day for
intervention, credit recovery, and
enrichment (4x4, 2x8, 7-period day).
December, 2014
and June 2015
Principal
ESBMM
UTLA Chapter Chair
Include Tier II, Tier III courses, and
courses for credit recovery (including
alternative instruction delivery systems
such as online – APEX) in the Master
Schedule Matrix.
Ongoing APSCS
Identify (and train if needed) teachers for
the Tier II, Tier III, and online courses to
ensure that the curriculum and
instruction addresses the academic needs
of all struggling students (LTELs, SWDs).
June, 2014 and
December, 2015
ISIC/District
ESC Access to Core
ELL Coordinator
Math Coach
Teachers teaching the
intervention/remediation courses will use
the “Critical Friends” Data Driven
Dialogue protocol to develop solutions
and responses to the needs that are
implied in the data.
After each grading
period
Math Coach
Problem-solving/Data Coach
Title III Access to Core Coach
ELL Coordinator
Develop, and revise as necessary, the
“Maritime Scholars” program for
enrichment beginning in the ninth grade.
June, 2014 -
Ongoing
Principal
APSCS
College/Career Counselor
AP Teachers
Tracking Success: Which KEY Leading
Indicators for this goal will be tracked?
Dates for
Reviewing Leading
Indicator Data
Formally
Benchmark: You will be on
track if…
Increase in intervention and credit
recovery opportunities being offered
during the school day to struggling
students.
Ongoing There will be a __% increase in
the matriculation and
graduation rates
Increase in students successfully
completing courses, matriculating to
next grade level, and graduation rate
Bi-Annual -
Ongoing
There will be a 10% increase
of the number of students
successfully completing
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Tracking Success: Which KEY Leading
Indicators for this goal will be tracked?
Dates for
Reviewing Leading
Indicator Data
Formally
Benchmark: You will be on
track if…
courses with a grade of “C” or
better
Increase in students successfully
completing Tier II and Tier III courses.
June, 2014 -
Ongoing
__% of students enrolled in
the Tier II and Tier III courses
will pass with a grade of “C” or
better, leading to fewer
students needing these
courses.
Increase in ELs successfully completing
all criteria to RFEP
June 2014,
December, 2014
and February,
2015
20% of ELs will successfully
meet the criteria to RFEP
Resources Required for This Plan Funding Required Who will provide this
resource?
Teacher training in Tier II and Tier III
curriculum
Yes ISIC/District
Title III Access to Core Coach
Expertise of an Access to Core Coach –
SDAIE and Access Strategies
Yes ISIC/District
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Appendices (Attachments as a Separate Binder)
A. Results of student questionnaire/interviews
B. Results of parent/community questionnaire/interviews
C. Master schedule
D. Additional details of School Programs, e.g., online instruction, college/career,
academies, IB, AVID
E. School Quality Snapshot (see cde.ca.gov)
F. School accountability report card (SARC)
G. CBEDS school information form
H. Graduation requirements
I. Any pertinent additional data (or have it on exhibit during the visit)
J. Budgetary information, including budget pages from the school’s action plan
(i.e., the Single Plan for Student Achievement)
K. A list of standards-based local board adopted texts (include year of publication) used in
9th
and 10th
grade English Language Arts, any reading intervention programs, texts
leading up to Algebra, Algebra I, Social Studies, and Science
L. Glossary of terms unique to the school.
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LOS ANGELES UNIFIED SCHOOL DISTRICT
INTENSIVE SUPPORT AND INNOVATION CENTER
Tommy Chang, Instructional Area Superintendent
Travis Collier, Instructional Director
Banning Academies of Creative and Innovative Sciences
a Small Learning Community of
PHINEAS BANNING HIGH SCHOOL
Rudy Mendoza, Principal
Paul Valanis, Instructional Specialist, BACIS
Focus on Learning Self Study
Committee Participation:
B. Curriculum C. Instruction D. Assessments
A. Paskowitz B. Castro P. Nehring
N. Baez M. Wilson J. Carter
A. Hernandez P. Molina S. Rupp
B. Hernandez R. Melton R. Urkofsky
R. Cassimere P. Rice P. Valanis
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BANNING ACADEMIES OF CREATIVE AND INNOVATIVE SCIENCES (BACIS)
History
Banning Academies of Creative and Innovative Sciences (BACIS) is a new SLC in its first year on the
complex of Banning High School. This new school has been created out of an LAUSD option called
Public School Choice. “The Los Angeles Unified School District is committed to ensuring success for
all of our students and creating innovative learning opportunities. The PSC Initiative supports the
opening of newly constructed schools and turning around chronically underperforming schools.”
Banning High School entered round 4 of Public School Choice and on October 31, 2012 BACIS
submitted its plan which included overall instructional plan and vision, the current school data and
analysis, school turnaround. After waiting for 4 months for the review to come out BACIS received
a ‘well-developed’ and the comments by the reviewing team and Superintendent Deasy were that;
“The plan is thorough, but concise, with a focus on effective instruction and consistently high
expectations for student achievement. The strategies and ideas around instructional philosophy
are clear and it demonstrates what a student in their school would be able to do. In particular, the
four pillars make it very clear. A strong sense of commitment is evident in the plan, which gives
confidence that the Planning Team could successfully implement their plan despite the significant
challenges of breaking apart an existing school.
However, the Planning Team does not already have a governing board or body, which is
concerning because they have no one to ensure implementation of the plan, or that their work will
continue regardless of who is the leader at the school. This decision-making group is very critical
because they will need to be involved in all the big decisions that need to be made. The team will
also need to clarify how they will track their school’s progress, because this information was
lacking. Otherwise, the plan was well-developed in every regard, except the lack of a clear plan for
governance.”
The Public School Choice option allowed teachers the opportunity to create their own school. The
five members of the design team spent a year and a half reading, discussing and planning a school
that is creative and innovative and as a consequence will raise the educational expectations for all
students who attend. The two pathways offered are Engineering and Manufacturing along with a
Computer Science and a Digital Art school. The school opened in August 2013, and thus far
teachers and students have begun to take ownership of their new school. Instructionally, BACIS
has autonomy however it is currently a Small Learning Community on the Banning Complex. Since
the receipt of the Superintendent’s recommendations, BACIS has formed a Governance Board. The
board has representation from all stakeholders, parents, students, administrative, and teachers.
Over the next three years we will implement our entire instructional program.
Earlier this year the School Board voted that a Magnet school be added in the 2014-2015 school
year. The Magnet school will be incorporated into the population at BACIS. The theme of the
Magnet school will be Technology and Business. The Magnet program is focusing on recruiting
students from throughout LAUSD and truly becoming an integrated and diverse learning
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environment. This year our school started with only a 9th grade and had approximately 280
students attending. LAUSD expectation is that BACIS rolls out the plan over the next 3 years.
Instructional
Banning Academies of Creative and Innovative Sciences BACIS Instructional philosophy is based on
its four pillars, Academic Preparedness, Career Readiness, College Knowledge and Academic
Tenacity. These four Pillars are Culturally Responsive and measurable with defined leading and
lagging indicators.
Pillar I Academic Preparedness
All students and teachers are capable of achieving at high levels, and all will do so, leading to an
academically prepared student body. Every student at BACIS will complete a rigorous high school
program that teaches them to apply, analyze, and synthesize complex information.
Academic Preparedness will be measured using the following indicators: frequent MOODLE
standards based assessments, SAT/ACT, CAHSEE, and Common Core exams. Teachers will use
Access Strategies - Cooperative and Collaborative Learning Environments, Instructional
Conversations, Academic Language Development, and Advanced Graphic Organizers. These
strategies are shown to increase understanding for all students. Advisories will include lessons in
the necessary skills students need to become high achievers. Communication between parents,
students, advisors, and course teachers will be paramount to making our students academically
prepared.
Pillar II Career Readiness
The leading indicators for Career Readiness are frequent individual self-assessments during daily
advisories, documented in the student’s individual e-portfolio. The e-portfolio is designed to
include academic work, technical skills, and soft skill goals, all of which will be set by the student.
Technical skills are job specific skills that students will develop in their Academies. Soft skills and
technical skills will be monitored frequently using the e-portfolio. Students will work toward job
certifications, so that they are work ready upon graduation. Indicators of Career Readiness will
include proficiency in the Common Core State Standards, mastery of soft skills taught in Advisory,
employment, e-portfolios, and quantity and quality of reflective practices.
Pillar III College Knowledge
All graduates will be ready for the 21st century workplace, which requires high-order thinking
skills. For the careers that will be available when BASICS students reach adulthood, postsecondary
education will be necessary. Therefore, we regard career readiness and college preparedness to be
equally important toward the prospect of a rewarding future.
BACIS students have the opportunity to earn college credit through the program Project Lead the
Way which works in conjunction with one of our local colleges to provide college credit upon
completion of the class and the end of year test. Presently, all 9th graders are taking Introduction
to Engineering and Design. The leading indicators of College Knowledge are frequent assessments
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through daily Advisories. Students will set career goals and demonstrate, through the e-portfolio
and MOODLE assessments, that they understand educational requirements. They will track their
own performance in school and will measure their progress toward entry into the appropriate
postsecondary educational programs. All students will build College Knowledge, throughout their
four years at BACIS and this will enable them to better navigate postsecondary education.
Teacher’s use of flexible groupings, differentiated instruction, and access strategies to deliver
lessons that will allow our students to demonstrate proficiency in this pillar. These rigorous
instructional strategies increase the graduation rate, increase college admission rates, and lead to
successful completion of postsecondary schooling. Regular portfolio evaluations will reveal
knowledge of college programs. PSAT, SAT, ACT, and AP attempts and, when necessary re-takes
will be tracked. Students will be frequently surveyed using MOODLE to ensure they are
knowledgeable about college.
Pillar IV Academic Tenacity
Growth in Academic Tenacity will be indicated by participation in, and completion of, interventions
and enrichment activities. Course marks will be tracked and compared to CST performance, for
which there should be strong correlations. E-portfolios will serve as valuable indicators of
academic tenacity, because teachers will be able to see how frequently students update or revise
their work, how they grow over time, and how thoroughly they reflect on their own
understandings.
All students are given opportunities to demonstrate academic tenacity in the classroom setting.
BACIS students are encouraged to have positive academic mindsets, empowering them to persist
at schoolwork, and develop academic behaviors that continue beyond high school to make them
lifelong learners. BACIS students will learn to consistently and tenaciously practice habits intrinsic
to the development of college prepared and career ready students.
Teachers scaffold activities that promote and demonstrate higher order thinking skills, using
Bloom’s Taxonomy and Costa’s levels of questioning to ensure a culture of high expectations and
high achievement for all. As a result of pillar four, an academically tenacious BACIS student body
will show increases in CST and CAHSEE proficiency, graduation rates, grade level matriculation and
attendance. Academic Tenacity will help transform our environment into one of high expectations.
A culture of high expectations will contribute to school safety. Students are taking great pride in
their school, their communities, and themselves, making their part of the campus a safe place,
where students’ minds and souls are nurtured.
Growth Target 1
The Banning High School culture is characterized by trust and professionalism and has a focus on
continuous school improvement; however, there is a need to continue to promote rigor and the
use of higher order thinking.
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BACIS since its inception is focused on promoting rigor and providing students opportunities to
increase higher order thinking. Standards Based Instruction ensures that all students learn at high
levels. BACIS teachers continue to develop and/or adopt standards and standard-based
assessments for all courses. Common Core State Standards are already being integrated into every
course, and will be taught alongside course content standards.
As our students work to become academically prepared graduates, BACIS teachers continue to use
daily in their classrooms Access Strategies, Cooperative and Communal Learning Environments,
Instructional Conversation, Academic Language Development, and Advanced Graphic Organizers.
These strategies are proven to be effective methods to support learning for all students,
particularly English Learners, Standard English Learners, and Students with Disabilities.
Responsibility for the mastery of teaching essential English and Math skills is shared by all teachers.
Currently, the BACIS teachers are working with students in the participation of a nationwide
science competition (Exploravision). This competition goes beyond the typical student science
competition and into what it takes to bring ideas to reality. This competition asks students to pick a
current technology, research it, envision what it might look like in 20 years, and describe the
development steps, pros & cons, and obstacles. This requires students to use higher level thinking
and promotes rigor.
For example, 9th grade students being challenged to write a research paper and submit it to a
competition.
BACIS teachers are currently working on the 10th grade Project Based Learning activities that will
be integrated throughout all 10th grade classes next year. PBL is an effective approach to teaching
that provides opportunities for students to explore real-world problems and challenges, while
developing connections across the curriculum. Effective projects actively engage and inspire
students to seek and obtain deeper knowledge of the subjects they are studying. PBL will help
BACIS continue to transform the current culture into one of high expectations because it
encourages authentic assessment, integrated studies, social-emotional learning and technology
integration.
BACIS teachers continue to develop activities that build skills and mindsets in order to increase a
student’s self-efficacy, motivation, and persistence. Bloom’s Taxonomy and Costa’s Levels of
Questioning are interwoven throughout our daily lessons. Teachers will press students to promote
rigor in all our classrooms as we fortify our culture of high expectations. Our students will learn
how to deal with challenges and have a can-do attitude. BACIS teachers also scaffold our activities
to promote higher order thinking in our students.
Our goal is to matriculate students from the Banning Academies of Creative and Innovative
Sciences with the skills and habits necessary to succeed in postsecondary education and high-
demand 21st century careers. There will be special emphasis in the fields of manufacturing,
engineering, computer science, and digital art. Students will have acquired appropriate work
habits, critical thinking, and social skills that enable them to work productively with colleagues and
superiors, and will be prepared to demonstrate those skills in the workforce and in college. They
will be intrinsically motivated to succeed, and will have the habits of mind and self-discipline
necessary to solve complex problems over extended periods of time.
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Growth Target 2
It is recommended that Banning High School continue to develop and revise instructional practices
to increase the number of students who demonstrate proficiency in the areas of ELA and
mathematics.
BACIS English teachers have been working very closely with the Banning EL Coordinator to ensure
that SAIDE and Access Strategies are being used daily and that each lesson plan includes daily,
reading, writing, speaking and listening activities. BACIS teachers are also incorporating these
SAIDE and access strategies as an integral part of the overall BACIS instructional plan.
Growth Target 3
There is a need for Banning High School to establish a clear communication system among and
between various governing boards and groups and to provide a means for two-way
communication within the school.
BACIS has established its own governance board with supporting committees. Because we are in a
unique situation of becoming our own school in 2014-2015 we have been given the opportunity to
choose our own governance model which we will do later this year. We do however have a
governance board that consists of an administrator, teachers, parents and students. Most
communication between administrator/teachers and teacher/teacher is done through using a
Google group and the ongoing use of Moodle. In both cases teachers are allowed to respond and
have ongoing conversations about procedures, student achievement, best practices etc.
Growth Target 4
There is a need for a school-wide system to analyze student assessment data to modify curriculum,
instruction and assessments.
BACIS teachers are continuing to work on common benchmark assessments in each of the core
areas. This will allow teachers to analyze not only student achievement but where there might be a
need for improvement in their own practices. As our school moves forward, teachers at BACIS are
attempting to create a non-judgmental setting where they are allowed to show their imperfections
as educators so that they can grow in that area. This will ultimately benefit our students. Our
Instructional leader creates the opportunities for learning and this is what makes BACIS a unique
place for teachers to grow.
Since we are a small school, it makes it easier to teachers to desegregate student information and
analyze how to improve school wide in meeting the needs of our students.
Growth Target 5
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There is a need to evaluate and assess intervention programs in order to determine their
effectiveness in increasing student achievement while establishing formal processes for selecting
and placing students within these programs with consideration given to identification, placement
and attendance.
Since we have only been in existence since August 2013, and we have three years to roll out our
entire plan, we are unable to as of yet to determine if the plans for intervention fulfill its purpose.
In the BACIS plan ideas to create benchmark achievements, student must achieve in order to pass
a class with a letter grade “C” or better. Students who do not meet the requirements of the class
will be given an incomplete until they reach the benchmarks and expectation of the class. This will
increase rigor and expectation for our students as they may excel in one area of content but need
extended time to master other parts of the content. This plan for intervention/enrichment will
begin for our students in the 2014-2015 school year. By having these benchmark assessments,
teacher will know each student’s needs for intervention and or enrichment and they can be
offered appropriately. Students who excel in a subject area will be offered classes that enrich that
students overall high school experience.
Growth Target 6
It is recommended that BHS develop a systematic process by which achievement of the ESLRs is
assessed and integrated into standards-based instruction and aligned with the culture of the
school.
BACIS is creating its’ own ESLR’s based on the instructional program created in its’ plan.
Growth Target 7
While Banning has significantly increased supervision on campus, there is a need to increase staff
involvement in the area of campus safety.
BACIS is still part of Banning for this school year and thus relies on Banning for supervision. Our
part of the campus is very small area and teachers routinely clear hallways during passing period,
before school, and at lunch. Some students are in clubs at lunch which helps with the supervision
during that time. The BACIS bell schedule helps with supervision because our block schedules
results in less student traffic.
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B1 - Curriculum: To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the school wide learner outcomes? To what extent through standards-based learning (what is taught and how it is taught), are the school wide learner outcomes accomplished?
Findings Evidence
● BACIS students are on track to complete A-G requirements for admission into UC & CSU systems.
● 9th grade students in BACIS take English, Algebra or Geometry, Physics or Biology, World History, and Intro to Engineering Design. BACIS students also take Math and/or English intervention courses or electives such as Robotics, Geography, or Humanities, depending on their individual needs.
● BACIS math classes are fully implementing common core state standards; one year before the mandated implementation. The mathematical practices are also being integrated in our daily lessons.
● BACIS Students are using critical thinking skills to create, graph, and interpret data. BACIS students are able to justify their reasoning and critique the reasoning of others.
• BACIS core courses are taught based on state-adopted standards. Non-core courses are in the process of solidifying their own standards.
• Individual Graduation Plans • Advisory Curriculum
• BACIS Master Schedule/Matrix
• Syllabus • Lesson Plans • Standards Based Assessments • Interactive Notebook • College Prep. Math
Curriculum
• Agendas • Lesson Plans • Thinking Maps • Cooperative Learning
Projects • Exit Slips
• Common Assessments
• Common Core State Standards
• Teaching and Learning Framework
• Professional Development
• Project Lead the Way
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BACIS Advisory uses guidelines from the Search Institute and Department of Labor. Intro to Engineering Design reinforces Math, English, and Science standards, and ties in closely to the recently adopted Next Generation Science Standards.
(PTLW)
B2: Curriculum: To what extent do all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school to career goals?
Findings Evidence
● BACIS students in ninth grade take the same core courses, with a few variations to allow for intervention or enrichment. BACIS Students are not segregated into Honors and General Education courses.
● BACIS Advisory program implementation of Progress Monitoring Report (PMR).
● S.M.A.R.T. Goals planning.
● BACIS students develop their own personal learning plans as part of the BACIS Advisory program.
● Math classes incorporate College Preparatory Mathematics (CPM).
• BACIS Matrix • Access to BHS Counselors • Student Class Schedules
• BACIS Advisory Folder • Progress Monitoring Report
• S.M.A.R.T Goal Worksheet
• Lesson Plans
• CPM Group activities
• Advisory Curriculum
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● Department of Labor’s Soft Skills to Pay the Bills curriculum.
● Advisory program maximizes student access to the Search Institute’s research-based 40 developmental assets.
• BACIS English Learners and Learning Disabled students are fully included in the career pathway courses.
• BACIS Matrix • IEPs • LTEL Curriculum
B3: Curriculum: To what extent are students able to meet all the requirements of graduation upon completion of the high school program?
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C1 Instruction: To what extent are all students involved in challenging learning experiences to achieve the academic standards and the School wide learner outcomes.
Findings Evidence
Findings
Evidence
● Schedule allows for meeting more than minimum requirements.
● Schedule allows for remediation and grade level
classes. • Schedule provides ample opportunity for electives.
• 80 Hours of Credits offered per academic year.
● BACIS currently consists only of freshmen;
however, the four-year plan requires A-G completion and provides ample opportunity to make up classes as needed.
• Credit Recovery Program.
● A / B Bell Schedule (2 x 8 schedule)
• Student Schedules • BACIS Matrix
• Every BACIS student in Algebra 1 is also enrolled in a tutorial class where they receive additional support to be successful in Algebra 1.
• Design Plan Public Choice 4.0
• BACIS Uniform Recovery Policy
• Individual Teacher Recovery Contracts
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• All teachers have high expectations for learning and behavior for all students.
• Teachers are trained in and use SDAIE Strategies.
• Students are continually engaged in lessons that challenge them to compare, analyze, synthesize, persuade, interpret, evaluate, summarize and ultimately express them selves through speaking and writing that demonstrates academic thinking.
• The development of common expectations, common assessments, departmental instructional plans and common lessons has encouraged and facilitated a common language and allows for the sharing of best practices and re-teaching to provide students with multiple opportunities to access the curriculum and demonstrate proficiency.
• Power-point, interviews, essential questions and on-demand writing.
• In English Language Arts teachers are implementing the Common Core State Standards where students understand the reading and writing process, what good readers and writers do, and having a specific purpose for reading and writing. This is evidenced through multiple readings, close reading, text dependent questioning, short constructed responses, reading for comprehension and independent reading.
• In Mathematics teachers are implementing the Common Core State Standards through the College Prep. Math program in conjunction with the Teaching Math in America program.
• Lesson Plans • Course Outlines • Syllabi • Classroom
observations • Computer Lab Access
and usage • Computer carts • Multimedia Carts • Hands-on physics and
biology experiments • Project-based
assignments • Presentations • Writing historical
argument essays • California State
Standards • Common Core State
Standards • LAUSD Instructional
Guides • LAUSD Master Plan • Common formative
and summative assessments
• Pacing Plans • Intervention Classes • Career and college
Awareness class • Lesson Planning
through study groups
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• In all content areas teachers are utilizing the three tiers of effective questioning based upon Bloom’s Taxonomy and Webb’s Depth of Knowledge.
• In all content areas teachers are implementing SDAIE strategies including cooperative grouping visuals connected to text and labs.
• In the Project Lead the Way Classrooms Science teachers are utilizing computer technology to provide students with spatial awareness and to develop spatial thinking. Teachers provide lessons on 1-point, 2-point and 3-point perspective resulting in student development of computer based simulations.
C2 Instruction: To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?
Findings Evidence
• All teachers are using a variety of strategies and resources most of the time to create and ensure a quality learning environment and experience for students.
• Most teachers infuse their lessons with interaction; interactions with teacher, peers, text and technology to bring about high levels of student engagement and student achievement.
• All Students have access to a variety of courses
• iPads/PCs • Computer lab access • Laptops and net
books • Moodle • Digital library • LCD projectors and
Elmos • PowerPoint
presentations • Pre-reading strategies • SDAIE • Teaching and
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offering technology, rigor and career preparedness.
• Students are scheduled in courses that meet and exceed A-G requirements for college acceptance.
• We are constantly increasing parent awareness and involvement.
• We have a Progress Monitoring report that goes home bi-monthly.
Learning Framework • CCSS • Teacher designed
questions and review based on student outcomes
• Cooperative grouping • Thinking maps • Supplemental
materials • Elective Courses • Microscopes • Labs • Assemblies • Field trips
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CRITERION D-1 and D-2 To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? To what extent do teachers employ a variety of assessment strategies to evaluate student learning? To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?
Findings Evidence • D1. As a first year school, BACIS is following on the
previous year’s data collected by Banning High School. In the past, students’ CST data, Periodic Assessments (PA), CAHSEE scores were all collected and reviewed at teacher professional development days. This data is also sent home through district mailings.
• BACIS faculty will continue a process of analyzing
assessment data for reflection and refinement of its instructional program.
• D2a. BACIS teachers use a variety of assessment profiles
to determine students’ progress towards meeting grade level standards.
• Teachers commonly use Powerpoint presentations, oral
presentations, journals, exit tickets, interactive notebooks, lab reports, and Socratic seminar to assess their students.
• The English Department makes use of the ELA Periodic
Assessments from LAUSD.
• Students in the High Point curriculum use the mandated assessments that accompany the curriculum.
• Teachers also use multiple choice assessments, essay
assessments, research projects, and constructed response as a variety of assessment tools.
• Students in the LTEL Intervention, Read 180, take regular
assessments that are evaluated by LAUSD district personnel. In addition, BACIS science teachers administer on-line assessments through the Moodle format.
• BACIS teachers are in the development phase of making
common assessments drawn from released test questions
• CAHSEE score reports
• CST score reports
• Professional development
• District benchmarks and data
• Department rubrics
• Teacher made assessments
• Critical Friends Groups
• Final Exams
• Progress Monitoring Reports
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from past CSTs and current curriculum.
• D2b. BACIS teachers and students participate in a biweekly grading tool called the Progress Monitoring Report (PMR) which students take home to parents.
• The PMR reflects students’ progress towards grade level
standards and instruction is accordingly modified. These steps include re-teaching until students reach 80% mastery; students sent to tutoring; and individual study time with select teachers.
• BACIS teachers consider their current instructional model
of two math and two English classes to also be a modification to traditional instructional models that will insure students’ mastery of standards. (i.e. Strategic Literature, Algebra tutorial).
• BACIS will also participate in administering final exams
to all students.
CRITERION D-3 and D-4 To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected school-wide learning results? To what extent does the assessment of student achievement in relation to the academic standards and the expected school-wide learning results drive the school’s program, its regular evaluation and improvement, and the allocation and usage of resources?
Findings Evidence • D3. Each department in BACIS creates its own in-house
assessments to measure student’s achievement of course standards.
• Biology and Physics teachers continue their development of assessments in Moodle.
• D4. State standards drive the BACIS instructional program.
• Teachers attend workshops and do their own study of
resources on the Common Core standards leading to changes of and shifts in instruction and assessments.
• CAHSEE score reports
• CST score reports
• Professional development
• District benchmarks and data
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• Department rubrics
• Teacher made assessments
• Critical Friends Groups
• Final Exams
• Progress Monitoring Reports
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